From the human mind’s powerful unconscious capacities to its digitally extended possibilities

Manuscript
Published: Dec 31, 2023
DOI: https://doi.org/10.12681/psy_hps.36231
Keywords:
unconscious processes human-Internet interaction cognitive development metacognitive development Theory of Mind
Bettina Davou
National and Kapodistrian University of Athens
Abstract

This commentary elaborates on the themes presented in this special issue, composed of four theoretical reviews and two empirical studies, that all show how much our understanding of cognition and metacognition has advanced during the last fourty years. From the inherent, both conscious and unconscious, capacities of the human mind to its digitally extended possibilities, as well as to the subtle mechanisms of cognitive and metacognitive development, the papers show how much cognitive research has moved on, from approaching the mind as a cognitive system analogous to a computer, which was the dominant perspective in the beginnings of Cognitive Psychology in the 1960s, to approaching the mind as a human function within a dynamic, multifaceted, demanding, and continuously changing sociocultural environment, above and beyond its component processes and the way they interrelate.

Article Details
  • Section
  • SPECIAL SECTION
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The journal PSYCHOLOGY adopts a Platinum open-access policy. Submission, processing or publication costs are waived by the Hellenic Psychological Society. Papers published in the journal PSYCHOLOGY are licensed under a 'Creative Commons Attribution-ShareAlike 4.0 International' licence. The authors reserve the copyright of their work and grant the journal the right of its first publication. Third-party licensees are allowed to use the published paper immediately after publication as they wish, provided they retain the defined by the license copyright formalities, regarding the reference to its author(s) and its initial publication in the journal PSYCHOLOGY. Moreover, any adjusted work should be shared under the same reuse rights, so with the same CC license.

Downloads
References
Abbot, R. (1999). The world as information. Intellect.
Boekaerts, M. (1987). Individual differences in the appraisal of learning tasks: An integrative view on emotion and cognition. Communication and Cognition, 20, 207-224.
Boekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28, 149-67. https://doi.org/10.1207/s15326985ep2802_4
Boekaerts, M. (1996). Personality and the psychology of learning. European Journal of Personality, 10, 377-404. https://doi.org/10.1002/(SICI)1099-0984(199612)10:5<377::AID-PER261>3.0.CO;2-N
Bruner, J. (1990). Acts of Meaning. Harvard University Press.
Chiang, A., & Atkinson, R.C. (1976). Individual differences and interrelationships among a select set of cognitive skills. Memory and Cognition, 4, 661-672. https://doi.org/10.3758/BF03213232
Egan, D.E. (1979). Testing based on understanding: Implications from studies of spatial ability. Intelligence, 3, 121-126. https://doi.org/10.1016/0160-2896(79)80002-1
Entwistle, N. (1985). Contributions of psychology to learning and teaching, In N. Entwistle (Ed.) New directions in educational psychology: 1. Learning and teaching. The Falmer Press.
Entwistle, N. (1988). Styles of learning and teaching. David Fulton Publishers.
Entwistle, N. (1991). Approaches to learning and perceptions of the learning environment. Higher Education, 22, 201-204.
Erdelyi, M. (1974). A new look at the new look: Perceptual defense and vigilance. Psychological Review, 81, 1-25. https://doi.org/10.1037/h0035852
Erdelyi, M. (1985). Psychoanalysis: Freud’s cognitive psychology. W.H. Freeman & Co.
Eriksen, T.H. (2001). The tyranny of the moment: Fast and Slow time in the Information Age. Pluto Press.
Frederiksen, N. (1984). Implications of cognitive theory for instruction in problem solving. Review of Educational Research, 54, 363-407. https://doi.org/10.2307/1170453
Hunt, E. (1971). What kind of computer is man? Cognitive Psychology, 2, 57-97. https://doi.org/10.1016/0010-0285(71)90003-X
Hunt, E. (1975). We know who knows but why? In R. C. Anderson, R.J. Spiro and W.E. Montague (Eds). Schooling and the acquisition of knowledge. Erlbaum.
Hunt, Ε. (1978). Mechanics of verbal ability. Psychological Review, 85(2), 109-130.
Hunt, Ε. (1980). Intelligence as an information processing concept, British Journal of Psychology, 71, 449-474. https://doi.org/10.1111/j.2044-8295.1980.tb01760.x
Izard, C. E. (1993). Emotions. Irvington.
Keltner, D., & Gross, J. J. (1999). Functional accounts of emotions. Cognition and Emotion, 13(5), 467-480. https://doi.org/10.1080/026999399379140
Kihlstrom, J. F. (1987). The cognitive unconscious. Science, 237(4821), 1445–1452. http://www.jstor.org/stable/1699849
Marton, F., & Saljo, R. (1976a). On qualitative differences in learning I - Outcome and process. British Journal of Educational Psychology, 46(2), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Marton, F. & Saljo, R. (1976b). On qualitative differences in learning II – Outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology, 46(2), 115-127. https://doi.org/10.1111/j.2044-8279.1976.tb02304.x
Meyrowitz, J. (1985). No sense of place: The impact of electronic media on social behavior. Oxford University Press.
Neisser, U. (1967). Cognitive psychology. Appleton Century Crofts.
Norman, D. A. (1980). Twelve issues for cognitive science. Cognitive Science, 4, 1-32. https://doi.org/10.1207/s15516709cog0401_1
Pellegrino, W.J., & Glaser, R. (1979). Cognitive correlates and components in the analysis of individual differences. Intelligence, 1979, 3, 187-214. https://doi.org/10.1016/0160-2896(79)90017-5
Pfeifer, G. (2013). The Connected Brain. The Psychologist, 26(5), 340 – 343.
Reber, A., & Allen, R. (Eds.) (2022). The Cognitive Unconscious: The First Half Century. Oxford University Press.
Shevrin, H., & Dickman, S. (1980). The psychological unconscious: A necessary assumption for all psychological theory? American Psychologist, 35(5), 421–434. https://doi.org/10.1037/0003-066X.35.5.421
Sternberg, R. J. (1980). Intelligence and Nonentrenchment. Journal of Educational Psychology, 73(4), 317-345.
Sternberg, R. J. (1982). Reasoning, problem solving and, intelligence. In R. Sternberg (Ed.), Handbook of Human Intelligence. Cambridge University Press.
Sternberg, R. J., & Salter, W. (1982). Conceptions of intelligence. In R.J. Sterneberg (Ed.), Handbook of human intelligence. Cambridge University Press.
Underwood, G., & Bright J.E.H. (1996). Cognition with and without awareness. In G. Underwood (Ed.), Implicit cognition (pp. 1-40). University Press.
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Harvard University Press.
Wegman, C. (1985). Psychoanalysis and cognitive psychology: A formalization of Freud’s earliest theory. Academic Press.
Wegner, D. M. (1987). Transactive memory: A contemporary analysis of the group mind. In B. Mullen, & G. R. Goethals (Eds.). Theories of group behavior. Springer series in social psychology, 105-108. Springer. https://doi.org/10.1007/978-1-4612-4634-3_9
Most read articles by the same author(s)