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Hyperphantasia is the condition of having extremely vivid mental imagery. [1] It is the opposite condition to aphantasia, where mental visual imagery is not present. [2] [3] The experience of hyperphantasia is more common than aphantasia [4] [5] and has been described as being "as vivid as real seeing". [4]
The more recently established cognitive psychology movement has to some extent accepted introspection's usefulness in the study of psychological phenomena, though generally only in experiments pertaining to internal thought conducted under experimental conditions. For example, in the "think aloud protocol", investigators cue participants to ...
Proponents of neurodiversity strive to reconceptualize autism and related conditions in society by acknowledging that neurodiversity does not require a cure, changing the language from the current "condition, disease, disorder, or illness"-based nomenclature, "broadening the understanding of healthy or independent living", acknowledging new ...
Molla Ramayanam is a Telugu epic poem composed by the 16th-century poetess Molla, based on the Sanskrit Ramayana by Valmiki. [1] [2] Written in accessible Telugu, this version is notable for its extensive use of kandam-style verse, which led to it also being called "Kanda Ramayanam." [3] Molla's Ramayanam is considered the first condensed ...
Enantiodromia (Ancient Greek: ἐναντίος, romanized: enantios – "opposite" and δρόμος, dromos – "running course") is a principle introduced in the West by psychiatrist Carl Jung. In Psychological Types, Jung defines enantiodromia as "the emergence of the unconscious opposite in the course of time."
The word appeared in the psychological literature in 1982, when the academic journal Social Problems published an article entitled "Pronoia" by Dr. Fred H. Goldner of Queens College in New York City, in which Goldner described a phenomenon opposite to paranoia and provided numerous examples of specific persons who displayed such characteristics: [1] [2]
Constructivism is a paradigm in psychology that characterizes learning as a process of actively constructing knowledge. Individuals create meaning for themselves or make sense of new information by selecting, organizing, and integrating information with other knowledge, often in the context of social interactions.
For example, in 1973, Darley and Batson conducted a study where they asked students at a seminary school to give a presentation in a separate building. They gave each individual participant a topic, and would then tell a participant that they were supposed to be there immediately, or in a few minutes, and sent them on their way to the building.