What makes unique and unrepeatable individuals is their ability to write their own story attributing meaning, sharing it through narration, giving coherence to the information related to the interpersonal motivational systems, and creating alternative hierarchies to those biologically provided by the genetic code. Through clinical narratives and narrative literature, we can observe the recurren...

Studying the values and meanings that volunteers embody in their activities complements description of volunteering with participants’ subjective ideas. This makes it possible to increase effectiveness programs for attracting, training, supporting volunteers. article describes results a study value-semantic sphere search rescue comparison professional rescuers. To assess sustainability realizat...

We are social animals that seek to connect with others of our kind. However, this common thought stands in need elaboration. In article, I argue for three theses. First, we pursue certain forms communicative interaction their own sake insofar as they ways connecting another. Second, interpersonal connection is a metaphysically primitive emotional relation which resists reductive analysis terms ...

Three studies describe the development, psychometric properties, and potential utility of a new self-report measure, the Circumplex Scales of Interpersonal Values (CSIV). The CSIV was designed to complement other interpersonal circumplex measures that assess interpersonal behavior by efficiently assessing a comprehensive set of agentic and communal values. The eight 8-item scales of the CSIV we...

Dyadic interactions were analyzed using constructs from social-cognitive theory (self-efficacy and subjective values) and interpersonal theory (interpersonal circumplex [IPC] and complementarity). In Study 1, the authors developed a measure of efficacy for interpersonal actions associated with each IPC region--the Circumplex Scales of Interpersonal Efficacy (CSIE). In Study 2, the authors used ...

Children acquire exact meanings for number words in distinct stages. First, they learn one, then two, and then three and sometimes four. Finally, children learn to apply the counting procedure to their entire count list. Although these stages are ubiquitous and well documented, the foundation of these meanings remains highly contested. Here we ask whether children assign preliminary meanings to...