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    Are constructiveness and destructiveness essential features of guilt and shame feelings respectively?
    (Wiley-Blackwell, 2008) Dost, Ayfer; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/A
    This paper involves a critical evaluation of a conceptualization of guilt and shame, which guides a number of research mainly in social psychology. In the contemporary literature, conceptualization of guilt and shame shows variation. In one of the leading approaches, guilt is regarded as an experience that targets behavior in evaluative thought and shame as targeting the self. According to this distinction, guilt has a constructive nature and it motivates the individual to take reparative actions, since it targets the behavior, whereas shame has a destructive quality and is linked with problem behaviors, since it targets the self. The claim that guilt and shame are adaptive and maladaptive feelings respectively by their very nature, has been challenged by theory and research. Researchers from non-Western cultures also criticized compartmentalization of guilt and shame as constructive and destructive emotions by emphasizing cultural variation in the experience of self-conscious emotions. In this regard, the present paper argues that features of constructiveness and destructiveness do not necessarily follow from the definitions of guilt and shame and that this dichotomous conceptualization of guilt and shame, and the research findings based on this dichotomy need reconsideration.
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    Socially situated cognition in perspective
    (2013) Smith, Eliot R.; Department of Psychology; Semin, Gün Refik; Researcher; Department of Psychology; College of Social Sciences and Humanities; N/A
    In 2004, we (Smith & Semin, 2004) described a conceptual framework of “socially situated cognition,” encompassing four major themes. Cognition is for adaptive action, involves the body and sensori-motor systems, is situated in immediate intercourse with the environment, and is distributed across other minds and tools. Here, we introduce two broader themes: social cognition is special because other people's movements and other characteristics can be mapped onto our own bodies; and social cognition is emergent, influencing the parts and subsystems that generate it rather than the reverse causal direction. We then review the current state of theory and research in the four topic areas that we laid out in 2004. We conclude by noting that much research on these themes has occurred outside of social psychology, and stressing the benefits for the future of an integrative, interdisciplinary approach to these core issues of social psychology.