Showing posts with label Indonesian artikel. Show all posts
Showing posts with label Indonesian artikel. Show all posts

Monday

Spirit from Inside

The English word spirit (from Latin spiritus "breath") has many differing meanings and connotations, most of them relating to a non-corporeal substancecontrasted with the material body. The spirit of a living thing usually refers to or explains its consciousness. The notions of a person's "spirit" and "soul" often also overlap, as both contrast with body and both are understood as surviving the bodily death in religion and occultism, and "spirit" can also have the sense of "ghost", i.e. a manifestation of the spirit of a deceased person.

The term may also refer to any incorporeal or immaterial being, such as demons or deities, in Christianity specifically the Holy Spirit experienced by the disciples at Pentecost.


Etymology

The English word spirit comes from the Latin spiritus, meaning "breath", but also "spirit, soul, courage, vigor", ultimately from a Proto-Indo-European *(s)peis. It is distinguished from Latin anima, "soul." In Greek, this distinction exists between pneuma (πνευμα), "breath, motile air, spirit," and psykhē (ψυχη), "soul."

The word "spirit" came into Middle English via Old French. The distinction between soul and spirit also developed in the Abrahamic religions: Arabic nafs (نفس) opposite rúħ (روح); Hebrew neshama(נְשָׁמָה nəšâmâh) or nephesh (in Hebrew neshama comes from the root NŠM or "breath") opposite ruach (רוּחַ rûaħ).


Metaphysical and metaphorical uses

English-speakers use the word "spirit" in two related contexts, one metaphysical and the other metaphorical.

Metaphysical contexts

In metaphysical terms, "spirit" has acquired a number of meanings:

  • An incorporeal but ubiquitous, non-quantifiable substance or energy present individually in all living things. Unlike the concept of souls (often regarded as eternal and sometimes believed to pre-exist the body) a spirit develops and grows as an integral aspect of a living being.[citation needed] This concept of the individual spirit occurs commonly in animism. Note the distinction between this concept of spirit and that of the pre-existing or eternal soul: belief in souls occurs specifically and far less commonly, particularly in traditional societies. One might more properly term this type/aspect of spirit "life" (bios in Greek) or "aether" rather than "spirit" (pneuma in Greek).
  • A daemon sprite, or especially a ghost. People usually conceive of a ghost as a wandering spirit from a being no longer living, having survived the death of the body yet maintaining at least vestiges of mind and of consciousness.
  • In religion and spirituality, the respiration of a human has for obvious reasons become seen as strongly linked with the very occurrence of life. A similar significance has become attached to humanblood. Spirit, in this sense, means the thing that separates a living body from a corpse—and usually implies intelligence, consciousness, and sentience.
  • Latter-day Saint prophet Joseph Smith Jr. taught that the concept of spirit as incorporeal or without substance was incorrect: "There is no such thing as immaterial matter. All spirit is matter, but it is more fine or pure, and can only be discerned by purer eyes."
  • In some Native American spiritual traditions, the Spirit, or 'Great Spirit', is a term for the Creator.
  • Various forms of animism, such as Japan's Shinto and African traditional religion, focus on invisible beings that represent or connect with plants, animals (sometimes called "Animal Fathers)", orlandforms (kami): translators usually employ the English word "spirit" when trying to express the idea of such entities.
  • Individual spirits envisaged as interconnected with all other spirits and with "The Spirit" (singular and capitalized). This concept relates to theories of a unified spirituality, to universal consciousnessand to some concepts of Deity. In this scenario all separate "spirits", when connected, form a greater unity, the Spirit, which has an identity separate from its elements plus a consciousness andintellect greater than its elements; an ultimate, unified, non-dual awareness or force of life combining or transcending all individual units of consciousness. The experience of such a connection can become a primary basis for spiritual belief. The term spirit occurs in this sense in (to name but a few) Anthroposophy, Aurobindo, A Course In Miracles, Hegel, Ken Wilber, and Meher Baba (though in his teachings, "spirits" are only apparently separate from each other and from "The Spirit.") In this use, the term seems conceptually identical to Plotinus's "The One" and Friedrich Schelling's"Absolute". Similarly, according to the panentheistic/pantheistic view, Spirit equates to essence that can manifest itself as mind/soul through any level in pantheistic hierarchy/holarchy, such as through a mind/soul of a single cell (with very primitive, elemental consciousness), or through a human or animal mind/soul (with consciousness on a level of organic synergy of an individual human/animal), or through a (superior) mind/soul with synergetically extremely complex/sophisticated consciousness of whole galaxies involving all sub-levels, all emanating (since the superior mind/soul operates non-dimensionally, or trans-dimensionally) from the one Spirit.
  • Christian theology can use the term "Spirit" to describe God, or aspects of God — as in the "Holy Spirit", referring to a Triune God (Trinity)(cf Gospel of Matthew 28:19).
  • "Spirit" forms a central concept in pneumatology (note that pneumatology studies "pneuma" (Greek for "spirit") not "psyche" (Greek for "soul") — as studied in psychology).
  • Christian Science uses "Spirit" as one of the seven synonyms for God, as in: "Principle; Mind; Soul; Spirit; Life; Truth; Love"
  • Harmonism reserves the term "spirit" for those that collectively control and influence an individual from the realm of the mind.

Metaphorical usage

The metaphorical use of the term likewise groups several related meanings:

  • The loyalty and feeling of inclusion in the social history or collective essence of an institution or group, such as in school spirit or esprit de corps.
  • A closely related meaning refers to the worldview of a person, place, or time, as in "The Declaration of Independence was written in the spirit of John Locke and his notions of liberty", or the termzeitgeist, meaning "spirit of the age".
  • As a synonym for "vivacity" as in "She performed the piece with spirit" or "She put up a spirited defense".
  • The underlying intention of a text as distinguished from its literal meaning, especially in law; see Letter and spirit of the law
  • As a term for alcoholic beverages.
  • In mysticism: existence in unity with Godhead. Soul may also equate with spirit, but the soul involves certain individual human consciousness, while spirit comes from beyond that. Compare the psychological teaching of Al-Ghazali.

See soul and ghost and spiritual for related discussions.


Related concepts in other languages

Similar concepts in other languages include Greek pneuma and Sanskrit akasha/atman, see also Prana.

Some languages use a word for "spirit" often closely related (if not synonymous) to "mind". Examples include the German, Geist (related to the English word "ghost") or the French, 'l'esprit'. English versions of the Judaeo-Christian Bible most commonly translate the Hebrew word "ruach" (רוח; "wind") as "the spirit", whose essence is divine . Alternatively, Hebrew texts commonly use the word nephesh. Kabbalists regard nephesh as one of the five parts of the Jewish soul, where nephesh (animal) refers to the physical being and its animal instincts. Similarly, Scandinavian languages, Baltic languages, Slavic languages and the Chinese language (qi) use the words for "breath" to express concepts similar to "the spirit".

Tuesday

I'm Genius

Genius (plural geniuses) is something or someone embodying exceptional intellectual ability, creativity, or originality, typically to a degree that is associated with the achievement of unprecedented insight.

There is no scientifically precise definition of genius, and indeed the question of whether the notion itself has any real meaning has long been a subject of debate. The term is used in various ways: to refer to a particular aspect of an individual, or the individual in their entirety; to a scholar in many subjects (e.g. Isaac Newton or Leonardo da Vinci) or a scholar in a single subject (e.g. Albert Einstein or Stephen Hawking). Research into what causes genius and mastery is still in its early stages, but psychology already offers relevant insights.

Historical development

Galton

The assessing of intelligence was initiated by Francis Galton and James McKeen Cattell. They had advocated the analysing of reaction time and sensory acuity as measures of "neurophysiological efficiency" and the analysing of sensory acuity as a measure of intelligence.

Galton is regarded as the founder of psychometry (among other kinds of assessing, such as fingerprinting). He studied the work of Charles Darwin. Charles Darwin showed that traits must be inherited before evolution can occur. Reasoning that eminence is caused by genetic traits he did a study of their heritability, publishing it in 1869 as Hereditary Genius. His method was to count and assess the eminent relatives of eminent men. He found that the number of eminent relatives is greater with closer degree of kinship, indicating to him that a genetic trait is present in an eminent line of descent that is not present in other lines.[citation needed] This work is considered the first example of historiometry, an analytical study of historical human progress.

Albert Einstein, a 20th-century symbol of scientific genius.

Galton's theories were elaborated from the work of two early 19th-century pioneers in statistics: Karl Friedrich Gauss and Adolphe Quetelet. Gauss discovered the normal distribution (bell-shaped curve): Given a large number of measurements of the same variable under the same conditions, they vary at random from a most frequent value, the "average," to two least frequent values at maximum differences greater and less than the most frequent value. Quetelet discovered that the bell-shaped curve applied to social statistics gathered by the French government in the course of its normal processes on large numbers of people passing through the courts and the military. His initial work in criminology led him to observe "the greater the number of individuals observed the more do peculiarities become effaced..." This ideal from which the peculiarities were effaced became "the average man."

Himself a child prodigy, Galton was inspired by Quetelet to define the average man as "an entire normal scheme"; that is, if one combines the normal curves of every measurable human characteristic, one will in theory perceive a syndrome straddled by "the average man" and flanked by persons that are different. In contrast to Quetelet, Galton's average man was not statistical, but was theoretical only. There was no measure of general averageness, only a large number of very specific averages. Setting out to discover a general measure of the average, Galton looked at educational statistics and found bell-curves in test results of all sorts; initially in mathematics grades for the final honors examination and in entrance examination scores for Sandhurst.

Galton now departed from Gauss in a way that became crucially significant to the history of the 20th century AD. The bell-shaped curve was not random, he concluded. The differences between the average and the upper end were due to a non-random factor, "natural ability," which he defined as "those qualities of intellect and disposition, which urge and qualify men to perform acts that lead to reputation ... a nature which, when left to itself, will, urged by an inherent stimulus, climb the path that leads to eminence." The apparent randomness of the scores was due to the randomness of this natural ability in the population as a whole, in theory.

Galton was looking for a combination of differences that would reveal "the existence of grand human animals, of natures preeminently noble, of individuals born to be kings of men." Galton's selection of terms influenced Binet: geniuses for those born to be kings of men and "idiots and imbeciles", two English pejoratives, for those at the other extreme of the "normal scheme." Darwin read and espoused Galton's work. Galton went on to develop the field of eugenics.

Psychology

Genius is expressed in a variety of forms (e.g., mathematical, literary, performance). Genius may show itself in early childhood, as a prodigy with particular gifts (e.g., understanding), or later in life. Geniuses are often deemed as such after demonstrating great originality. They tend to have strong intuitions about their domains, and they build on these insights with tremendous energy. There is a cited link between creativity of genius and genetic mutations linked to psychosis.


Wayne Gretzky is widely regarded as having mastered ice hockey.

A hypothesis called multiple intelligences put forth by Harvard University professor Howard Gardner in his 1983 book Frames of Mind states there are at least seven types of intelligences, each with its own type of genius.

Malcolm Gladwell's book Outliers popularized a great deal of research into geniuses and mastery. Gladwell mentions the work of psychologist Anders Ericsson, who is an expert on expertise. As a result of his research, Ericsson suggests that it takes approximately 10,000 hours of deliberate practice to master something — what he calls the "10,000 rule." Outliers spends a great deal of time discussing other elements of chance that play a role in the creation of a genius, including Robert K. Merton's "Mathew Effect" (e.g. the rich get richer).

According to Ericsson, mentors play an important role in attaining mastery. Only so much can be taught, however, since many of a genius' skills may be implicit, meaning it is difficult for them to explain in words (i.e., make explicit) how they do what they do.

IQ tests

One usage of the noun "genius" is closely related to the general concept of intelligence. One currently accepted way of attempting to measure one's intelligence is with an IQ test. The label of "genius" for persons of high IQ was popularized by Lewis Terman. He and his colleague Leta Hollingworth suggested different scores as a cut-off for genius in psychometric terms. Terman considered it to be an IQ of 140, while Hollingworth put it at an IQ of 180.

In addition to the fundamental criticism that intelligence measured in this way is an example of reification and ranking fallacies, the IQ test has also been criticized as having a "cultural bias" in its interpretation despite assurances that these tests are designed to eliminate test bias.

Anders Ericsson argues that generally (with highly demanding fields like theoretical physics as the exception), after a person's IQ surpasses 120, their success is determined more by other qualities. In other words, there may be general decreasing return on raw mental power. Ericsson proposes social skills as an example of other qualities that are then more relevant to success. He also warns that IQ does not measure what many would consider "creativity" — sometimes measured by looking at an individual's Latent inhibition instead of IQ.

Philosophy


Leonardo da Vinci is widely acknowledged as having been a genius and a polymath.

Various philosophers have proposed definitions of what genius is and what that implies in the context of their philosophical theories.

In the philosophy of David Hume, the way society perceives genius is similar to the way society perceives the ignorant. Hume states that a person with the characteristics of a genius is looked at as a person disconnected from society, as well as a person who works remotely, at a distance, away from the rest of the world. "On the other hand, the mere ignorant is still more despised; nor is any thing deemed a surer sign of an illiberal genius in an age and nation where the sciences flourish, than to be entirely destitute of all relish for those noble entertainments. The most perfect character is supposed to lie between those extremes; retaining an equal ability and taste for books, company, and business; preserving in conversation that discernment and delicacy which arise from polite letters; and in business, that probity and accuracy which are the natural result of a just philosophy."[citation needed]

In the philosophy of Immanuel Kant, genius is the ability to independently arrive at and understand concepts that would normally have to be taught by another person. For Kant, originality was the essential character of genius. This genius is a talent for producing ideas which can be described as non-imitative. Kant's discussion of the characteristics of genius is largely contained within the Critique of Judgement and was well received by the Romantics of the early 19th century. In addition, much of Schopenhauer's theory of genius, particularly regarding talent and the "disinterestedness" (i.e. "free play") of aesthetic contemplation, is directly derived from paragraphs of Part I of Kant's Critique of Judgment.

"Genius is a talent for producing something for which no determinate rule can be given, not a predisposition consisting of a skill for something that can be learned by following some rule or other."

—Immanuel Kant

In the philosophy of Arthur Schopenhauer, a genius is someone in whom intellect predominates over "will" much more than within the average person. In Schopenhauer's aesthetics, this predominance of the intellect over the will allows the genius to create artistic or academic works that are objects of pure, disinterested contemplation, the chief criterion of the aesthetic experience for Schopenhauer. Their remoteness from mundane concerns means that Schopenhauer's geniuses often display maladaptive traits in more mundane concerns; in Schopenhauer's words, they fall into the mire while gazing at the stars, an allusion to Plato's dialogue Theætetus, in which Socrates tells of Thales (the first philosopher) being ridiculed for falling in such circumstances.

Talent hits a target no one else can hit; Genius hits a target no one else can see.

—Arthur Schopenhauer

In the philosophy of Nietzsche, genius is merely the context which leads us to consider someone a genius. In Twilight of the Idols, Nietzsche writes, "Great men, like great epochs, are explosive material in whom tremendous energy has been accumulated; their prerequisite has always been, historically and physiologically, that a protracted assembling, accumulating, economizing and preserving has preceded them – that there has been no explosion for a long time." In this way, Nietzsche follows in the line of German Idealism.

In the philosophy of Bertrand Russell, genius entails that an individual possesses unique qualities and talents that make the genius especially valuable to the society in which he or she operates. However, Russell's philosophy further maintains that it's possible for such a genius to be crushed by an unsympathetic environment during his or her youth. Russell rejected the notion he believed was popular during his lifetime that, "genius will out."

Kecerdasan itu

Banyak pemikiran untuk mendefinisikan kecerdasan. Dalam beberapa kasus, kecerdasan bisa termasuk kreativitas, kepribadian, watak, pengetahuan, atau kebijaksanaan. Namun, beberapa psikolog tak memasukkan hal-hal tadi dalam kerangka definisi kecerdasan. Kecerdasan biasanya merujuk pada kemampuan atau kapasitas mental dalam berpikir, namun belum terdapat definisi yang memuaskan mengenai kecerdasan. Stenberg & Slater (1982) mendefinisikannya sebagai tindakan atau pemikiran yang bertujuan dan adaptif.

Struktur kecerdasan

Kecerdasan dapat dibagi dua yaitu kecerdasan umum biasa disebut sebagai faktor-g maupun kecerdasan spesifik. Akan tetapi pada dasarnya kecerdasan dapat dipilah-pilah. Berikut ini pembagian spesifikasi kecerdasan menurut L.L. Thurstone:

  • Pemahaman dan kemampuan verbal
  • Angka dan hitungan
  • Kemampuan visual
  • Daya ingat
  • Penalaran
  • Kecepatan perseptual

Skala Wechsler yang umum dipergunakan untuk mendapatkan taraf kecerdasan membagi kecerdasan menjadi dua kelompok besar yaitu kemampuan kecerdasan verbal (VIQ) dan kemampuan kecerdasan tampilan (PIQ)

Faktor yang memengaruhi kecerdasan

Terdapat beberapa faktor yang memengaruhi kecerdasan, yaitu:

  • Faktor Bawaan atau Biologis

Dimana faktor ini ditentukan oleh sifat yang dibawa sejak lahir. Batas kesanggupan atau kecakapan seseorang dalam memecahkan masalah, antara lain ditentukan oleh faktor bawaan.

  • Faktor Minat dan Pembawaan yang Khas

Dimana minat mengarahkan perbuatan kepada suatu tujuan dan merupakan dorongan bagi perbuatan itu.

  • Faktor Pembentukan atau Lingkungan

Dimana pembentukan adalah segala keadaan di luar diri seseorang yang mempengaruhi perkembangan inteligensi.

  • Faktor Kematangan

Dimana tiap organ dalam tubuh manusia mengalami pertumbuhan dan perkembangan.

  • Faktor Kebebasan

Hal ini berarti manusia dapat memilih metode tertentu dalam memecahkan masalah yang dihadapi. Di samping kebebasan memilih metode, juga bebas dalam memilih masalah yang sesuai dengan kebutuhannya.

Pengukuran taraf kecerdasan

Salah satu uji kecerdasan yang diterima luas ialah berdasarkan pada uji psikometrik atau IQ. Pengukuran kecerdasan dilakukan dengan menggunakan tes tertulis atau tes tampilan (performance test) atau saat ini berkembang pengukuran dengan alat bantu komputer. Alat uji kecerdasan yang biasa di pergunakan adalah :

  • Stanford-Binnet intelligence scale
  • Wechsler scales yang terbagi menjadi beberapa turunan alat uji seperti :
    • WB (untuk dewasa)
    • WAIS (untuk dewasa versi lebih baru)
    • WISC (untuk anak usia sekolah)
    • WPPSI (untuk anak pra sekolah)
  • IST
  • TIKI (alat uji kecerdasan Khas Indonesia)
  • FRT
  • PM-60, PM Advance

Kritik terhadap tes IQ

Kelemahan dari alat uji kecerdasan ini adalah terdapat bias budaya, bahasa dan lingkungan yang memengaruhinya. Kekecewaan terhadap tes IQ konvensional menimbulkan pengembangan sejumlah teori alternatif, yang semuanya menegaskan bahwa kecerdasan adalah hasil dari sejumlah kemampuan independen yang berkonstribusi secara unik terhadap tampilan manusia.

Stephen Jay Gould adalah salah satu tokoh yang mengkritik teori kecerdasan. Dalam bukunya The Mismeasure of Man (Kesalahan Ukur Manusia), ia mengemukakan bahwa kecerdasan sebenarnya tak bisa diukur, dan juga mempertanyakan sudut pandang hereditarian atas kecerdasan.

Gejolak Jiwa itu Psikologi ?

Dalam kehidupan ini kita diharuskan mengetahui perbedaan budaya kita dengan budaya pada saat psikologi muncul sebagai ilmu pengetahuan. Apakah kajian ilmu tersebut sesuai dengan kebudayaan kita ataukah ada berbedaan di dalamnya. Misalkan, ketika kita adalah suku pedalaman yang masih menggunakan cara berburu dalam kehidupan sehari-hari maka berburu bisa menjadi tolak ukur kecerdasan kita sebagai masyarakat pedalaman, bukan dilihat dari bagaimana kecerdasan itu diukur dari bisa dan tidaknya kita menghitung matematika, menjawab soal-soal ujian, menjawab serangkaian tes kecerdasan dan lain-lain. Kesesuaian teori psikologi dengan kebudayaan kita itulah yang benar-benar harus kita pahami, sehingga teori-teori tersebut adalah teori yang benar-benar relevan dengan kebudayaan dan diri kita sebagai manusia

Psikologi adalah ilmu pengetahuan yang mempelajari perilaku manusia dalam hubungan dengan lingkungannya. Menurut asalnya katanya, psikologi berasal dari bahasa Yunani Kuno: "ψυχή" (Psychē yang berarti jiwa) dan "-λογία" (-logia yang artinya ilmu) sehingga secara etimologis, psikologi dapat diartikan dengan ilmu yang mempelajari tentang jiwa.

Metode Psikologi

Beberapa metodologi dalam psikologi, di antaranya sebagai berikut :
  1. Metodologi Eksperimental
    Cara ini dilakukan biasanya di dalam laboratorium dengan mengadakan berbagai eksperimen. Peneliti mempunyai kontrol sepenuhnya terhadap jalannya suatu eksperimen. Yaitu menentukan akan melakukan apa pada sesuatu yang akan ditelitinya, kapan akan melakukan penelitian, seberapa sering melakukan penelitiannya, dan sebagainya. Pada metode eksperimental, maka sifat subjektivitas dari metode introspeksi akan dapat diatasi. Pada metode instrospeksi murni hanya diri peneliti yang menjadi objek. Tetapi pada instrospeksi eksperimental jumlah subjek banyak, yaitu orang - orang yang dieksperimentasi itu. Dengan luasnya atau banyaknya subjek penelitian maka hasil yang didapatkan akan lebih objektif
  2. Observasi Ilmiah
    Pada pengamatan ilmiah, suatu hal pada situasi-situasi yang ditimbulkan tidak dengan sengaja. Melainkan dengan proses ilmiah dan secara spontan. Observasi alamiah ini dapat diterapkan pula pada tingkah laku yang lain, misalnya saja : tingkah laku orang-orang yang berada di toko serba ada, tingkah laku pengendara kendaraan bermotor dijalan raya, tingkah laku anak yang sedang bermain, perilaku orang dalam bencana alam, dan sebagainya.
  3. Sejarah Kehidupan (metode biografi)
    Sejarah kehidupan seseorang dapat merupakan sumber data yang penting untuk lebih mengetahui “jiwa” orang yang bersangkutan, misalnya dari cerita ibunya, seorang anak yang tidak naik kelas mungkin diketahui bahwa dia bukannya kurang pandai tetapi minatnya sejak kecil memang dibidang musik sehingga dia tidak cukup serius untuk mengikuti pendidikan di sekolahnya. Dalam metode ini orang menguraikan tentang keadaaa, sikap - sikap ataupun sifat lain mengenai orang yang bersangkutan. Pada metode ini disamping mempunyai keuntungan juga mempunyai kelemahan, yaitu tidak jarang metode ini bersifat subjektif.
  4. Wawancara
    Wawancara merupakan tanya jawab si pemeriksa dan orang yang diperiksa. Agar orang diperiksa itu dapat menemukan isi hatinya itu sendiri, pandangan-pandangannya, pendapatnya dan lain-lain sedemikian rupa sehingga orang yang mewawancarai dapat menggali semua informasi yang dibutuhkan.Baik angket atau interview keduanya mempunyai persamaan, tetapi berbeda dalam cara penyajiannya. Keuntungan interview dibandingkan dengan angket yaitu:
    1. Pada interview apabila terdapat hal yang kurang jelas maka dapat diperjelas
    2. interviwer(penanya) dapat menyesuaikan dengan suasana hati interviwee ( responden yang ditanyai)
    3. Terdapat interaksi langsung berupa face to facesehingga diharapkan dapat membina hubungan yang baik saat proses interview dilakukan.
  5. Angket
    Angket merupakan wawancara dalam bentuk tertulis. Semua pertanyaan telah di susun secara tertulis pada lembar-lembar pertanyaan itu, dan orang yang diwawancarai tinggal membaca pertanyaan yang diajukan, lalu menjawabnya secara tertulis pula. Jawaban-jawabannya akan dianalisis untuk mengetahui hal-hal yang diselidiki.
  6. Pemeriksaan Psikologi
    Dalam bahasa populernya pemeriksaan psikologi disebut juga dengan psikotes Metode ini menggunakan alat-alat psikodiagnostik tertentu yang hanya dapat digunakan oleh para ahli yang benar-benar sudah terlatih. alat-alat itu dapat dipergunakan unntuk mengukur dan untuk mengetahui taraf kecerdasan seseorang, arah minat seseorang, sikap seseorang, struktur kepribadian seeorang, dan lain-lain dari orang yang diperiksa itu.
  7. Metode Analisis Karya
    Dilakukan dengan cara menganalisis hasil karya seperti gambar - gambar, buku harian atau karangan yang telah dibuat. Hal ini karena karya dapat dianggap sebagai pencetus dari keadaan jiwa seseorang .
  8. Metode Statistik
    Umumnya digunakan dengan cara mengumpulkan data atau materi dalam penelitian lalu mengadakan penganalisaan terhadap hasil; yang telah di dapat
Fungsi psikologi sebagai ilmu

Psikologi memiliki tiga fungsi sebagai ilmu yaitu:

  • Menjelaskan, yaitu mampu menjelaskan apa, bagaimana, dan mengapa tingkah laku itu terjadi. Hasilnya penjelasan berupa deskripsi atau bahasan yang bersifat deskriptif
  • Memprediksikan, Yaitu mampu meramalkan atau memprediksikan apa, bagaimana, dan mengapa tingkah laku itu terjadi. Hasil prediksi berupa prognosa, prediksi atau estimasi
  • Pengendalian, Yaitu mengendalikan tingkah laku sesuai dengan yang diharapkan. Perwujudannya berupa tindakan yang sifatnya preventif atau pencegahan, intervensi atau treatment serta rehabilitasi atau perawatan.

Pendekatan perilaku

Pendekatan perilaku, pada dasarnya tingkah laku adalah respon atas stimulus yang datang. Secara sederhana dapat digambarkan dalam model S - R atau suatu kaitan Stimulus - Respon. Ini berarti tingkah laku itu seperti reflek tanpa kerja mental sama sekali.

Pendekatan kognitif

Pendekatan kognitif menekankan bahwa tingkah laku adalah proses mental, dimana individu (organisme) aktif dalam menangkap, menilai, membandingkan, dan menanggapi stimulus sebelum melakukan reaksi. Individu menerima stimulus lalu melakukan proses mental sebelum memberikan reaksi atas stimulus yang datang.

Pendekatan psikoanalisa

pendekatan Psikoanalisa yang dikembangkan oleh Sigmund Freud

Pendekatan psikoanalisa dikembangkan oleh Sigmund Freud. Ia meyakini bahwa kehidupan individu sebagian besar dikuasai oleh alam bawah sadar. Sehingga tingkah laku banyak didasari oleh hal-hal yang tidak disadari, seperti keinginan, impuls, atau dorongan. Keinginan atau dorongan yang ditekan akan tetap hidup dalam alam bawah sadar dan sewaktu-waktu akan menuntut untuk dipuaskan.

Pendekatan fenomenologi

Pendekatan fenomenologi ini lebih memperhatikan pada pengalaman subyektif individu karena itu tingkah laku sangat dipengaruhi oleh pandangan individu terhadap diri dan dunianya, konsep tentang dirinya, harga dirinya dan segala hal yang menyangkut kesadaran atau aktualisasi dirinya. Ini berarti melihat tingkah laku seseorang selalu dikaitkan dengan fenomena tentang dirinya.

Kajian psikologi

Psikologi adalah ilmu yang luas dan ambisius, dilengkapi oleh biologi dan ilmu saraf pada perbatasannya dengan ilmu alam dan dilengkapi oleh sosiologi dan anthropologi pada perbatasannya dengan ilmu sosial. Beberapa kajian ilmu psikologi diantaranya adalah:

1. Psikologi perkembangan

Adalah bidang studi psikologi yang mempelajari perkembangan manusia dan faktor-faktor yang membentuk prilaku seseorang sejak lahir sampai lanjut usia. Psikologi perkembangan berkaitan erat dengan psikologi sosial, karena sebagian besar perkembangan terjadi dalam konteks adanya interaksi sosial. Dan juga berkaitan erat dengan psikologi kepribadian, karena perkembangan individu dapat membentuk kepribadian khas dari individu tersebut

2. Psikologi sosial

Bidang ini mempunyai 3 ruang lingkup, yaitu :

  • studi tentang pengaruh sosial terhadap proses individu, misalnya : studi tentang persepsi, motivasi proses belajar, atribusi (sifat)
  • studi tentang proses-proses individual bersama, seperti bahasa, sikap sosial, perilaku meniru dan lain-lain
  • studi tentang interaksi kelompok, misalnya kepemimpinan, komunikasi hubungan kekuasaan, kerjasama dalam kelompok, dan persaingan.

3. Psikologi kepribadian

Adalah bidang studi psikologi yang mempelajari tingkah laku manusia dalam menyesuaikan diri dengan lingkungannya, psikologi kepribadian berkaitan erat dengan psikologi perkembangan dan psikologi sosial, karena kepribadian adalah hasil dari perkembangan individu sejak masih kecil dan bagaimana cara individu itu sendiri dalam berinteraksi sosial dengan lingkungannya.

4. Psikologi kognitif

Adalah bidang studi psikologi yang mempelajari kemampuan kognisi, seperti: Persepsi, proses belajar, kemampuan memori, atensi, kemampuan bahasa dan emosi.

Wilayah terapan psikologi

Wilayah terapan psikologi adalah wilayah-wilayah dimana kajian psikologi dapat diterapkan. walaupun demikian, belum terbiasanya orang-orang Indonesia dengan spesialisasi membuat wilayah terapan ini rancu, misalnya, seorang ahli psikologi pendidikan mungkin saja bekerja pada HRD sebuah perusahaan, atau sebaliknya.

1. Psikologi sekolah

Psikologi sekolah berusaha menciptakan situasi yang mendukung bagi anak didik dalam mengembangkan kemampuan akademik, sosialisasi, dan emosi. Yang bertujuan untuk membentuk mind set anak

2. Psikologi industri dan organisasi

Psikologi industri memfokuskan pada menggembangan, mengevaluasi dan memprediksi kinerja suatu pekerjaan yang dikerjakan oleh individu, sedangkan psikologi organisasi mempelajari bagaimana suatu organisasi memengaruhi dan berinteraksi dengan anggota-anggotanya

3. Psikologi kerekayasaan

Penerapan psikologi yang berkaitan dengan interaksi antara manusia dan mesin untuk meminimalisasikan kesalahan manusia ketika berhubungan dengan mesin (human error)

4. Psikologi klinis

Adalah bidang studi psikologi dan juga penerapan psikologi dalam memahami, mencegah dan memulihkan keadaan psikologis individu ke ambang normal.

Thursday

History of Japanese

Japanese (日本語 Nihongo?, [nihoŋɡo] ( listen)) is a language spoken by over 130 million people in Japan and in Japanese immigrant communities. It is a member of the Japonic (or Japanese-Ryukyuan) language family, which has a number of proposed relationships with other languages, none of which has gained wide acceptance among historical linguists (see Classification of Japonic).

Japanese is an agglutinative language and a mora-timed language. It has a relatively small sound inventory, and a lexically significant pitch-accent system. It is distinguished by a complex system of honorifics reflecting the nature of Japanese society, with verb forms and particular vocabulary to indicate the relative status of the speaker, the listener, and persons mentioned in conversation. Japanese vowels are pure.

The Japanese language is written with a combination of three scripts: Chinese characters called kanji (漢字?), and two syllabic (or moraic) scripts made of modified Chinese characters, hiragana (ひらがな or 平仮名?) and katakana (カタカナ or 片仮名?). The Latin alphabet, rōmaji (ローマ字?), is also often used in modern Japanese, especially for company names and logos, advertising, and when entering Japanese text into a computer. Arabic numerals are generally used for numbers, but traditional Sino-Japanese numerals are also commonplace (see Japanese numerals).

Although Japanese is spoken almost exclusively in Japan, it has been spoken outside. Before and during World War II, when Japan occupied Korea, Taiwan, parts of China, the Philippines, and various Pacific islands,[5] locals in those countries were forced to learn Japanese in empire-building programs. As a result, many elderly people in these countries can speak Japanese in addition to the local language.

Japanese emigrant communities (the largest of which are to be found in Brazil,[6] with 1.4 million to 1.5 million Japanese immigrants and descendants, according to Brazilian IBGE data, more than the 1.2 million of the United States[7]) sometimes employ Japanese as their primary language. Approximately 5% of Hawaii residents speak Japanese[citation needed], with an estimated 12.6% of the population of Japanese ancestry in 2008. Japanese emigrants can also be found in Peru, Argentina, Australia (especially in the eastern states), Canada (especially in Vancouver where 1.4% of the population has Japanese ancestry[8]), the United States (notably California, where 1.2% of the population has Japanese ancestry[citation needed], and Hawaii), and the Philippines (particularly in Davao and Laguna).

Japanese is the de facto official language of Japan. There is a form of the language considered standard: hyōjungo (標準語?), meaning "standard Japanese", or kyōtsūgo (共通語?), "common language". The meanings of the two terms are almost the same. Hyōjungo or kyōtsūgo is a conception that forms the counterpart of dialect. This normative language was born after the Meiji Restoration (明治維新 meiji ishin?, 1868) from the language spoken in the higher-class areas of Tokyo (see Yamanote) for communicating necessity. Hyōjungo is taught in schools and used on television and in official communications. It is the version of Japanese discussed in this article.

Formerly, standard Japanese in writing (文語 bungo?, "literary language") was different from colloquial language (口語 kōgo?). The two systems have different rules of grammar and some variance in vocabulary. Bungo was the main method of writing Japanese until about 1900; since then kōgo gradually extended its influence and the two methods were both used in writing until the 1940s. Bungo still has some relevance for historians, literary scholars, and lawyers (many Japanese laws that survived World War II are still written in bungo, although there are ongoing efforts to modernize their language). Kōgo is the dominant method of both speaking and writing Japanese today, although bungo grammar and vocabulary are occasionally used in modern Japanese for effect.

Dozens of dialects are spoken in Japan. The profusion is due to many factors, including the length of time the archipelago has been inhabited, its mountainous island terrain, and Japan's long history of both external and internal isolation. Dialects typically differ in terms of pitch accent, inflectional morphology, vocabulary, and particle usage. Some even differ in vowel and consonant inventories, although this is uncommon.

The main distinction in Japanese accents is between Tokyo-type (東京式 Tōkyō-shiki?) and Kyoto-Osaka-type (京阪式 Keihan-shiki?). Within each type are several subdivisions. Kyoto-Osaka-type dialects are in the central region, roughly formed by Kansai, Shikoku, and western Hokuriku regions.

Dialects from peripheral regions, such as Tōhoku or Kagoshima, may be unintelligible to speakers from other parts of the country. There are some language islands in mountain villages or isolated islands such as Hachijō-jima island whose dialect are descended from the Eastern dialect of Old Japanese. Dialects of the Kansai region are spoken or known by many Japanese, and Osaka dialect in particular is associated with comedy (see Kansai dialect). Dialects of Tōhoku and North Kantō are associated with typical farmers.

The Ryūkyūan languages, spoken in Okinawa and the Amami Islands (politically part of Kagoshima), are distinct enough to be considered a separate branch of the Japonic family; not only is each language unintelligible to Japanese speakers, but most are unintelligible to those who speak other Ryūkyūan languages. However, in contrast to linguists, many ordinary Japanese people tend to consider the Ryūkyūan languages as dialects of Japanese. This is the result of the official language policy of the Japanese government, which has declared those languages to be dialects and prohibited their use in schools.

Standard Japanese has become prevalent nationwide (including the Ryūkyū islands) due to education, mass media, and an increase of mobility within Japan, as well as economic integration
Japanese is a member of the Japonic languages family, which also includes the languages spoken throughout the Ryūkyū Islands. As these closely related languages are commonly treated as dialects of the same language, Japanese is often called a language isolate, but strictly speaking this is a misnomer, since the Ryukyuan languages are linguistically distinct.

All Japanese vowels are pure—that is, there are no diphthongs, only monophthongs. The only unusual vowel is the high back vowel /ɯ/ About this sound listen , which is like /u/, but compressed instead of rounded. Japanese has five vowels, and vowel length is phonemic, with each having both a short and a long version. Elongated vowels are usually denoted with a line over the vowel (a macron) in rōmaji, or a chōonpu succeeding the vowel in Japanese.

Some Japanese consonants have several allophones, which may give the impression of a larger inventory of sounds. However, some of these allophones have since become phonemic. For example, in the Japanese language up to and including the first half of the 20th century, the phonemic sequence /ti/ was palatalized and realized phonetically as [tɕi], approximately chi About this sound listen ; however, now /ti/ and /tɕi/ are distinct, as evidenced by words like [tiː] "Western style tea" and chii [tɕii] "social status".

The "r" of the Japanese language (technically a lateral apical postalveolar flap), is of particular interest, sounding to most English speakers to be something between an "l" and a retroflex "r" depending on its position in a word. The "g" is also notable; unless it starts a sentence, many speakers – predominantly in eastern and northern Japan (except Hokkaido) and therefore also speakers in Tokyo-produced NHK radio programs – pronounce it /ŋ/, like the ng in "sing".

The syllabic structure and the phonotactics are very simple: the only consonant clusters allowed within a syllable consist of one of a subset of the consonants plus /j/. These type of clusters only occur in onsets. However, consonant clusters across syllables are allowed as long as the two consonants are a nasal followed by a homorganic consonant. Consonant length (gemination) is also phonemic.

Japanese word order is classified as subject–object–verb. Unlike many Indo-European languages, the only strict rule of word order is that the verb must be placed at the end of a sentence; other elements in the sentence may be in various orders for emphasis, or possibly omitted.[9] This is because the Japanese sentence elements are marked with particles that identify their grammatical functions.

The basic sentence structure is topic–comment. For example, Kochira wa Tanaka-san desu (こちらは田中さんです). kochira ("this") is the topic of the sentence, indicated by the particle wa. The verb is desu, a copula, commonly translated as "to be" or "it is" (though there are other verbs that can be translated as "to be"), though technically it holds no meaning and is used to give a sentence 'politeness'. As a phrase, Tanaka-san desu is the comment. This sentence literally translates to "As for this person, (it) is Mr./Mrs./Miss Tanaka." Thus Japanese, like many other Asian languages, is often called a topic-prominent language, which means it has a strong tendency to indicate the topic separately from the subject, and the two do not always coincide. The sentence Zō wa hana ga nagai (象は鼻が長い) literally means, "As for elephant(s), (the) nose(s) (is/are) long". The topic is "elephant", and the subject is hana "nose".

In Japanese, the subject or object of a sentence need not be stated if it is obvious from context. In addition, it is commonly felt, particularly in informal spoken Japanese, that the shorter a sentence is, the better.[citation needed] As a result of this grammatical permissiveness, there is a tendency to gravitate towards brevity; Japanese speakers tend to omit pronouns on the theory they are inferred from the previous sentence, and are therefore understood. In the context of the above example, hana-ga nagai would mean "[their] noses are long," while nagai by itself would mean "[they] are long." A single verb can be a complete sentence: Yatta! (やった!)"[I / we / they / etc] did [it]!". In addition, since adjectives can form the predicate in a Japanese sentence (below), a single adjective can be a complete sentence: Urayamashii! (羨ましい!)"[I'm] jealous [of it]!".

While the language has some words that are typically translated as pronouns, these are not used as frequently as pronouns in some Indo-European languages, and function differently. Instead, Japanese typically relies on special verb forms and auxiliary verbs to indicate the direction of benefit of an action: "down" to indicate the out-group gives a benefit to the in-group; and "up" to indicate the in-group gives a benefit to the out-group. Here, the in-group includes the speaker and the out-group does not, and their boundary depends on context. For example, oshiete moratta (教えてもらった) (literally, "explained" with a benefit from the out-group to the in-group) means "[he/she/they] explained [it] to [me/us]". Similarly, oshiete ageta (教えてあげた) (literally, "explained" with a benefit from the in-group to the out-group) means "[I/we] explained [it] to [him/her/them]". Such beneficiary auxiliary verbs thus serve a function comparable to that of pronouns and prepositions in Indo-European languages to indicate the actor and the recipient of an action.

Japanese "pronouns" also function differently from most modern Indo-European pronouns (and more like nouns) in that they can take modifiers as any other noun may. For instance, one does not say in English:

*The amazed he ran down the street. (grammatically incorrect insertion of a pronoun)

But one can grammatically say essentially the same thing in Japanese:

驚いた彼は道を走っていった。
Odoroita kare wa michi o hashitte itta. (grammatically correct)

This is partly because these words evolved from regular nouns, such as kimi "you" ( "lord"), anata "you" (あなた "that side, yonder"), and boku "I" ( "servant"). This is why some linguists do not classify Japanese "pronouns" as pronouns, but rather as referential nouns, much like Spanish usted (contracted from vuestra merced, "your [(flattering majestic) plural] grace") or Portuguese o senhor. Japanese personal pronouns are generally used only in situations requiring special emphasis as to who is doing what to whom.

The choice of words used as pronouns is correlated with the sex of the speaker and the social situation in which they are spoken: men and women alike in a formal situation generally refer to themselves as watashi ( "private") or watakushi (also ), while men in rougher or intimate conversation are much more likely to use the word ore ( "oneself", "myself") or boku. Similarly, different words such as anata, kimi, and omae (お前, more formally 御前 "the one before me") may be used to refer to a listener depending on the listener's relative social position and the degree of familiarity between the speaker and the listener. When used in different social relationships, the same word may have positive (intimate or respectful) or negative (distant or disrespectful) connotations.

Japanese often use titles of the person referred to where pronouns would be used in English. For example, when speaking to one's teacher, it is appropriate to use sensei (先生, teacher), but inappropriate to use anata. This is because anata is used to refer to people of equal or lower status, and one's teacher has higher status.

Japanese nouns have no grammatical number, gender or article aspect. The noun hon () may refer to a single book or several books; hito () can mean "person" or "people"; and ki () can be "tree" or "trees". Where number is important, it can be indicated by providing a quantity (often with a counter word) or (rarely) by adding a suffix. Words for people are usually understood as singular. Thus Tanaka-san usually means Mr./Ms. Tanaka. Words that refer to people and animals can be made to indicate a group of individuals through the addition of a collective suffix (a noun suffix that indicates a group), such as -tachi, but this is not a true plural: the meaning is closer to the English phrase "and company". A group described as Tanaka-san-tachi may include people not named Tanaka. Some Japanese nouns are effectively plural, such as hitobito "people" and wareware "we/us", while the word tomodachi "friend" is considered singular, although plural in form.

Verbs are conjugated to show tenses, of which there are two: past and present, or non-past, which is used for the present and the future. For verbs that represent an ongoing process, the -te iru form indicates a continuous (or progressive) aspect, similar to the suffix ing in English. For others that represent a change of state, the -te iru form indicates a perfect aspect. For example, kite iru means "He has come (and is still here)", but tabete iru means "He is eating".

Questions (both with an interrogative pronoun and yes/no questions) have the same structure as affirmative sentences, but with intonation rising at the end. In the formal register, the question particle -ka is added. For example, Ii desu (いいです) "It is OK" becomes Ii desu-ka (いいですか?) "Is it OK?". In a more informal tone sometimes the particle -no () is added instead to show a personal interest of the speaker: Dōshite konai-no? "Why aren't (you) coming?". Some simple queries are formed simply by mentioning the topic with an interrogative intonation to call for the hearer's attention: Kore wa? "(What about) this?"; Namae wa? (名前は?) "(What's your) name?".

Negatives are formed by inflecting the verb. For example, Pan o taberu (パンを食べる。) "I will eat bread" or "I eat bread" becomes Pan o tabenai (パンを食べない。) "I will not eat bread" or "I do not eat bread". Plain negative forms are actually i-adjectives (see below) and inflect as such, e.g. Pan o tabenakatta (パンを食べなかった。) "I did not eat bread".

The so-called -te verb form is used for a variety of purposes: either progressive or perfect aspect (see above); combining verbs in a temporal sequence (Asagohan o tabete sugu dekakeru "I'll eat breakfast and leave at once"), simple commands, conditional statements and permissions (Dekakete-mo ii? "May I go out?"), etc.

The word da (plain), desu (polite) is the copula verb. It corresponds approximately to the English be, but often takes on other roles, including a marker for tense, when the verb is conjugated into its past form datta (plain), deshita (polite). This comes into use because only i-adjectives and verbs can carry tense in Japanese. Two additional common verbs are used to indicate existence ("there is") or, in some contexts, property: aru (negative nai) and iru (negative inai), for inanimate and animate things, respectively. For example, Neko ga iru "There's a cat", Ii kangae-ga nai "[I] haven't got a good idea".

The verb "to do" (suru, polite form shimasu) is often used to make verbs from nouns (ryōri suru "to cook", benkyō suru "to study", etc.) and has been productive in creating modern slang words. Japanese also has a huge number of compound verbs to express concepts that are described in English using a verb and an adverbial particle (e.g. tobidasu "to fly out, to flee," from tobu "to fly, to jump" + dasu "to put out, to emit").

There are three types of adjective (see Japanese adjectives):

  1. 形容詞 keiyōshi, or i adjectives, which have a conjugating ending i () (such as 暑い atsui "to be hot") which can become past (暑かった atsukatta "it was hot"), or negative (暑くない atsuku nai "it is not hot"). Note that nai is also an i adjective, which can become past (暑くなかった atsuku nakatta "it was not hot").
    暑い日 atsui hi "a hot day".
  2. 形容動詞 keiyōdōshi, or na adjectives, which are followed by a form of the copula, usually na. For example hen (strange)
    変なひと hen na hito "a strange person".
  3. 連体詞 rentaishi, also called true adjectives, such as ano "that"
    あの山 ano yama "that mountain".

Both keiyōshi and keiyōdōshi may predicate sentences. For example,

ご飯が熱い。 Gohan-ga atsui. "The rice is hot."
彼は変だ。 Kare wa hen da. "He's strange."

Both inflect, though they do not show the full range of conjugation found in true verbs. The rentaishi in Modern Japanese are few in number, and unlike the other words, are limited to directly modifying nouns. They never predicate sentences. Examples include ookina "big", kono "this", iwayuru "so-called" and taishita "amazing".

Both keiyōdōshi and keiyōshi form adverbs, by following with ni in the case of keiyōdōshi:

変になる hen ni naru "become strange",

and by changing i to ku in the case of keiyōshi:

熱くなる atsuku naru "become hot".

The grammatical function of nouns is indicated by postpositions, also called particles. These include for example:

  • ga for the nominative case. Not necessarily a subject.
彼がやった。Kare ga yatta. "He did it."
  • ni for the dative case.
田中さんにあげて下さい。 Tanaka-san ni agete kudasai "Please give it to Mr. Tanaka."

It is also used for the lative case, indicating a motion to a location.

日本に行きたい。 Nihon ni ikitai "I want to go to Japan."
  • no for the genitive case, or nominalizing phrases.
私のカメラ。 watashi no kamera "my camera"
スキーに行くが好きです。 Sukī-ni iku no ga suki desu "(I) like going skiing."
  • o for the accusative case. Not necessarily an object.
食べますか。 Nani o tabemasu ka? "What will (you) eat?"
  • wa for the topic. It can co-exist with the case markers listed above, and it overrides ga and (in most cases) o.
寿司がいいです。 Watashi wa sushi ga ii desu. (literally) "As for me, sushi is good." The nominative marker ga after watashi is hidden under wa. (Note that English generally makes no distinction between sentence topic and subject.)

Note: The difference between wa and ga goes beyond the English distinction between sentence topic and subject.[contradiction] While wa indicates the topic, which the rest of the sentence describes or acts upon, it carries the implication that the subject indicated by wa is not unique, or may be part of a larger group.

Ikeda-san wa yonjū-ni sai da. "As for Mr. Ikeda, he is forty-two years old." Others in the group may also be of that age.

Absence of wa often means the subject is the focus of the sentence.

Ikeda-san ga yonjū-ni sai da. "It is Mr. Ikeda who is forty-two years old." This is a reply to an implicit or explicit question who in this group is forty-two years old.

Japanese has an extensive grammatical system to express politeness and formality.

The Japanese language can express differing levels in social status. The differences in social position are determined by a variety of factors including job, age, experience, or even psychological state (e.g., a person asking a favour tends to do so politely). The person in the lower position is expected to use a polite form of speech, whereas the other might use a more plain form. Strangers will also speak to each other politely. Japanese children rarely use polite speech until they are teens, at which point they are expected to begin speaking in a more adult manner. See uchi-soto.

Whereas teineigo (丁寧語) (polite language) is commonly an inflectional system, sonkeigo (尊敬語) (respectful language) and kenjōgo (謙譲語) (humble language) often employ many special honorific and humble alternate verbs: iku "go" becomes ikimasu in polite form, but is replaced by irassharu in honorific speech and ukagau or mairu in humble speech.

The difference between honorific and humble speech is particularly pronounced in the Japanese language. Humble language is used to talk about oneself or one's own group (company, family) whilst honorific language is mostly used when describing the interlocutor and their group. For example, the -san suffix ("Mr" "Mrs." or "Miss") is an example of honorific language. It is not used to talk about oneself or when talking about someone from one's company to an external person, since the company is the speaker's "group". When speaking directly to one's superior in one's company or when speaking with other employees within one's company about a superior, a Japanese person will use vocabulary and inflections of the honorific register to refer to the in-group superior and their speech and actions. When speaking to a person from another company (i.e., a member of an out-group), however, a Japanese person will use the plain or the humble register to refer to the speech and actions of their own in-group superiors. In short, the register used in Japanese to refer to the person, speech, or actions of any particular individual varies depending on the relationship (either in-group or out-group) between the speaker and listener, as well as depending on the relative status of the speaker, listener, and third-person referents.

Most nouns in the Japanese language may be made polite by the addition of o- or go- as a prefix. o- is generally used for words of native Japanese origin, whereas go- is affixed to words of Chinese derivation. In some cases, the prefix has become a fixed part of the word, and is included even in regular speech, such as gohan 'cooked rice; meal.' Such a construction often indicates deference to either the item's owner or to the object itself. For example, the word tomodachi 'friend,' would become o-tomodachi when referring to the friend of someone of higher status (though mothers often use this form to refer to their children's friends). On the other hand, a polite speaker may sometimes refer to mizu 'water' as o-mizu in order to show politeness.

Most Japanese people employ politeness to indicate a lack of familiarity. That is, they use polite forms for new acquaintances, but if a relationship becomes more intimate, they no longer use them. This occurs regardless of age, social class, or gender.

The original language of Japan, or at least the original language of a certain population that was ancestral to a significant portion of the historical and present Japanese nation, was the so-called yamato kotoba (大和言葉 or infrequently 大和詞, i.e. "Yamato words"), which in scholarly contexts is sometimes referred to as wago (和語 or rarely 倭語, i.e. the "Wa}} words"). In addition to words from this original language, present-day Japanese includes a number of words that were either borrowed from Chinese or constructed from Chinese roots following Chinese patterns. These words, known as kango (漢語), entered the language from the 5th century onwards via contact with Chinese culture. According to the Shinsen Kokugo Jiten (新選国語辞典) Japanese dictionary, kango comprise 49.1% of the total vocabulary, wago make up 33.8%, other foreign words or gairaigo (外来語) account for 8.8%, and the remaining 8.3% constitute hybridized words or konshugo (混種語) that draw elements from more than one language.[10]

There are also a great number of words of mimetic origin in Japanese, with Japanese having a rich collection of sound symbolism, both onomatopoeia for physical sounds, and more abstract words. A small number of words have come into Japanese from the Ainu language. Tonakai (reindeer), rakko (sea otter) and shishamo (smelt, a type of fish) are well-known examples of words of Ainu origin.

Words of different origins occupy different registers in Japanese. Like Latin-derived words in English, kango words are typically perceived as somewhat formal or academic compared to equivalent Yamato words. Indeed, it is generally fair to say that an English word derived from Latin/French roots typically corresponds to a Sino-Japanese word in Japanese, whereas a simpler Anglo-Saxon word would best be translated by a Yamato equivalent.

Incorporating vocabulary from European languages began with borrowings from Portuguese in the 16th century, followed by words from Dutch during Japan's long isolation of the Edo period. With the Meiji Restoration and the reopening of Japan in the 19th century, borrowing occurred from German, French, and English. Today most borrowings are from English.

In the Meiji era, the Japanese also coined many neologisms using Chinese roots and morphology to translate European concepts;[citation needed] these are known as wasei kango (Japanese-made Chinese words). Many of these were then imported into Chinese, Korean, and Vietnamese via their kanji in the late 19th and early 20th centuries.[citation needed] For example, seiji 政治 ("politics"), and kagaku 化学 ("chemistry") are words derived from Chinese roots that were first created and used by the Japanese, and only later borrowed into Chinese and other East Asian languages. As a result, Japanese, Chinese, Korean, and Vietnamese share a large common corpus of vocabulary in the same way a large number of Greek- and Latin-derived words – both inherited or borrowed into European languages, or modern coinages from Greek or Latin roots – are shared among modern European languages – see classical compound.[citation needed]

In the past few decades, wasei-eigo ("made-in-Japan English") has become a prominent phenomenon. Words such as wanpatān ワンパターン (< one + pattern, "to be in a rut", "to have a one-track mind") and sukinshippu スキンシップ (< skin + -ship, "physical contact"), although coined by compounding English roots, are nonsensical in most non-Japanese contexts; exceptions exist in nearby languages such as Korean however, which often use words such as skinship and rimokon (remote control) in the same way as in Japanese.

The popularity of many Japanese cultural exports has made some native Japanese words familiar in English, including futon, haiku, judo, kamikaze, karaoke, karate, ninja, origami, rickshaw (from 人力車 jinrikisha), samurai, sayonara, sudoku, sumo, sushi, tsunami, tycoon. See list of English words of Japanese origin for more.

Literacy was introduced to Japan in the form of the Chinese writing system, by way of Baekje before the 5th century.[11] Using this language, the Japanese king Bu presented a petition to Emperor Shun of Liu Song in AD 478.[12] After the ruin of Baekje, Japan invited scholars from China to learn more of the Chinese writing system. Japanese emperors gave an official rank to Chinese scholars (続守言/薩弘格/[13][14] 袁晋卿[15]) and spread the use of Chinese characters from the 7th century to the 8th century.

The table of Kana. (Hiragana top, Katakana in the center and Romaji on the bottom.)

At first, the Japanese wrote in Classical Chinese, with Japanese names represented by characters used for their meanings and not their sounds. Later, during the 7th century AD, the Chinese-sounding phoneme principle was used to write pure Japanese poetry and prose, but some Japanese words were still written with characters for their meaning and not the original Chinese sound. This is when the history of Japanese as a written language begins in its own right. By this time, the Japanese language was already distinct from the Ryukyuan languages.[16]

An example of this mixed style is the Kojiki, which was written in AD 712. They then started to use Chinese characters to write Japanese in a style known as man'yōgana, a syllabic script which used Chinese characters for their sounds in order to transcribe the words of Japanese speech syllable by syllable.

Over time, a writing system evolved. Chinese characters (kanji) were used to write either words borrowed from Chinese, or Japanese words with the same or similar meanings. Chinese characters were also used to write grammatical elements, were simplified, and eventually became two syllabic scripts: hiragana and katakana which were developed based on Manyogana from Baekje.[17] However this hypothesis "Manyogana from Baekje" is denied by other scholars.[18][19]

Modern Japanese is written in a mixture of three main systems: kanji, characters of Chinese origin used to represent both Chinese loanwords into Japanese and a number of native Japanese morphemes; and two syllabaries: hiragana and katakana. The Latin alphabet is also sometimes used, and is known in Japan as a system called "Romaji." Arabic numerals are much more common than the kanji when used in counting, but kanji numerals are still used in compounds, such as 統一 tōitsu ("unification").

Hiragana are used for words without kanji representation, for words no longer written in kanji, and also following kanji to show conjugational endings. Because of the way verbs (and adjectives) in Japanese are conjugated, kanji alone cannot fully convey Japanese tense and mood, as kanji cannot be subject to variation when written without losing its meaning. For this reason, hiragana are suffixed to the ends of kanji to show verb and adjective conjugations. Hiragana used in this way are called okurigana. Hiragana can also be written in a superscript called furigana above or beside a kanji to show the proper reading. This is done to facilitate learning, as well as to clarify particularly old or obscure (or sometimes invented) readings.

Katakana, like hiragana, are a syllabary; katakana are primarily used to write foreign words, plant and animal names, and for emphasis. For example "Australia" has been adapted as Ōsutoraria (オーストラリア), and "supermarket" has been adapted and shortened into sūpā (スーパー). The Latin alphabet (in Japanese referred to as Rōmaji (ローマ字), literally "Roman letters") is used for some loan words like "CD" and "DVD", and also for some Japanese creations like "Sony".

Historically, attempts to limit the number of kanji in use commenced in the mid-19th century, but did not become a matter of government intervention until after Japan's defeat in the Second World War. During the period of post-war occupation (and influenced by the views of some U.S. officials), various schemes including the complete abolition of kanji and exclusive use of rōmaji were considered. The jōyō kanji ("common use kanji", originally called tōyō kanji [kanji for general use]) scheme arose as a compromise solution.

Japanese students begin to learn kanji from their first year at elementary school. A guideline created by the Japanese Ministry of Education, the list of kyōiku kanji ("education kanji", a subset of jōyō kanji), specifies the 1,006 simple characters a child is to learn by the end of sixth grade. Children continue to study another 939 characters in junior high school, covering in total 1,945 jōyō kanji. The official list of jōyō kanji was revised several times, but the total number of officially sanctioned characters remained largely unchanged.

As for kanji for personal names, the circumstances are somewhat complicated. Jōyō kanji and jinmeiyō kanji (an appendix of additional characters for names) are approved for registering personal names. Names containing unapproved characters are denied registration. However, as with the list of jōyō kanji, criteria for inclusion were often arbitrary and led to many common and popular characters being disapproved for use. Under popular pressure and following a court decision holding the exclusion of common characters unlawful, the list of jinmeiyō kanji was substantially extended from 92 in 1951 (the year it was first decreed) to 983 in 2004. Furthermore, families whose names are not on these lists were permitted to continue using the older forms.

A common ancestor of Japanese and Ryukyuan languages or dialects is thought to have been brought to Japan by settlers coming from either the mainland or nearby Pacific islands (or both) sometime in the early- to mid-2nd century BC, replacing the language(s) of the original Jōmon inhabitants,[20] including the ancestor of the modern Ainu language. Very little is known about the Japanese of this period – because writing had yet to be introduced from China, there is no direct evidence; so anything that can be discerned about this period of Japanese must be based on reconstructions of Old JapaneseA common ancestor of Japanese and Ryukyuan languages or dialects is thought to have been brought to Japan by settlers coming from either the mainland or nearby Pacific islands (or both) sometime in the early- to mid-2nd century BC, replacing the language(s) of the original Jōmon inhabitants,[20] including the ancestor of the modern Ainu language. Very little is known about the Japanese of this period – because writing had yet to be introduced from China, there is no direct evidence; so anything that can be discerned about this period of Japanese must be based on reconstructions of Old Japanese

Old Japanese is the first attested written form of Japanese – the earliest text (the Kojiki) dates to the early 8th century AD; the end of Old Japanese coincides with the end of the Nara period in 794. Old Japanese uses the Man'yōgana system of writing, which uses kanji for their phonetic values as well as semantic. Based on the Man'yōgana system, Old Japanese can be reconstructed as having 88 distinct syllables; texts written with Man'yōgana use two different kanji for each of the syllables now pronounced き ki, ひ hi, み mi, け ke, へ he, め me, こ ko, そ so, と to, の no, も mo, よ yo and ろ ro[21] (the Kojiki has 88, but all later texts have 87, the distinction between mo1 and mo2 apparently being lost immediately following its composition). This set of syllables shrinks to 67 in Early Middle Japanese (though some were added through Chinese influence).

Due to these extra syllables, it has been hypothesized that Old Japanese's vowel system was larger than Modern Japanese's – perhaps containing up to eight vowels. According to Shinkichi Hashimoto, the extra in Man'yōgana derive from differences between the vowels of the syllables in question.[22] These differences would indicate that Old Japanese had an eight-vowel system,[23] in contrast to later Japanese's five vowels. The vowel system would have to have shrunk some time between these texts and the invention of the kana in the early 9th century. According to this view, the eight-vowel system of ancient Japanese would resemble that of the Uralic and Altaic language families.[24] However, it is not fully certain that the alternation between syllables necessarily reflects a difference in the vowels rather than the consonants – at the moment, the only undisputed fact is that they are different syllables.

Old Japanese does not have /h/, but rather /ɸ/ (preserved in modern fu, /ɸɯ/), which has been reconstructed to an earlier /*p/. Man'yōgana also has a symbol for /je/, which merges with /e/ before the end of the period.

Several fossilizations of Old Japanese grammatical elements remain in the modern language – the genitive particle tsu (superseded by modern no) is preserved in words such as matsuge ("eyelash", lit. "hair of the eye"); modern mieru ("to be visible") and kikoeru ("to be audible") retain what may have been a frequentative suffix -ru (kikoyu > kikoyuru (the attributive form, which slowly replaced the plain form starting in the late Heian period) > kikoeru (as all shimo-nidan verbs in modern Japanese did)); and the genitive particle ga remains in intentionally archaic speech.

Early Middle Japanese is the Japanese of the Heian period, from 794 to 1185. Early Middle Japanese sees a significant amount of Chinese influence on the language's phonology – length distinctions become phonemic for both consonants and vowels, and series of both labialised (e.g. kwa) and palatalised (kya) consonants are added.[citation needed] Intervocalic /ɸ/ merges with /w/ by the 11th century. The end of Early Middle Japanese sees the beginning of a shift where the attributive form (Japanese rentaikei) slowly replaces the uninflected form (shuushikei).

Late Middle Japanese covers the years from 1185 to 1600, and is normally divided into two sections, roughly equivalent to the Kamakura period and the Muromachi period, respectively. The later forms of Late Middle Japanese are the first to be described by non-native sources, in this case the Jesuit and Franciscan missionaries; and thus there is better documentation of Late Middle Japanese phonology than for previous forms (for instance, the Arte da Lingoa de Iapam). Among other sound changes, the sequence /au/ merges to /ɔː/, in contrast with /oː/; /p/ is reintroduced from Chinese; and /we/ merges with /je/. Some forms rather more familiar to Modern Japanese speakers begin to appear – the continuative ending -te begins to reduce onto the verb (e.g. yonde for earlier yomite), the -k- in the final syllable of adjectives drops out (shiroi for earlier shiroki); and some forms exist where modern standard Japanese has retained the earlier form (e.g. hayaku > hayau > hayou, where modern Japanese just has hayaku).

Late Middle Japanese has the first loanwords from European languages – now-common words borrowed into Japanese in this period include pan ("bread") and tabako ("tobacco", now "cigarette"), both from Portuguese.

Modern Japanese is considered to begin with the Edo period in 1600. Since old to middle, the de facto Standard Japanese had been Kansai dialect, especially Kyoto. However, during the Edo period, Edo (now Tokyo) developed into the largest city in Japan, and Edo Tokyo dialect became the Standard Japanese position. Since the end of Sakoku in 1853, the flow of loanwords from European languages has increased significantly – the last half-century or so has seen a very large volume of words borrowed from English,[25] especially words about technology, including pasokon (a shortening of "personal computer"), intaanetto ("Internet"), and kamera ("camera"). Due to the large quantities of English loanwords, modern Japanese has developed a distinction between /tɕi/ and /ti/, and /dʑi/ and /di/; with the latter in each pair only found in loanwords.

Many major universities throughout the world provide Japanese language courses, and a number of secondary and even primary schools worldwide offer courses in the language. This is much changed from before World War II; in 1940, only 65 Americans not of Japanese descent were able to read, write and understand the language.[26]

International interest in the Japanese language dates from the 19th century but has become more prevalent following Japan's economic bubble of the 1980s and the global popularity of Japanese popular culture (such as anime and video games) since the 1990s. About 2.3 million people studied the language worldwide in 2003: 900,000 South Koreans, 389,000 Chinese, 381,000 Australians, and 140,000 Americans studied Japanese in lower and higher educational institutions.

In Japan, more than 90,000 foreign students studied at Japanese universities and Japanese language schools, including 77,000 Chinese and 15,000 South Koreans in 2003. In addition, local governments and some NPO groups provide free Japanese language classes for foreign residents, including Japanese Brazilians and foreigners married to Japanese nationals. In the United Kingdom, study of the Japanese language is supported by the British Association for Japanese Studies. In Ireland, Japanese is offered as a language in the Leaving Certificate in some schools.

The Japanese government provides standardized tests to measure spoken and written comprehension of Japanese for second language learners; the most prominent is the Japanese Language Proficiency Test (JLPT), which features 5 levels of exams (changed from 4 levels in 2010), ranging from elementary (N5) to advanced (N1). The JLPT is only offered twice a year. The Japanese External Trade Organization JETRO organizes the Business Japanese Proficiency Test which tests the learner's ability to understand Japanese in a business setting. The Japan Kanji Aptitude Testing Foundation, which took over the BJT from JETRO in 2009, announced in August 2010 that the test would be discontinued in 2011 due to financial pressures on the Foundation. However, it has since issued a statement to the effect that the test will continue to be available as a result of support from the Japanese government.

When learning Japanese in a college setting, students are usually first taught how to pronounce romaji. From that point, they are taught the two main syllabaries, with kanji usually being introduced in the second semester. Focus is usually first on polite (distal) speech, which is what students would be expected to use when interacting with native speakers. Casual speech and formal speech usually follow polite speech, as well as the usage of honorifics.


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