The first chapter discusses Origen's conception of the way in which the Word of God fulfils the Father's creative purpose, and ends by pointing out the difficulties thus arising in distinguishing creation from redemption. The second chapter discusses the way in which the Word of God reveals God's nature to human beings, and points out the consequent minimising of the importance of the Incarnation. The third and fourth chapters discuss the gifts bestowed on the Son by the Father, some for Himself, and others to be passed on to human beings, and enlarge especially on His power of judgement and the chastisement He has to administer in order to confer sanctification on human beings. The two sections of the fifth chapter contain a detailed survey of Origen's conception of the Incarnation, and show how his attitude veers between an acceptance of traditional doctrine and the idea that the Divine Word employed a separate soul to act as His representative. The conclusion is that although Origen's own doctrine leaves much to be desired as an explanation of the humanity of the Word of God, such criticisms are also applicable to traditional doctrine. The sixth chapter discusses the human and Divine aspects of Christ's personality, and tries to show that in Origen's view it is only the human-Jesus whose sacrifice is accepted by God and who is thus taken into fellowship with God. There follows a discussion of the distinction made by Origen between the disciple who knows his Master from the outward point of view and the one who attains to the knowledge of the invisible Word of God. In the final chapter there is a discussion of the way in which Christ reconciles human beings to the Father, and the question is raised why it was that Origen supposed the final destiny of human beings to be contemplation rather than action.

This study aims to establish the extent to which metacognitive training plays a part in Singapore primary students' word problem solving in a computer environment. The study involved 142 Singapore 11 to 12-year-old students from two primary schools. The study adopts a two-phase design, combining a quasi-experimental design and a case study design. For the quasi-experimental design, analysis of students' mathematical achievement test data is used to investigate the relationship between metacognitive training, students' level of mathematical achievement and their mathematical word problem solving performance. For the case study design, analysis of the think aloud protocol data during word problem solving of eight pairs of students is used to explore the role of metacognition in mathematical word problem solving in a computer environment. In addition, student questionnaire and teacher interview data provide descriptive accounts of students' metacognitive knowledge during mathematical word problem solving. The findings from the analysis of mathematical achievement test and think aloud protocol data reveal that metacognitive training results in improvement in mathematical word problem solving performance, and that lower achievers appear to show the full benefit from metacognitive training only after a period of time. The findings of the think aloud protocol data also reveal that i) generating metacognitive behaviours, and knowing when and how to use them during word problem solving are important determinants for successful word problem solving, and ii) students have distinctive progressions of word problem solving activity which can be represented by five types of cognitive-metacognitive word problem solving models. These progressions of word problem solving activity seem to relate to students' success in word problem solving. It is also proposed that there is a relationship between affect, students' ability to develop metacognitive awareness, and word problem solving. In addition, effective pair collaboration is influenced by students' mathematical beliefs, and how students are paired according to their metacognitive knowledge. The educational and pedagogical implications of these findings are discussed, particularly in relation to the Singaporean context.

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The main aims of the research examine the journey of spiritual embodiment, tracking the body's phenomenon, outlined in the brain, emotions, visions, histories, illness, experiences of alternate realities and connections between the self and other. Methodologies used encompass the vision of the bricoleur, where an intense gaze concentrates at personal lived experience, conversations with nine body-oriented practitioners and a writing-collaboration. The resulting bricolage is a pentimento (Denzin and Lincoln, 2005) of these experiences seen as gateways of: autoethnography, heuristic inquiry, transpersonal methodologies and the creative exploration of A/r/tography. Findings become Illuminations, drawn from the Conversations in great part and partly from the My Story and Collaboration. The 'findings' are illuminations bringing to the surface, even if ambiguously, lights of understanding, lightening darkness and making visible the invisible. The Conclusions are further Illuminations, distilling into four major realities of experience socially, personally, physically and spiritually, showing the connection between them and the problems of disconnection. They are the Macrocosm and the Global, looking at the universal principle, which brings the therapeutic relationship within the global community; the Individual and Relationship, looking at the connectivity between human beings underpinned by aeons of history and infinite memory in quantum mechanics (Schwartz, 2000); Research and Psychotherapy, reflecting on our struggle to evolve and be 'the person of tomorrow' as Rogers (1987) predicted; the Microcosm and The Personal Journey, a personal pilgrimage exploring connections between lived experiences, ancestral histories and connections within the body's tissues, speaking through illness and alternate realities. This translates into the psychotherapist who appreciates the ethical, connectivity and transpersonal aspects of living and reflecting that, in the body at a cellular level.

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No description available.

The malleability of our subjective perception of time has recently received a great amount of empirical attention with respect to the Temporal Binding of intentional actions to their subsequent effects (e.g. Haggard, Clark & Kalogeras, 2002). Given the number of studies utilizing the venerable Libet clock method, this thesis presents several novel methods for the investigation of the Temporal Binding phenomenon. Firstly, five experiments requiring the numerical estimation of intervals between operant action and subsequent effect, as well as intervals between superficially identical (based on stimulus properties) observed sequences showed that participants judged operant intervals to be shorter than relative observed intervals. This effect existed at intervals far longer than those previously reported (Haggard et al., 2002), whilst demonstrating a pattern of results similar to previous studies involving hypothesized changes of internal clock speeds (e.g. Penton-Voak, Edwards, Percival, & Wearden, 1996). This shortening of the reported interval between cause and effect also occurred when numerical estimation was replaced with the reproduction of the inter-event interval. Having demonstrated a Temporal Binding effect with these novel methods, I then investigate the Causality based explanation of Eagleman & Holcombe (2002), employing keypress timings as an indicator of the perceived timing of the awareness of events. In three experiments, when both conditions involve intentional action, a Binding effect only occurs when this intentional action results in a caused effect. Having thus demonstrated that Causality is an essential pre-requisite of Temporal Binding, two experiments involving the judgment of the length of an object between two classic Michottean launching stimuli show shorter reported lengths for causally related (instantaneous launch) relative to unrelated (delayed launch) trials. I therefore argue that Binding is an online process that influences our perception of the relationship between causal action and effect in both temporal and spatial domains.

This thesis investigated the fate of irrelevant stimuli in Pavlovian conditioning. In Chapter 1, several theories of learning were evaluated with respect to findings related to blocking (Kamin, 1969) and the relative validity effect (Wagner, Logan, Haberlandt & Price 1968). The majority of these theories explain such effects by assuming that little is learned about irrelevant stimuli (e.g. Rescorla & Wagner, 1972 Mackintosh, 1975a Pearce & Hall, 1980). In contrast, the comparator hypothesis (e.g. Miller and Matzel, 1988) makes the assumption that learning about irrelevant stimuli occurs, but is not expressed. The three experiments reported in Chapter 2 tested this assumption using an extended version of the blocking procedure. In each case, an arrangement which, according to the comparator hypothesis, should cause a reversal of blocking failed to produce this result. The findings were, however, consistent with theories which assume that little is learned about irrelevant stimuli. The experiments reported in Chapters 3,4 and 5 were conducted to determine whether little is learned about these stimuli because animals do not attend to them (e.g. Mackintosh, 1975a Pearce & Hall, 1980). Discrimination training designed to measure associability changes was given, using an autoshaping procedure with pigeons, and a Pavlovian conditioning procedure with rats. The results ruled out several non-attentional interpretations, and suggested that an attentional process was involved, which, rather than directing the eyes towards relevant stimuli and away from irrelevant stimuli, operated once all stimuli had been perceived. The results were consistent with the theory of attention proposed by Mackintosh, although it is acknowledged that this theory has its limitations. In the final chapter, two hybrid theories that overcome these limitations were discussed.

This thesis examines the relationship between self-esteem and psychological health. In Chapter 1, I define self-esteem and psychological health, illustrate the prominence of these two psychological constructs, and review the literature on the relation between self-esteem and psychological health. As we will see, self-esteem can be defined as one's overall evaluation as a person, and psychological health can be defined as the absence of depression, anxiety, and negative affect together with the presence of life satisfaction and positive affect. Further, we will see that self-esteem and psychological health are among the most frequently researched psychological constructs. Thus, the corpus of research on the relationship between self-esteem and psychological health is massive. Nonetheless, the nature and dynamics of this relationship are complex and far from being fully understood. The empirical research presented in this thesis helps to better understand this relationship. To this end, I have conducted three empirical lines of research. The three lines of research approach the same overarching goal from three very different angles. In the first empirical chapter (Chapter 2), I report a line of research in which my collaborators and I studied the impact of one facet of psychological health - i.e., chronic mood - on self-esteem when recalling positive and negative past selves. In four studies, we found that chronically happy people assimilated towards a recalled positive self and contrasted away from a recalled negative self, which in both cases lead to a relative increase in self-esteem. Chronically sad people, on the other hand, assimilated towards a recalled negative self and contrasted away from a recalled positive self, which in both cases lead to a relative decrease in self-esteem. Thus, this research shows that psychological health in the form of chronic mood can impact self-esteem via the medium of recalling past selves. The research reported in the second empirical chapter (Chapter 3) was motivated by the conviction that a full understanding of the relationship between self-esteem and psychological health can be obtained only by placing this relationship in a larger context involving other psychological variables. Past research suggests that belongingness is the one psychological construct that is particularly relevant in this respect. Thus, Chapter 3 reports a line of research studying the relations between belongingness, self-esteem, and psychological health. In three studies, we developed and validated a novel two-dimensional measure of people's perceptions of the belongingness they experience from other people. The measure assesses the amount of belongingness experienced and the degree to which people perceive this belongingness as being unconditional or conditional on their achievements and contributions. We extended past social psychological research by demonstrating that the unconditionally of belongingness explains variance in psychological health independent of the amount of belongingness. More importantly, the data showed that self-esteem plays a central role in these relationships. Specifically, the amount of self-esteem (e.g., global self-esteem) mediated the relationship between the amount of belongingness and psychological health, whereas the conditionally of self-esteem (i.e., global contingent self-esteem) mediates the relationship between the unconditionally of belongingness and psychological health. In the final empirical chapter (Chapter 4), we wanted to elucidate why past empirical research failed to find a relationship between implicit measures of self-esteem and self-reported psychological health when controlling for explicit measures of self-esteem. One reason for this puzzling but consistent null result may be that existent implicit measures of self-esteem assess domain-specific self-esteem, but not global self-esteem. Thus, Chapter 4 reports a line of research studying the relation between psychological health and a novel implicit measure of global self-esteem. Six studies developed and validated this new implicit measure, finding that our newly developed measure predicts higher psychological health even when controlling for explicitly measured self-esteem. Finally, Chapter 5 reviews the contribution of the research presented in this thesis to our understanding of the relationship between self-esteem and psychological health. Overall, the research emphasises the complexity of the multi-faceted processes that underlie this relationship. Directions for future research are discussed.

This thesis examines the interrelationships between the body and its movement and psychic and emotional states by bringing together two disciplines - movement analysis and psychoanalysis - for comparison and synthesis. The groundwork is laid by presenting theory from both disciplines - Laban Movement Analysis, particularly Effort theory, is a key resource and is brought into contact with relevant themes from psychoanalytic object relations. A synthesis of the theoretical frameworks is applied to the analysis of data from four psychoanalytic observational studies of infants and young children, in order to recognize and describe emergent themes over time. The potential benefits of this blending of languages is further tested by applying It to clinical work with three adult patients in Individual movement based and psychoanalytically Informed psychotherapy. In exploring how this synthesis works in practice, particular attention Is paid to the ways In which unconscious primitive psychophysical patterns, of the kind described in the Infant and child observations, are drawn out my work with adults. The following questions are considered: What can relevant aspects of psychoanalytic theory contribute to the perception and understanding of emotional and psychological processes, which may help to underpin dance movement therapists' theoretical understanding? Conversely, can close attention to movement, supported by the analysis and experiential practice of movement, offer an added dimension of insight into the perception of emotional and psychic processes which could be of use to psychotherapists?