In this paper I argue, with many leading commentators, that Kant is a conceptualist. I support this conclusion, argued for independently by Hannah Ginsborg and John McDowell, by appeal to the analyticity of Kant’s apperception principle in the transcendental deduction. I argue that the apperception principle, if taken as an analytic proposition, implies that any mental representation that figures into discursive cognition is the product of a priori synthesis. I further argue that making a priori synthesis a condition for the possibility of any mental representation is sufficient to make mental representation conceptual in the relevant sense. This, I argue, strongly suggests that Kant is a conceptualist.

The self-knowledge has been a central problem throughout the history of philosophy, but it has remained, as Kant also declares, as the

Finn (2007) developed a procedure that uses psychological assessment tools towards therapeutic ends known as Therapeutic Assessment (TA). The Assessment Intervention session was later developed as part of the TA as an improved method of preparing clients for feedback. The dynamics and effectiveness of this stage of TA have not been studied to date. The current study used a time-series design to follow two clients as they took part in a TA intervention. Participants were involved in ongoing therapy at the time of the study. Participants completed brief, daily measures related to their reported symptoms and presenting concerns before, during, and after the TA. In addition, clients completed longer, standardized measures of psychological symptomatology and therapy progress. Clients and the assessor (Dr. Stephen Finn) were interviewed about their experiences of the Assessment Intervention session and the resulting text was coded and interpreted according to a modified Grounded Theory Method. A time-series analysis revealed that neither client reported improvement on any of the daily measures of symptoms when comparing baseline and post-TA intervention periods. However, one client saw improvements during the TA period only and both clients saw global improvements in the scores reported on the standardized measures. In addition, clients reported satisfaction with the TA and, while therapists reported positive results regarding therapy progress, clients’ reports were mixed. Finally, qualitative feedback from participants revealed that clients and assessor experienced the Assessment Intervention as evoking something familiar but also new for the clients. The integration of the new and the familiar had to be carefully balanced for the clients to be able to experience the Assessment Intervention as beneficial. The context of narrative, a supportive relationship with the assessor, and strong, memory-linking feelings and insights were important for the positive integration of the new experiences. / text

No description available.

This study proposed to assess the effects of a modified TAT in a multi racial South African sample. More specifically, it aimed to measure how different race groups responded to a variation of the TAT, as opposed to the original Murray TAT. It was hypothesized that a racially inclusive TAT, with more contemporary backgrounds, would enhance the narratives of South African respondents, and more especially those of black respondents. A new set of five TAT pictures (e-TAT) was designed, based upon five of the original Murray TAT (M-TAT) cards. As much as possible, the ambiguous style of the cards was left intact, but the characters (all originally white) were changed to represent African/black, Indian and coloured people as well. A factorial design was used to compare responses on the Murray TAT to responses on the experimental TAT in a sample of 207 first year psychology students at the University of KwaZulu-Natal. Each student was given a mean word count score. A randomly selected sub-sample of 40 students received a quality rating derived from Gerver's scoring level of response (as cited in Coleman, 1947), intended to measure the quality of their protocols. The statistical analyses revealed that (1) There is no statistically significant differences in the length of protocols between the M-TAT and the e-TAT. (2) There was no statistically significant difference in the length of stories between the race groups. (3) On the smaller sub-sample of participants who received quality ratings, black participants scored significantly higher on the e-TAT than on the M-TAT. (4) White participants scores on the M-TAT were significantly higher than black participants scores on the M-TAT. While the results are not yet conclusive, they are encouraging, and it is suggested that future research in this area is needed. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Thesis (M. Ed.(Opvoedkundige sielkunde))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 84-88.

Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 42-45).

Research indicates that the application of historical empathy, defined as using historical evidence to reconstruct past perspectives, engenders critical thinking in students. There is lack of research on the level of comprehension and use of historical empathy as an instructional strategy by high school history instructors. The purpose of this qualitative study was to explore teachers' comprehension and application of historical empathy in 2 high schools. This study was grounded in Edmund Husserl's concept of intersubjectivity, which suggests that apperception facilitates the grasp of multiple perspectives. Research questions addressed history teacher comprehension and employment of historical empathy as a tool to improve students' understanding of multiple historical perspectives. All 7 local history teachers participated in this case study. Data collection included classroom observations that were followed by semi-structured teacher interviews to discuss what was observed. Six themes resulted from open, axial, and selective coding of field notes and interview transcriptions. These themes indicated that participants were unfamiliar with historical empathy, emphasized the necessity of emotion in learning, perceived the need to help students understand historical actors, stressed the need for artifacts and site visits to generate context, and used analogies to develop perspectives. These themes informed the project of a position paper recommending professional development for teachers in historical empathy. Increasing awareness of and developing empathetic instructional strategies within the classroom can foster positive social change by engendering apperceptive skills among local history students and has broader potential to increase the efficacy of museum education and heritage programs.

Past research has shown that there are many factors that influence projective test responses. This is especially true of the Thematic Apperception Test (TAT). Certain variables that have been found to influence the TAT response were studied in this experiment. These variables included the subjects’ scores on purported measures of the personality trait of aggression, and various parameters of the TAT cards themselves. This experiment included three studies which investigated the relationship between test measures of aggression and aggressive behavior. The three studies were conducted concurrently using the same subject population: forty-two male inmates at the Oregon State Penitentiary. They were divided into two groups of aggressiveness according to the crime they had committed; 21 inmates had committed aggressive crimes and 21 inmates had committed non-aggressive crimes. The subjects wrote stories for eight TAT cards; completed a questionnaire including items of aggression, guilt, and defensiveness; and provided personal information such as age, educational level, and amount of time in prison.