This thesis argues against the Humean theory of practical reasons, criticising its foundations in philosophical and moral psychology. It develops a realist account of value-based reasons, underpinned by a distinctive cognitivist moral psychology, and a non-causalist account of the rational explanation of action. Contemporary Humeans reject Hume's own theory of thought, but this leaves the Humean theory of practical reasons without justification for a conception of desire as non-cognitive and not open to fundamental rational evaluation. Two possible strategies for filling this justificatory gap are (i) an appeal to grammatical considerations about the attribution of desires and their content, or (ii) an appeal to distinctions in respect of direction of fit. I argue that neither is successful. Kant's moral psychology provides the key to an alternative account, but is unsatisfactory due to its acceptance of a theory of thought which is relevantly similar to Hume's, and of non-compulsory rationalist presuppositions. Separated from these aspects, Kant's insights open a path to developing a conception of desire as essentially rationally evaluable. I argue that, in addition to such a conception, we should accept an account of rational attitudes as constitutively normative. On the basis of these two views, I argue that desire is a kind of evaluative belief. An independently plausible account of reasons takes them to be evaluative facts, and this neatly connects to the normative philosophical psychology. I consider the implications of such a view for the rational explanation of action, arguing that while causal theories of action and action-explanation are unacceptable, the normative philosophical psychology allows the development of non-causal alternatives to them. The non-causal account of action and action-explanation leaves space for an explanatory role for reasons themselves, beyond that provided by merely psychological explanation, as well as an explanatory role for an agent's character and emotions.

Kwong Yuk Yee, Jessica. / "June 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 88-97). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Thinking about the future can take numerous forms, varying from planning actions to foreseeing possible scenarios by means of knowledge and informed guesses, or speculations and intuitions, or imagination and creativity. Different cognitive processes are needed for each of these different types of future thinking. This thesis encompasses a series of experiments both on healthy volunteers and on brain damaged patients, revolving around the issue of "Future Thinking" (FT) that is the cognitive ability, specifically human, of envisaging one's own future. The concept of FT and the relevant literature are presented and discussed in Chapters 2 and 3. The ability to foresee has been normally assumed to rely on the reconstructive nature of episodic memory. This hypothesis is investigated in Chapters 4, 5 and 6. In these chapters data on young adults, who mentally pre-experienced autobiographical episodes, are presented to investigate which type of cue would elicit richer visualizations and to explore possible differences between temporal and a-temporal scene construction. The findings from these experiments on healthy volunteers call for a deeper understanding of the relationship between past experience and FT. Chapter 7 discusses results revealing that aMCI patients produced fewer episodic but more semantic details for both past and future events, as compared to controls, suggesting that reminiscence and FT are the expression of the same neurocognitive system. However, contrary to what was generally thought, data on patients with Parkinson Disease with spared memory performance reported in Chapter 8 and 9 show that FT is not entirely dependent on memory (and the hippocampus), rather the results suggest that poor performance in FT is associated with poor executive control. In Chapter 10 two patients affected by dense amnesia are investigated. Chapter 11 presents a single case exhibiting florid confabulation. The results confirm that although amnesia is associated with poor performance on FT, memory deficits cannot account for the entire picture of FT deficits. Indeed, dysexecutive symptoms play an important role in eliciting FT deficits.

Traditionally, education in Saudi Arabia has tended to lay considerable emphasis on the correct recall of memorised information. In the early years of the 21st century, education policy in Saudi Arabia began to consider the introduction of the concept of critical thinking into the curriculum. At the same time, the role and place of the sciences in the curriculum have increasingly been emphasized, the aim being to equip future generations with the skills thought important in taking the country forward. This study is, therefore, set in Saudi Arabia and focuses on the nature and development of critical thinking in the context of the current curriculum in the sciences. After describing the educational scene in Saudi Arabia, the thesis focuses on what is known about thinking in general and critical thinking in particular. The aim here is to move towards the development of a model of critical thinking and some kind of operational description against which test material can be developed. At that stage, it was recognised that, while critical thinking might be conceptualized as a set of cognitive skills, there is a strong attitudinal element. In simple terms, the learner needs to know how to think critically but also be willing to use these skills. There is a very brief review of some key research in the area of attitudes, including the principles of measurement which underpin the way the perceptions and attitudes of the learners are considered in this study. The cognitive nature of critical thinking is then related to two key research contributions of the 20th century: the work of Jean Piaget and David Ausubel. Critical thinking takes place in the working memory and the insights from information processing are discussed, looking at the ways information moves around the brain and the implications for the development of critical thinking are discussed. This study aims to explore how to measure critical thinking and to determine whether critical thinking skills can be developed in science subjects in school pupils. To achieve this aim, a model of critical thinking was first developed representing that thinking critically basically involves asking the questions how, what and why of new sources of information, the information itself and the linking processes involved in understanding. A test of critical thinking was developed based on this model. The data from this test were related to several other educational measures: student perceptions, working memory capacity, understanding science, school marks in science. Interviews with teachers and school inspectors were also conducted to explore their perceptions. The researcher is confident that the model and test make a contribution to the literature, as well as being of benefit to Saudi Arabia and to other countries. Critical thinking was measured with a total of 240 pupils, 120 girls and 120 boys, aged between 13 and 15, in classes 1, 2 and 3, in six Intermediate Schools in Saudi Arabia in the academic year 2009-2010. The questions in the test were designed so that success in the test relied on one or more of the aspects of critical thinking. The outcomes were related to working memory capacity and school science performance while student perceptions were measured. Principal Components analysis using Varimax rotation showed that the test designed to measure critical thinking was not measuring either science knowledge or understanding nor was it a measure of working memory capacity, but the school marks were highly correlated with working memory capacity. It was found that the measured critical thinking grew from year 1 to year 3; possible reasons are suggested. While the validity of the critical thinking test is not certain, it is not simply a measure of knowledge and understanding or of working memory capacity although any critical thinking would take place in the working memory. The survey offered many insights but, in particular, it revealed that most pupils had a negative attitude to science and showed broadly negative perceptions of science. The following experiment aimed to determine whether critical thinking skills could be developed in science subjects in school pupils. A fresh sample for the second experiment consisted of 1,600 pupils, from 12 schools, 800 girls and 800 boys, 400 of each in grade 1 (aged 13) and 400 in grade 3 (aged 15). Of these 400, 200 were in control groups and 200 in experimental groups. The pupils in the experimental groups were taught critical thinking skills using teaching material specifically developed for this research (which took 9 weeks to complete) and with a method proposed for it, while those in the control groups were taught in the normal way. The following were measured: student perceptions, working memory capacity, critical thinking, and understanding. The first two tests were identical to those used in experiment 1 and the critical thinking test was only slightly modified. In addition, their school marks were taken to make a fifth data set. Analysis of the data showed that critical thinking skills grew significantly after use of the new materials, with year 3 showing greater growth. Despite attempts to make the material gender neutral, boys were found to be better at critical thinking skills, although this may simply reflect gender-separated education. Principal components analysis again showed that critical thinking test data is unrelated to measured working memory capacity, measures of recall, and measures of understanding. The student survey was carried out with the purpose of examining pupils’ attitudes towards various aspects of thinking and critical thinking in the context of science teaching and some unexpected gender differences were observed. In the test of critical thinking skills, girls and boys in the experimental groups both performed better than did the control groups but the girls did not appear to be convinced that this is the case.A total of 98 science teachers and science inspectors were interviewed in order to explore their perceptions of critical thinking in science education. A range of themes was explored and there were some differences in their views which, in turn, did not seem to match the views of the students. Implications are discussed. The overall conclusions are that critical thinking can be measured and that it can be enhanced with school learners aged in the range 13 to 15. However, it is vital that educational policies, resources, national assessment and teacher training be adjusted if the development of critical thinking is to make much progress in Saudi Arabia. The limitations and implications of the study are outlined.

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As we move further into the 21st century there are few processes that are more important for us to understand than the creative process. The aim of this thesis is to assist in deepening that understanding. To achieve this a review of the literature is first undertaken. Combining the many different streams of research from the literature results in the development of a four-stage model of the creative thinking process. The four stages are problem definition, idea generation, internal evaluation, and idea expression. While a large range of factors influence the various stages in this model, two factors are identified for further analysis as their effect on creativity is unclear. These two factors are domain-specific knowledge and creative thinking techniques. The first of these factors relates to the first stage of the creative thinking process (problem definition), specifically the extent to which informational cues prime domain specific knowledge that then sets the starting point for the creative combination process. The second factor relates to stage two of the model (idea generation), and the proposition by some researchers and practitioners that creative output can be significantly improved through the use of techniques. While the semantics of these techniques differ, fundamentally all techniques encourage the use of divergent thinking by providing remote associative cues as the basis for idea generation. These creative thinking techniques appear to result in the opening of unusual memory categories to be used in the creative combination process. These two potential influences on the creative outcomes of individuals: 1) domain specific knowledge, and 2) creative thinking techniques, form the basis for an experimental design. Qualitative and quantitative research is undertaken at two of the world's leading advertising agencies, and with two student samples, to identify how creative thinking techniques and domain-specific knowledge, when primed, influence creative outcomes. In order to measure these effects a creative thinking measurement instrument is developed. Results found that both domain-specific knowledge and creative thinking techniques are key influences on creative outcomes. More importantly, results also found interaction effects that significantly extend our current understanding of the effects of both primed domain-specific knowledge and creativity techniques on different sample populations. Importantly, it is found that there is no 'one size fits all' for the use of creative thinking techniques, and to be effectively applied, creative thinking techniques must be developed based upon the respondent's current domain and technique expertise. Moreover, the influence of existing domain-specific knowledge on individual creativity is also dependent upon how that information is primed and the respondent's knowledge of cognitive thinking strategies.

Thesis (Ph.D.)--Antioch University, 2006. / Title from PDF t.p. (viewed April 10, 2007). Advisor: Jon F. Wergin . Keywords: leadership, concept mapping, educational administration, teachers' thinking, cognitive map. Includes bibliographical references (p. 148-159).

Thesis (M. Soc. Sc.)--University of Hong Kong, 2004.

Drug courts use sanctions as a form of behavior management and modification, and they are an important structural tool in the treatment of drug offenders by the criminal justice system. This research examined noncompliant behavior being sanctioned in a felony level drug court. The sample consisted of 66 high risk/high needs individuals who were enrolled in a drug court over a two-year period. Sanctionable behaviors were analyzed through a criminal-thinking framework in order to better understand noncompliant behavior in drug court. This study finds support for applying a criminal-thinking framework to noncompliant behavior sanctioned in drug court. The findings from this study illustrate the nuances of noncompliant behavior of a drug court population.

The purpose of this study was to explore whether creativity can be nurtured in an experiential learning environment at the college level. The study investigated how well process-based creativity models and construct-based creativity models reflected creative behavior in an experiential and team-based learning environment. The research design included field observations, focus group interviews, student questionnaires, and portfolio assessments. Study participants were selected students from Texas A&M University’s College of Agriculture and Life Sciences. Findings indicated that both process-based and construct-based creativity models are good indicators of creative behavior. Torrance’s creativity dimensions that emerged among students included problem awareness, ability to produce and consider many alternatives, ability to put ideas into context, ability to use humor, kinesthetic responsiveness, and ability to break through boundaries. Treffinger’s creativity dimensions included sensitivity to problems, tolerance of congruity, fluency, good research and management skills, cognition, memory, analysis, application, openness to experience, confidence, independence in inquiry, willingness to respond, and readiness for transformations. Dacey’s constructs included sensitivity to problems, divergent thinking, convergent thinking, openness, independence of judgment, self guidance, and playfulness. Jackson and Messick’s constructs included analysis, intuition, openness, and reflection. Study findings also indicated that all steps of the Osborn and Parnes processbased creativity model were fully utilized in the experiential and team-based learning environment. As part of the effort to seek models of teaching and learning that encourage students to be more creative while solving complex problems in the world of agriculture, findings of this study can be used to determine how creativity can be fostered through experiential and team-based learning.