Paul Grice has argued that a methodological procedure termed 'constructionism' is suitable to elucidate our folk-psychological concepts. The methodology is foundationalist: beginning with a psychologically simple creature a sequence of increasingly psychologically complex creatures is developed through the application of a set of construction routines and constraints. This thesis develops Grice's claim. My main aim is to demonstrate the methodology by producing a construction. My secondary aim is to illuminate the concepts of 'desiring' and 'valuing' by means of the described construction. In Chapter 1, I claim that constructionism provides an answer to problems associated with a certain form of holism which permeates the psychological. In Chapter 2, I discuss and criticise the detail of Grice's account for the development of a construction. In Chapter 3, I set out the foundations for my construction. In Chapter 4, I describe a simple creature with a single recurrent need inhabiting a simple environment consisting of four features. These features are manipulated to determine how the creature would need to develop in order to survive. The end of this chapter sees the ascription of a discriminatory capacity in response to the need to track and manipulate objects. This capacity might plausibly be described as 'presentational'. In Chapter 5, I attribute to the creature multiple needs and the capacity for Associative Learning. At this stage 'desires' emerge. The rest of the chapter is concerned with assessing the modified creature's capacity for continued survival. By the end of the chapter the creature is shown to lack the capacities necessary to form preferences suited to the specific contexts in which it acts. In Chapter 6, I claim that a creature with an objective conception can form the necessary preferences. I ascribe to the creature those capacities necessary to for objective conception. The upgraded creature is described as capable of 'valuing'.

Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The aim of this study was to measure the influence of a logotherapy activity, the mountain range exercise on the purpose in life and values of Grade 11 scholars of a specific culture community in the Western Cape. Two research hypotheses were formulated; firstly, that the logotherapy activity will help to heighten the meaning in the lives of Grade 11 scholars and, secondly, that the logotherapy activity would influence the values of Grade 11 scholars. The fifty-nine subjects used in the study were Grade 11 scholars at Macassar High School in the Western Cape. The subjects were divided into an experimental and control group. Two questionnaires were used in the study: the Purpose in Life-test (PIL) and the Allport-Vernon-Lindzey Study of Values (AVL). After the experimental group completed the logotherapy activity they were divided into four discussion groups, each group consisting of seven or eight subjects. The groups underwent two discussion sessions. The experimental group completed the logotherapy activity and a post-test was carried out on both groups. Results showed a significant difference between the pre-test and post-test of the experimental group on the Purpose in Life-test. The first research hypotheses is hereby supported; that is the implementation of the logotherapy activity heighten the meaning in the lives of the experimental group. The pre-test and post-test results of the experimental group differed significantly with regard to the economic value. The second research hypotheses is hereby supported, that is, the implementation of the logotherapy activity will influence the values of Grade 11 scholars. / AFRIKAANSE OPSOMMING: Die doel van die ondersoek was die meting van die invloed van die logoterapeutiese groepsaktiwiteit, naamlik die bergreeks-oefening, op die doel van die lewe en waardes van Graad 11 leerlinge van en bepaalde kultuurgemeenskap in die Wes-Kaapland. Twee navorsingshipoteses is geformuleer, naamlik dat die logoterapeutiese groepsaktiwiteit die sin en betekenis in die lewe van Graad 11 leerlinge sal verhoog en tweedens dat die groepsaktiwiteit die waardes van die leerlinge betekenisvol sal beïnvloed. Die nege-en-vyftig subjekte was Graad 11 hoërskool leerlinge van Macassar Sekondêr in die Wes-Kaapland. Die ondersoekgroep is ewekansig in en eksperimentele en kontrole groep verdeel. Twee vraelyste is toegepas: Die Betekenis in die lewe-vraelys (PIL) en die Allport-Vernon-Lindzey Waardeskaal (AVL). Nadat die eksperimentele groep die logoterapeutiese groepsaktiwiteit voltooi het, is hulle in vier diskussiegroepe verdeel, elk met sewe of agt lede. Die diskussiegroepe het twee groepsbesprekings ondergaan. Die nameting is op albei groepe gedoen om sodoende te bepaal of die logoterapeutiese groepsaktiwiteit die navorsingshipoteses ondersteun. Die eksperimentele groep se voor- en nametingsresultate ten opsigte van hulle sinsbelewing het beduidend verskil. Die eerste navorsingshipotese is hierdeur ondersteun, naamlik dat die implimentering van die logoterapeutiese groepsaktiwiteit die sin van die lewe van die eksperimentele groep verhoog. Die eksperimentele groep se voor- en nametingsresultate ten opsigte van die ekonomiese waarde het beduidend verskil. Die tweede navorsingshipotese is ierdeur ondersteun, naamlik dat die implimentering van die logoterapeutiese groepsaktiwiteit die waardes van die lewe van die Graad 11 leerling beïnvloed.

In two related studies with dating and married couples, the protective function of beliefs about personal value similarity was examined. Relational threat was measured when couple members' value similarity beliefs were disconfirmed or when couple members reported beliefs of value dissimilarity. Gender-specific compensatory mechanisms, reflective of relational self-construal, were examined in association with relational well being. Study 1 was a controlled laboratory experiment with dating couples that examined disconfirmation of perceived value similarity. Study 2 examined naturally occurring variance of married couples' beliefs about value similarity in the context of pregnancy and amniocentesis testing. Results revealed that dating and married couples did assume similarity about their personal values in moral contexts that reflected relational significance. / Results supported that assumptions about value similarity were protective for couple members. Beliefs about value similarity that were disconfirmed by experimentally controlled feedback as well as perceived value dissimilarity in a naturally occurring context both posed relational threat for dating couples and pregnant women, respectively. Gender-specific compensatory mechanisms were evoked and were associated with overall relational well being when romantic intimates considered personal value dissimilarity. Women demonstrated pro-relational behaviors, consistent with their relational self-construal, such that they shifted their personal values and brought their values in closer alignment with their partners' values while, additionally, increasing their ratings of partners' positive attributes. Dating men, consistent with their less relational self-construal, did not alter their personal values and instead increased their ratings of their partners' positive attributes, which accounted for increased relational satisfaction. Married men who considered value dissimilarity with their pregnant partners did not experience relational threat but demonstrated pro-relational behaviors such that they shifted their personal values and brought their values in closer alignment with their partners' values while increasing their ratings of partners' positive attributes. The studies provide expanded knowledge for the growing field of close relationship literature. Results were also discussed in the context of pregnancy, social support, and the utilization of amniocentesis tests.

No description available.

This study investigated the effect of a goal-based intervention package on future goal-setting for junior secondary school students on their future goal commitment, self-efficacy, and values related to academic learning. Participants were 85 newly admitted secondary one students in a local mainstream secondary school in Hong Kong. A self-report questionnaire was used to measure the strength of future goal commitment, perceived instrumentality of learning, self-efficacy, intrinsic value and extrinsic value of academic-related activities. Results indicated that the future goal-setting intervention package is effective in guiding students set their future goals, and in strengthening their future goal commitment, perceived instrumentality of learning, self-efficacy and intrinsic value of academic-related activities. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

by Wong Chi Lap David. / Questionnaires in English and Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 81-90). / Acknowledgements / Abstract / List of Tables / Chapter Chapter One --- Introduction Page / Chapter A --- Background of the Study --- p.1 / Chapter B --- Statement of the Problem --- p.3 / Chapter C --- Significance of the Study --- p.4 / Chapter Chapter Two --- Review of Literature / Chapter A --- Motivation and Achievement Goals / Theories of Motivation --- p.6 / Cognitive Approach to Motivation --- p.8 / Attributional Theory --- p.9 / Achievement Goals --- p.12 / Performance Pattern --- p.15 / Chapter B --- Theories of Intelligence / Implicit versus Explicit Theories --- p.19 / Prototype of Intelligence --- p.20 / Developmental Changes in Concept of Intelligence --- p.22 / Incremental Theories versus Entity Theories --- p.24 / Chapter C --- Beliefs and Values / Beliefs and Belief System --- p.26 / Attitudes --- p.28 / Values --- p.29 / Chapter D --- Relationships among Variables / Achievement Goals and Theories of Intelligence --- p.30 / Achievement Goals and Values --- p.32 / Chapter Chapter Three --- Research Methodology / Chapter A --- Definition of Variables / Achievement Goals --- p.36 / Theories of Intelligence --- p.36 / Values --- p.37 / Theoretical Framework --- p.37 / Hypotheses --- p.38 / Chapter B --- Instrumentation / Achievement Goals --- p.39 / Values --- p.39 / Theories of Intelligence --- p.40 / Chapter C --- Sampling --- p.41 / Chapter D --- Procedure --- p.41 / Chapter E --- Data Analysis --- p.42 / Chapter Chapter Four --- Results / Chapter A --- Theories of intelligence / Correlation Matrix of the items --- p.43 / Factor Analysis --- p.43 / Correlations among subscales --- p.46 / Chapter B --- Values / Correlation Matrix of the items --- p.46 / Factor Analysis --- p.50 / Correlations among subscales --- p.53 / Chapter C --- Achievement Goals / Correlation Matrix of the items --- p.55 / Factor Analysis --- p.56 / Chapter D --- "Relationships among Theories of Intelligence, Values, and Achievement Goals" / "Correlations among the subscales in Theories of Intelligence, Values and Achievement Goals" --- p.59 / Determination of Achievement Goals --- p.61 / Chapter Chapter Five --- Discussion and Conclusion / Chapter A --- Summary --- p.66 / Chapter B --- Achievement Goals and educational outcomes --- p.70 / Chapter C --- Achievement Goals and Values --- p.71 / Chapter D --- Achievement Goals and Theories of Intelligence --- p.75 / Chapter E --- Limitation and Suggestion --- p.76 / Chapter F --- Conclusion --- p.79 / Reference --- p.81 / Appendices / Chapter A --- English Translation of the Questionnaire --- p.91 / Chapter B --- Questionnaire in Chinese --- p.97

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Moral development demands a process of individual acceptance or rejection of values and the integration of accepted values in a personal value system. However, for the development of a personal value system, it is not sufficient - particularly in a post-modem era - merely to moralise and set an example. Children therefore have to be guided to internalise positive values and to demonstrate these values in their behaviour. In this process decision-making plays an important role. The moral decision-making model that became more popular than character building in the nineteen-sixties, does not equip learners sufficiently for moral decision-making. In order to attend to this research problem, a qualitative investigation was done, comprising a literature study and field work. The purpose ofthe investigation was to determine the indicators that playa role in compiling a programme for out-door education for learners of the Intermediary Phase, with special reference to decision-making skills. The following important aspects came to the fore from the literature study: It is becoming increasingly difficult for learners to choose between right and wrong. They are surrounded by deviating moral values. Therefore learners should be assisted in making important choices of life, based on a healthy value system. The Intermediary Phase, also known as the mid childhood period, serves as preparation for the adjustments that take place during the adolescent years. The development of moral values, therefore, is an important development task during this phase of life. For children to be able to make ajudicial decision about what is "right" and what is "wrong", they have to be knowledgeable about what is "right" and what is "wrong". There ought to be a specific criterion for making such a decision. The debate whether something such as life orientation as learning area in schools can be or cannot be approached from a particular religious conviction, is currently in progress. Values can not be instructed in a neutral way. Religion is a determining factor from a Christian frame of reference in learning values and norms, as it has moral implications. This study has been approached from a Christian frame of reference. The premises of the humanistic movement, in which the classic moral decision-making approach finds its grounding, is irreconcilable with the Christian religion. Should the moral decision-making model be accepted without protest as a final decision in the complex values debate, it could result in moral selfdestruction. There are, however, aspects of the moral decision-making model that could be integrated meaningfully with character building with a view to guiding the learner to moral development. This integrated approach is a focal point in this study. Based on the literature study as well as the field work, which comprised an indaba (ideas conference), study visits abroad, and interviews, the researcher arrived at the conclusion that an integration of an institution for out-door education and an activity circuit with well-trained instructors and facilitators may provide the answer to the research problem. It is problematic to pull together an integrated approach in a simple framework; however, this study offers an intellectual framework in which twenty indicators are highlighted. These indicators can make a contribution in compiling a programme for out-door education for learners in the Intermediary Phase, with a view to teaching decision-making skills, based on character building and aspects of the moral decisionmaking model. / AFRIKAANSE OPSOMMING: Mórele ontwikkeling vereis 'n proses van individuele aanvaarding of verwerping van waardes en die integrasie van aanvaarde waardes in 'n persoonlike waardesisteem. Vir die ontwikkeling van 'n persoonlike waardesisteem is blote moralisering en voorbeeldstelling egter nie genoeg nie - veral nie in 'n postmoderne era nie. Kinders behoort derhalwe begelei te word om positiewe waardes te verinnerlik en dit in hul gedrag te demonstreer. In hierdie proses speel besluitneming 'n belangrike ror Die morele besluitnemingsmodel wat in die sestigerjare meer populêr as karakteropvoeding geword het, rus leerders nie genoegsaam toe vir die neem van morele besluite nie. Om aan hierdie navorsingsprobleem aandag te skenk, is 'n kwalitatiewe ondersoek bestaande uit 'n literatuurstudie en veldondersoek, gedoen. Die doel van die ondersoek is om die indikatore te bepaal wat 'n rol speel by die opstel van 'n buitelugopvoedingsprogram vir leerders van die Intermediêre Fase met die oog op besluitnemingsvaardighede. Vanuit die literatuurstudie blyk die volgende van belang te wees. Dit is vir leerders al moeiliker om tussen reg en verkeerd te kies. Hulle word omring deur , a(~'Ykende morele waardes. Leerders behoort dus gehelp te word om belangrike lewenskeuses vanuit 'n gesonde waardestelsel te maak. Die Intermediêre Fase, ook bekend as die middelkinderjare, dien as 'n voorbereiding vir die aanpassings wat in die adolessente jare plaasvind. Die ontwikkeling van morele waardes is dus 'n belangrike ontwikkelingstaak tydens hierdie lewensfase. Vir kinders om 'n oordeelsbesluit tussen wat "reg" en wat "verkeerd" is te kan maak, moet hulle kennis dra van wat "reg" en wat "verkeerd" is. Daar behoort 'n bepaalde kriterium te wees om hierdie keuse te kan maak. Daar is tans 'n debat in Suid-Afrika aan die gang dat iets soos lewensoriëntering as leerarea in skole nie vanuit 'n bepaalde geloofsoortuiging gedoen kan word nie, aangesien Suid-Afrika se skole in 'n sekulêre samelewing opereer. Waardes kan egter nie neutraal onderrig word nie. Godsdiens is 'n bepalende faktor vanuit 'n Christelike perspektief in die aanleer van waardes en norme, aangesien dit morele implikasies het. Hierdie studie is vanuit 'n Christelike verwysingsraamwerk benader. Die uitgangspunte van die humanistiese beweging, waarop die klassieke morele besluitnemingsbenadering gebaseer is, is onversoenbaar met die Christelike geloof. Indien die morele besluitnemingsmodel kritiekloos aanvaar word as 'n uitkoms vir die komplekse waarde-debat kan dit tot morele selfvernietiging aanleiding gee. Daar is wel aspekte van die morele besluitnemingsmodel wat sinvol geïntegreer kan word met karakteropvoeding ten einde 'n leerder tot morele ontwikkeling te lei. Hierdie geïntegreerde benadering is 'n fokuspunt van hierdie studie. Die navorser het vanuit die literatuurstudie en veldondersoek, bestaande uit 'n ideëberaad, studiebesoeke aan die buiteland asook onderhoude, tot die insig gekom dat 'n integrering van 'n buitelugopvoedingsinstansie en 'n aktiwiteitsbaan met goed opgeleide instrukteurs en fasiliteerders 'n antwoord kan wees op die navorsingsprobleem. Dit is moeilik om 'n geïntegreerde benadering in 'n enkelvoudige raamwerk saam te vat. Tog word in hierdie studie wel 'n denkraamwerk aangebied waarin twintig indikatore uitgelig word. Hierdie indikatore kan help met die opstel van 'n buitelugopvoedingsprogram vir leerders in die Intermediêre Fase ten einde besluitnemingsvaardighede, gegrond op karakteropvoeding en aspekte van die morele besluitnemingsmodel, te onderrig.

李曉東. / 論文(博士)--香港中文大學, 2000. / 參考文獻 (p. 199-210) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / 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. / Li Xiaodong. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (p. 199-210) / Zhong Ying wen zhai yao.

Globalisation had a major impact on the way organisations operate. Access to information and innovative technology connote that organisational leaders need to make timely decisions while considering a range of rapidly changing variables. Leaders of global organisations need to make sense of complex information and anticipate the long-term outcomes of making different decisions. This requires highly developed cognitive skills. However, these are not the only factors influencing strategic decisions. Value systems also affect the choices organisational leaders make. Limited existing research has investigated the relationship between values and cognition within organisational leadership. The aim of this study was to investigate the relationship between cognitive complexity, cognitive processes and individual values at a senior management level in a multinational company. Cognition is explored in terms of cognitive processes and levels of work (as measured by the Cognitive Process Profile), and values are explored in terms of value systems (as measured by the Value Orientations questionnaire). The study is based on a quantitative research design, where a sample of 265 executives, senior managers and directors employed at a multinational organisation completed the assessments. The empirical study (N = 265) yielded some weak, yet statistically significant, relationships between cognition and value systems among organisational leaders in a multinational organisation. / Industrial & Organisational Psychology / M.A. (Industrial and Organisational Psychology)

Globalisation had a major impact on the way organisations operate. Access to information and innovative technology connote that organisational leaders need to make timely decisions while considering a range of rapidly changing variables. Leaders of global organisations need to make sense of complex information and anticipate the long-term outcomes of making different decisions. This requires highly developed cognitive skills. However, these are not the only factors influencing strategic decisions. Value systems also affect the choices organisational leaders make. Limited existing research has investigated the relationship between values and cognition within organisational leadership. The aim of this study was to investigate the relationship between cognitive complexity, cognitive processes and individual values at a senior management level in a multinational company. Cognition is explored in terms of cognitive processes and levels of work (as measured by the Cognitive Process Profile), and values are explored in terms of value systems (as measured by the Value Orientations questionnaire). The study is based on a quantitative research design, where a sample of 265 executives, senior managers and directors employed at a multinational organisation completed the assessments. The empirical study (N = 265) yielded some weak, yet statistically significant, relationships between cognition and value systems among organisational leaders in a multinational organisation. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)