Spelling suggestions: "subject:"calledpsychological aspects"" "subject:"basicpsychological aspects""
1 |
A construction of the psychological : desiring and valuingBailey, Nicholas John Hudson January 1994 (has links)
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'.
|
2 |
Die invloed van 'n logoterapeutiese groepsaktiwiteit op die sin van die lewe en waardes van 'n groep graad 11 leerlinge van 'n bepaalde gemeenskapStramrood, Ilka 12 1900 (has links)
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.
|
3 |
Beliefs of value similarity between romantic couple members : protective functions and compensatory responses to disconfirmed or suspended beliefsHurley, Stefani January 2003 (has links)
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.
|
4 |
Beliefs of value similarity between romantic couple members : protective functions and compensatory responses to disconfirmed or suspended beliefsHurley, Stefani January 2003 (has links)
No description available.
|
5 |
Effects of a future-goal setting intervention programme on Hong Kong secondary school students' commitment, self-efficacy, and values related to academic learningChan, Ian, 陳以欣 January 2014 (has links)
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
|
6 |
Relationships among students' achievement goals, theories of intelligence, and values.January 1993 (has links)
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
|
7 |
Die ontwikkeling van morele besluitnemingsvaardighede deur buitelugopvoeding by leerders in die Intermediere fase vanuit 'n Christelike benaderingBotha, Sarah 12 1900 (has links)
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.
|
8 |
The Role of Memory in Value-Based DecisionsBiderman, Natalie January 2024 (has links)
Our decisions reflect who we are and shape who we become. The field of decision-making and learning has revealed how past outcomes guide our future choices by updating value representations. However, we often make choices among options we never experienced before, and therefore their value is not immediately accessible. How do we navigate these choices? This dissertation posits that such decisions rely on memory mechanisms that facilitate generalization and inferential reasoning. Through a combination of behavioral experiments, computational modeling and neuroimaging measures, I explore the diverse ways in which memory mechanisms influence value-based decisions between options for which value is unknown.
In Chapter One, I investigate how individuals assign value to unchosen alternatives and propose that memory creates an associative link between choice options, with consequences for later updating of value. Through a series of five experiments, I demonstrate an inverse relationship between the valuation of unchosen options and the direct learning about chosen options, and show that this inverse inference of value is related to memory of the decision itself.
In Chapter Two, I manipulate the associative link between choice options using a well-established memory manipulation technique and observe a reduction in the inverse inference of unchosen options. This provides further evidence for the causal role of associative memory in the inferential effect. Additionally, I introduce a novel policy-gradient model incorporating memory components that offers the best explanation for observed behaviors.
Lastly, in Chapter Three, I present behavioral and neuroimaging evidence supporting the influence of conceptual knowledge in value-based decisions involving entirely new choice options. I show that people use existing category knowledge to group similar items together, enabling value extraction at a category level and generalization to novel items. Overall, this dissertation underscores the fundamental role of memory in shaping the construction and use of value to guide choice. It emphasizes the adaptive and flexible nature of memory, showing how it combines past experiences to guide future actions.
|
9 |
成就目標、自我效能、價值及課堂環境與學業求助. / Academic help-seeking: its relation to achievement goals, self-efficacy, value and [classroom context] / CUHK electronic theses & dissertations collection / Cheng jiu mu biao, zi wo xiao neng, jia zhi ji ke tang huan jing yu xue ye qiu zhu.January 2000 (has links)
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.
|
10 |
Cognition and value systems at a leadership level in a multinational organisationSatchel, Sally Alexandra 02 1900 (has links)
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)
|
Page generated in 0.0736 seconds