No description available.

No description available.

The principle problem of the present research was to determine the relative effects of two major variables, nature of verbal reinforcement and achievement history, upon the performance of elementary school children on a relatively simple learning task.

Bibliography: leaves 476-502.

Cultural differences in compliments were examined across five studies. The results are consistent with cultural differences in self-enhancement and self-criticism and suggest that compliment responses may reflect underlying differences in self-views. Asian golfers were less accepting and more rejecting of compliments about a tournament win than European golfers (Study 1). Cultural differences in responses to compliments about close others were found to mirror those about the self. Asian Canadian mothers were less accepting and more rejecting of compliments about their children than were European Canadian mothers (Study 2). Study 3 examined cultural differences in response to compliments that focus on natural ability (person-praise) versus those that focus on effort (process-praise). European Canadians were more accepting and less rejecting of person-praise compliments about their basketball shooting ability than Asian Canadians, whereas no differences were found in responses to process-praise compliments. Cultural differences in giving compliments were examined using both cultural artifacts (Study 4) and self-report (Study 5). The results are consistent with previous research on differences in implicit theories of ability. Chinese graduation cards contained more process- than person-praise compliments, whereas the reverse was true of American cards (Study 4). Chinese parents indicated that they would be more likely to select and Chinese students indicated that they would be more likely to receive graduation card messages containing process- versus person-praise compliments (Study 5). American parents and students showed no effects of type of compliment.

Thesis (D. Min.)--Concordia Seminary, 1999. / Includes bibliographical references (leaf 143).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references (leaves [75]-78).

Most of us fall short of virtue—we are, at various times, weak-willed, selfish, self-absorbed, hypocritical, morally complacent, cowardly, and self-deceived. But most of us are not vicious, either. In this dissertation I argue that the actions of flawed, morally imperfect agents can be as praiseworthy as the actions of more perfectly virtuous people. The first, introductory chapter explains my account of moral worth, which depends on the assessment of an agent’s deliberative outlook in acting. In the second chapter, I argue that being praiseworthy on every possible occasion is not a precondition for being praiseworthy on any particular occasion. This may seem obvious, but it is also inconsistent with a common interpretation of the nature of virtue. The third chapter argues that someone’s actions can be morally worthy despite displaying a failure of practical rationality quite similar to weakness of will, or akrasia. By exploring cases of so-called inverse akrasia, I argue that sometimes, an agent can be praised for acting in ways that he himself believes are morally wrong, and that while these actions display serious failures of practical reason, they can still be both done for a good reasons and deserving of praise. The fourth chapter explores the moral status of hypocrisy. I reject the standard interpretation of hypocrites as blameworthy manipulative deceivers, and argue instead that they are people who misdirect their ethical attention by caring too much about their image for having certain values, and not enough about the values themselves. The second, third, and fourth chapters draw a close connection between moral imperfection and failures of self-knowledge. The fifth and final chapter therefore considers the nature of such failures of self-knowledge by exploring the moral significance of self-deception. I argue that, in a central range of cases, it is impossible to be self-deceived about the content of one’s own mind. Instead, I argue that the morally relevant form of self-deception is a failure of self-assessment. This has important implications for our understanding of moral development, since it means that such development centrally involves the cultivation of a specific kind of self-knowledge. / Thesis (Ph.D, Philosophy) -- Queen's University, 2009-08-31 12:18:30.156

Cultural differences in compliments were examined across five studies. The results are consistent with cultural differences in self-enhancement and self-criticism and suggest that compliment responses may reflect underlying differences in self-views. Asian golfers were less accepting and more rejecting of compliments about a tournament win than European golfers (Study 1). Cultural differences in responses to compliments about close others were found to mirror those about the self. Asian Canadian mothers were less accepting and more rejecting of compliments about their children than were European Canadian mothers (Study 2). Study 3 examined cultural differences in response to compliments that focus on natural ability (person-praise) versus those that focus on effort (process-praise). European Canadians were more accepting and less rejecting of person-praise compliments about their basketball shooting ability than Asian Canadians, whereas no differences were found in responses to process-praise compliments. Cultural differences in giving compliments were examined using both cultural artifacts (Study 4) and self-report (Study 5). The results are consistent with previous research on differences in implicit theories of ability. Chinese graduation cards contained more process- than person-praise compliments, whereas the reverse was true of American cards (Study 4). Chinese parents indicated that they would be more likely to select and Chinese students indicated that they would be more likely to receive graduation card messages containing process- versus person-praise compliments (Study 5). American parents and students showed no effects of type of compliment.

Thesis (M.A.)--Western Conservative Baptist Seminary, 1990. / Abstract. Cassette tape of performance located in AV office: T-3687. Bibliography: leaves 13-14.