Research indicates that women are more likely to experience depression than are men. The current study examined the effects of gender, socialized gender roles, rumination, and neuroticism on symptoms of depression in young adults. As predicted, rumination mediated the relationship between gender and depression, and socialized gender roles had a greater explanatory power for rumination, neuroticism, and depression than did gender. Contrary to predictions, rumination did not mediate neuroticism's effects on depression. Structural equation modeling reveled that rumination-on-sadness positively predicted neuroticism and depression. However, rumination-in-general, while positively predicting neuroticism, negatively predicted symptoms of depression. Finally, once socialized gender roles, rumination, and neuroticism were controlled, male gender was modestly predictive of depression.

The problem of this study was an investigation of the relationships among the attitudes, critical thinking ability,and personality attributes of students in a teacher education program.

To investigate the effects of emotional arousal on information processing strategy, three different moods (sadness, anger, and happiness) were hypnotically induced at three different levels of intensity (high, medium, and low) in 29 male and female undergraduate students, while engaging them in a visual information processing task. Subjects were screened for hypnotic susceptibility and assigned to either a high susceptibility group or low susceptibility group to account for the attentional bias associated with this trait. All subjects were trained to access the three emotions at the three levels of intensity. During separate experimental sessions, subjects were hypnotized, and asked to access a mood and experience each level of intensity while being administered the Navon Design Discrimination Task, a measure of global and analytic visual information processing. Scores were derived for global processing, analytic processing, and a percentage of global to analytic processing for each level of mood and intensity. Two (hypnotic susceptibility) x 3 (emotion) x 3 (intensity level) repeated measures ANOVAs were computed on the global, analytic, and percentage scores. In addition, two separate ANCOVAs were computed on each dependent measure to account for the effects of handedness, and cognitive style. None of these analyses revealed significant main effects or interactions. The analysis of the percentage scores revealed a trend toward differences between the emotions, but in a direction opposite to that hypothesized. Hypnotic susceptibility does not appear to mediate global and analytic responses to the Navon visual information processing task when emotions are being experienced. Results regarding emotions and emotional intensity were discussed in terms of the problems with adequate control and manipulation of mood and intensity level. Difficulties with the Navon measure were also explored with regard to the exposure duration in the Navon task, and its adequacy in measuring shifts in information processing associated with transient mood states. Implications for future research were discussed.

This exploratory research focused on a problem stated years ago by Vannevar Bush: "The problem is how creative men think, and what can be done to help them think." The study explored the scholarly work process and the use of computer tools to augment thinking. Based on a review of several related literatures, a framework of 7 major categories and 28 subcategories of scholarly thinking was proposed. The literature was used to predict problems scholars have in organizing their information, potential solutions, and specific computer tool features to augment scholarly thinking. Info Select, a personal information manager with most of these features (text and outline processing, sophisticated searching and organizing), was chosen as a potential tool for thinking. The study looked at how six scholars (faculty and doctoral students in social science fields at three universities) organized information using Info Select as a personal documentation system for scholarly work. These multiple case studies involved four in-depth, focused interviews, written evaluations, direct observation, and analysis of computer logs and files collected over a 3- to 6-month period. A content analysis of interviews and journals supported the proposed AfFORD-W taxonomy: Scholarly work activities consisted of Adding, Filing, Finding, Organizing, Reminding, and Displaying information to produce a Written product. Very few activities fell outside this framework, and activities were distributed evenly across all categories. Problems, needs, and likes mentioned by scholars, however, clustered mainly in the filing, finding, and organizing categories. All problems were related to human memory. Both predictions and research findings imply a need for tools that support information storage and retrieval in personal documentation systems, for references and notes, with fast and easy input of source material. A computer tool for thinking should support categorizing and organizing, reorganizing and transporting information. It should provide a simple search engine and support rapid scanning. The research implies the need for tools that provide better affordances for scholarly thinking activities.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

鍾潔雲. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 299-315). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Zhong Jieyun.

This thesis is a defence of non-introspective simulationism. It seeks to explain how we acquire everyday behavioural and psychological beliefs (henceforth interpretational beliefs) regarding both ourselves and others. The thesis is in three parts; the first states non-introspective simulationism, the second surveys some relevant empirical findings and shows how simulationism explains (or at least accomodates) these, and the third compares simulationism with rival theories. The two main claims of non-introspecitve simulationism (as defended) are: simulation is central to the acquisition of interpretational beliefs. Introspection has no role whatever. Further central claims are: beliefs about our own currently intended behaviours are acquired by practical reasoning. Other interpretational beliefs are, in various ways, the product of simulation. Simulation requires little if any machinery not already required for practical reasoning. Knowledge of our own psychological states is acquired after and as a result of knowledge of others�. Knowledge of phenomenal states is unnecessary for mastery of folk psychology and the product of dinkum science.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

The purpose of this qualitative study was to investigate the thought processes of secondary level novice programmers engaged in computer programming for the purpose of generating hypotheses for consideration in future research on the relationship between computer programming and problem solving. A high school BASIC programming course with 14 students from a single school in the tenth through the twelfth grades was selected for the sample. Data describing students' thought processes while programming were collected during double periods in the 11th and 16th weeks of the fall semester. Students worked in role-assigned partnerships, wherein one student was the problem solver and the other was the recorder. The problem solver's task was to solve the problem using a "think aloud" strategy, while the recorder took notes describing the problem solver's actions to assure that audiotape recordings of the problem solver's voice were maintained. Following the solution of one problem, these roles were switched. Analysis of novice programmers' thought processes revealed two categories of student problem solution strategies: coded thinking and debugging. In the coded thinking strategy, students approached the problems primarily from the perspective of BASIC codes. This strategy was similar in nature to activities involved in verbal association learning, a low level thinking strategy identified by Gagne (1970). Students relied on two techniques for debugging syntax and logic errors. They applied a guess-and-check technique to correct syntax errors or asked the teacher for assistance. Similarly, when logic errors were revealed, the subjects typically asked the teacher for assistance and then used the guess-and-check technique to correct the errors. Both techniques utilized lower level thought processes than that required for problem solving learning. Analysis of the subject programming processes revealed that problem solving processes, as identified by Polya (1988), were not involved. Future research should examine students thought processes when working with a compiled language such as Pascal. In addition, future research should investigate the thought processes of students who have had more experience than a single term of programming. A case study of from two to three students explored over a longer period of time may provide a clearer description of student thought processes. / Graduation date: 1993

Thesis (M.Communication pathology)-Universiteit van Pretoria, 2001.