Dissertationen zum Thema „Innate types of thinking“

Many if not all Analytic Philosophers in the first seventy years or so of Analytic Philosophy thought that enquiry into concepts had a significant place in philosophy. This is not a view shared by most contemporary Analytic Philosophers. One reason for this change in attitude is Quine’s famous critique of analyticity. Enquiry into concepts had been thought to depend on a satisfactory notion of analyticity. Many thought that Quine had shown that no such notion is available. It is true that the traditional model of Conceptual Analysis operated with the notion of analyticity. The reductive project of Conceptual Analysis was supposed to issue in analytic truths that were necessarily true and knowable a priori. Furthermore the necessity of these truths, and the fact that they were knowable a priori were accounted for in terms of their analyticity. I argue that there is an alternative model of Conceptual Enquiry which does not require a notion of analyticity to do the work it does. I argue that the notion of analyticity is not central to the style of philosophising of the Ordinary Language Philosophers. Major ‘Ordinary Language Philosophers’ did not appeal to the notion of analyticity in describing or accounting for their work. Neither is such a notion required to account for their work. The upshot is that one ought not to conclude that enquiry into concepts is redundant for philosophical purposes on account of there being no satisfactory notion of analyticity.

The ability to think critically and complexly amid novel experiences that require self- and other-awareness is something that leaders in an array of social institutions seek to develop in their communities. Global and Diversity Learning (GDL) practices, one category of high impact practices (Kuh, 2008), aim to increase students’ awareness of self and others and imbue critical thinking skills that will help students see how their own background and experiences interact with those of peers. This study aims to understand the relationship of four GDL practices (education abroad, multicultural programming, intercultural living-learning communities, and global studies coursework) to desired learning outcomes. Through completing ANCOVAs and multiple regression analyses on an existing dataset of GDL participants, this study demonstrates the influence of gender, socio-economic status, and citizenship within GDL practice types. The study findings also reveal significant differences between group members’ other awareness and critical thinking capacity. Understanding how different GDL practice types affect capacity development will allow university leadership to direct collaboration between departments and align programming, to allocate resources more effectively, and communicate potential outcomes based on empirical data.

Les cellules dendritiques (DCs) détectent les particules virales et présentent les antigènes viraux afin d’organiser la réponse immunitaire. La réplication virale dans les DCs induit une réponse immune cytosolique. Comment les DCs tolèrent les virus afin de maintenir leur intégrité fonctionnelle est inconnu. Les DCs sont organisées en sous-populations distinctes d’un point de vue ontogénique. Nous avons observé que le virus du VIH et de la grippe infectaient préférentiellement les DCs CD1c+ par rapport au DCs CD141+ et aux pDCs. La réplication de ces virus au sein des DCs CD1c+ est essentielle afin d’établir une activation efficace des lymphocytes T CD8+ et d’assurer une détection cytosolique. Les DCs CD141+ et les pDCs, quant à elles, répondent aux virus exogènes. L’étape de fusion virale virale est constitutivement réduite dans les DCs CD141+ et les pDCs en comparaison des DCs CD1c+. La petite GTPase RAB15 est exprimée sélectivement dans les DCs CD141+ et les pDCs et contribue à la résistance de ces deux sous-populations de DCs au VIH et à la grippe. La résistance sélective des sous-populations de DC à l’infection virale pourrait représenter un mécanisme de tolérance afin d’augmenter la réponse antivirale
Dendritic cells (DCs) sense viral particles and present viral antigens to induce immune responses. Viruses also replicate in DCs, engaging cytosolic immune responses. How DCs tolerate viruses to ensure functional integrity is unknown. DCs are developmentally organized in distinct subsets. We find that HIV and influenza preferentially infect CD1c+ DCs over CD141+ DCs and pDCs. Replication in CD1c+ DCs was essential for efficient CD8+ T cell activation and cytosolic sensing, while CD141+ DCs and pDCs responded to exogenous virus. Viral fusion was constitutively reduced in CD141+ and pDCs compared to CD1c+ DCs. The small GTPase RAB15 expressed selectively in CD141+ and pDCs contributed to the resistance. Selective resistance of DC subset to viral infections may thus represent a tolerance mechanism to maximize antiviral responses

O presente trabalho tem por objeto a análise da influência do psiquismo do juiz no modo como preside o processo estilo de colheita de dados e relacionamento com os demais sujeitos (partes e advogados, principalmente) e produz suas decisões. Há, portanto, uma interface entre Direito e Psicologia, tomando-se como paradigma a teoria dos tipos psicológicos de Carl Gustav Jung e seguidores, com os acréscimos que lhe foram feitos por Isabel Briggs Myers e Katharine Cook Briggs. Para fins de contraste, a teoria de Jung é confrontada com a tipologia psicanalítica de Freud. No âmbito jurídico, especial atenção é dada à relação das funções pensamento e sentimento com o senso de justiça, sugerindo se que a teoria tridimensional do Direito, de Miguel Reale, seja a expressão jurídica do uso equilibrado das funções perceptivas e judicativas. Esta a primeira parte do trabalho. Na segunda, são analisados tipologicamente seis magistrados do Tribunal de Justiça do Estado de São Paulo, tomando-se por base sua atuação profissional, conforme por eles expressa em entrevista. A entrevista foi feita a partir de um questionário padrão, de modo a estabelecer paralelos discursivos e daí colher semelhanças e diferenças, analisadas à luz do tipo psicológico aferido. Para aferição do tipo psicológico de cada entrevistado, além da análise do conteúdo de sua fala, foi aplicado um segundo questionário, de natureza específica. A título de conclusão, verificou-se haver grande consistência no postulado de que existe correlação entre o tipo de personalidade do magistrado e o resultado de seu trabalho. Isso abre grandes perspectivas seja de estudo-aprendizado na área, seja de aperfeiçoamento profissional e pessoal destes agentes, cuja atividade é tão vital para o processo de produção de justiça no caso concreto.
This paper is aimed at analyzing the influence of the judges psyche as s/he presides over the process the way s/he collects data and relates with the other parties (to the lawsuit and attorneys, mainly) and makes his/her decisions. There is therefore an interface between Law and Psychology, since we have selected as a paradigm the theory of psychological types of Carl Gustav Jung and his followers, with the additions made by Isabel Briggs Myers and Katharine Cook Briggs. For contrasting purposes, Jung\'s theory is compared with Freud\'s psychoanalytical typology. From a legal perspective, special attention is given to the correlation between thought and feeling functions and the «sense of fairness», and it is suggested that Miguel Reales three-dimensional theory of Law be the legal expression of the balanced use of perceptive and judicative functions. This is the first part of the paper. In the second, six judges of the São Paulo State Court are typologically analyzed, based on their professional activities, as stated by them during an interview. The interview was based on a standard questionnaire so as to draw discursive parallels and be able to collect similarities and differences in the light of the psychological type assessed. To assess the psychological type of each interviewee, in addition to analyzing their speech content, a second questionnaire, of a specific nature, was applied. In conclusion, the assumption that there is a correlation between a judges type of personality and the result of his/her work has proven to be greatly consistent. This could bring great prospects, both in area studies and learning and the personal and professional improvement of these agents, whose activity is so vital to the actual process of administering justice.

碩士
國立臺灣大學
商學研究所
99
Individuals can be classified into two styles of thinker, holistic and analytic thinker, which mean using different cognitive processes. Holistic thinker tends to focus on the field and relationships between subjects, and possesses a cyclical view that assumes constant fluctuations. In contrast, analytic thinker tends to focus on attributes of the object detached from its context, and maintains a linear perspective that expects similar patterns of change (Nisbett et al. 2001). Past research shows that self-regulatory focus moderates the relative impacts of benefit overlap versus category similarity on brand extension evaluations: because of the different of focus, promotion-focused consumers prefer benefit overlap extensions while prevention-focused consumers prefer category similarity extensions (Chang et al. 2010). Comparatively, different styles of thinkers having unlike focus on information could moderate the relative impacts of brand extension types on brand extension evaluation. This result of an experiment support the prediction that benefit overlap extensions have greater significance for holistic thinkers, however types of brand extension do not affect the extension evaluations of analytic thinkers significantly.

碩士
國立高雄應用科技大學
國際企業研究所
102
Humor appeals have been commonly used to promote a range of product categories. The presentation of advertising is very important. As most modern people live a busy and stressful life, advertising agencies tend to adopt humorous ways to present their ads to attract consumers. The effect of the advertising is what this study concerned. However, not all consumers favorably respond to humor in ads. The research mainly proposes the influence of two types of humor advertisements (cognitive humorous advertising and affective humorous advertising) and simultaneously examines the impacts of product presenation and consumer individual differences on thinking style on ad effects. The present study uses experimental design with a 2 levels of humorous advertising styles (cognitive humorous advertising vs. affective humorous advertising) x 2 level of product presenation genres(prominent vs. subtle) x2 thinking styles (rational vs. intuitive). A 2x2x2 factorial design is conducted. Four different scenarios are established through fictitious product ads. Thinking style is measured. The ad effects were measured by attitudes toward the ad, attitudes toward the brand, and purchase intention to observe the response under different scenarios. The result indicated that cognitive humorous advertising were more effective than affective humorous advertising. There is an interaction effect between the humorous advertising and product presenation. When the prominent placement was used, the cognitive humorous advertising were more effective than affective humorous advertising. However, when the subtle placement was used, the affective humorous advertising were more effective than cognitive humorous advertising. Finally, the aforementioned interaction effect of the types of humorous advertising and product presenation on ad effects was significant for consumers with rational thinking style, but not significant when affective humorous advertising was used for consumers with intuitive thinking style.

碩士
國立新竹教育大學
數理教育研究所
105
This study aimed to explore of questioning types of teacher promoting students mathematical thinking in the context of sociolmathematical norms. Observed a fifth grade teacher’s questioning types and when to use it in mathematics teaching. And analyzed with three directions：Under classroom discussions teaching process, in single unit, and in different mathematical concepts. After classification the questions asked in classes by teacher with question objective, analyze based on the strategy of promotion students’ mathematical thinking: eliciting, supporting and extending. The results found： (1)Under classroom discussions teaching process, the type of questioning that the teacher used will vary with teaching content, will be different in eliciting and supporting types. (2)In single unit, leads to the eliciting type of questions were gradually decreased with the course, it is balanced development on supporting and expansion types of questions. (3)In different mathematical concepts, divide into Number and Operations concept and Geometry concept, in geometry concepts leads to a larger number of eliciting types of questions, supporting types of questions ratio at different concepts are stable development did not show significant changes, and in the Number and Operations concept emerged more expansion types of questions.

碩士
國立屏東教育大學
數理教育研究所
100
The purpose of this study was to investigate the problem-solving processes and types of thinking for the fifth-grade students’ high and low inquiry abilities. Twenty four fifth-grade students of an elementary school in Kaohsiung City participated in this study. A questionnaire for scientific inquiry developed by Kao (2009) was adopted as our primary research tool. Experimental data included students’ responses when solving the problem of the questions as well as the original interview. The result showed that the students with higher test scores in the performance of problem-solving would be able to focus on development plan and implementation. In a general problem-solving process, they found out the key points, understood problem statement, figured out the given conditions, applied them to the specific scenario, thought step by step, and examined carefully. On the other hand, the students with lower grades did not have an organized thinking. Moreover, types of thinking for those students with higher grades could be summarized into four types, including inductive reasoning, experience oriented thinking, intuitive recognition, and analytical reasoning. On the contrast, those children with worse test results had seven unique characteristics, including superficial understanding, lack of awareness, distorted assimilation, stubborn thinking, experience oriented thinking, intuitive cognition and the others. Finally, this study further discusses the experimental data and proposes suggestion for science teaching and research.

The general purpose of this study was to determine the relationship between cognitive styles and personality types in order to gain insight into the placement of leaders within the context of current and future organisational demands. The study was conducted among 123 managers within the information technology environment of a South African financial institution. Data was collected by means of the Cognitive Process Profile (CPP) and the Myers-Briggs Type Indicator (MBTI). Supporting evidence, although not sufficient, indicates a probable relationship between cognitive styles and personality types. The assumption can therefore be made that the relationship between cognitive styles and personality types will be more pronounced among a more geographically distributed sample group which includes sufficient diverse respondents regarding the different cognitive styles and personality types.
Industrial and Organisational Psychology
MCOM (Industrial Psychology)

碩士
國防大學政治作戰學院
心理碩士班
97
The purpose of this study was to investigate the impacts of the priming cues of fighting types on individual’s creativities and critical thinking, and using expecting of success as the moderating variable. The result in experiment 1 showed that priming offensive thinking can improve the performance of Chinese Remote Association Test (CRAT), and priming defensive thinking can improve the performance of critical thinking. In experiment 2, the aim was to investigate the expecting of success how to moderate impacts the relationship between the fighting types and the performance of the individual’s creativities and critical thinking. The result showed that the expecting of success moderate that impacts of fighting type on creativities, showing the group with offensive/high expecting has higher score than the group with offensive/low expecting, defensive /high expecting, defensive /low expecting and control group, but the control group, the group with defensive /high expecting and the group with defensive /low expecting were no difference. In other hand, the expecting of success moderate the relationship between fighting type and critical thinking, too. The results showed within the high expecting of success condition there were no difference between the group of offensive fighting and the group of defensive fighting on critical thinking test. Within the low expecting of success condition, the group of defensive fighting had higher score than the group of offensive fighting. Within the offensive thinking condition, the group of high expecting and low expecting was no difference. Within the defensive thinking condition, the group of low expecting had higher score than the group of high expecting. The results of this study can be applied to various military organizations and to promote the creativities and critical thinking.

碩士
國立新竹教育大學
數理研究所(自然組)
101
This study conducted a six-week experiment of "River Education Center Course" with fifth-grade students among three types of teaching strategies: outdoor education, STS teaching and traditional teaching. The purpose is mainly probing on students' achievement, ability of critical thinking and how these three types of teaching strategies effecting students. This study adopted a quasi-experimental method, the participants were 84 students from three fifth-grade classes in the elementary school author works for. Two classes were assigned randomly as the experimental groups while the other is defined as control group. Each underwent a six-week experiment of outdoor education, STS and traditional teaching, respectively on Lao-Jie river thematic teaching system. Data was collected via the 「River Achievement Test」,「Cornell Critical Thinking Test Level I」,「Learning experience questionnaire」,「Teacher’s diary」and 「Semi-structured interviews」. The findings were as follows. 1.Outdoor education, STS teaching and traditional teaching didn’t show a significant difference in promoting student achievement and critical thinking skills. But the outdoor education may be more effective in enhancing learning achievement; STS teaching may be helpful on upgrading critical thinking skills. 2.Students prefer outdoor education and STS teaching strategies. 3.Outdoor education group and STS teaching would let students learned river-related knowledge. In addition, outdoor education group can enhance the ability to apply knowledge. STS teaching group can improve the students’ reporting, creating posters and script writing skills. Based on the findings, the author provided several suggestions for school teachers and researchers for further study.

The crucial role of representation in mathematical and statistical modeling and problem solving as evident in learners' arrangement and representation of statistical data were investigated with focus points data arrangement, data representation and statistical thinking levels. The representation tasks required learners to arrange and represent data through modeling, focusing on spontaneous representations. Successful transnumeration determine the ultimate success of a representation and the ability to organise data is regarded as critical. Arrangement types increased in sophistication with increased grade level and the hierarchical nature of arrangement types became apparent when regarded in the context of an adapted SOLO Taxonomy framework. A higher level arrangement strategy pointed to a higher SOLO level of statistical thinking. Learners in the two tasks produced a rich variety of representations which included idiosyncratic, unsophisticated responses as well as standard statistical representations. The context of the two tasks, the quantitative versus qualitative nature of the data in the tasks, and the statistical tools or representational skills learners have at their disposal, played an important role in their representations. Well-planned data handling activities develop representational and higher order thinking skills. The variety of responses and different response levels elicited in the two tasks indicate that the nature of the tasks rather than the size of the data set play a conclusive role in data tasks. Multiple representations by an individual were an indication of successful modeling, are effective in problem solving and are associated with good performance. The SOLO model which incorporates a structural approach as well as a multimodal component proved valuable in the analysis of responses. Using this model with accompanying acknowledgement of different problem solving paths and the contribution of ikonic support in the concrete symbolic mode, promote the in-depth analysis of responses. This study contributes to the research in the field of data representation and statistical thinking. The analysis and results led to an integrated picture of Grade 4-7 learners' representation of statistical data and of the statistical thinking levels evident in their representations.
Educational Studies
D. Ed. (Didactics)

The objective of the study was to determine the relationship between personality preference types (as measured by the Myers-Briggs Type Indicator [MBTI]) Form M and psychological career resources (as measured by the Psychological Career Resource Inventory [PCRI]) of managers in the fast-food industry and whether groups from different races, ages and gender differ significantly regarding personality types and psychological career resources. A quantity survey was conducted on a sample (N = 81) of managers in the fast food industry in the Western Cape. The extraversion, sensing, feeling, judging (ESFJ) and the introversion, sensing, feeling, judging (ISFJ) personality types were the dominant ones in the study. Personality type preferences were significantly related to psychological career resources. The personality types differed significantly regarding the following PCRI variables: variety/creativity (career preference), growth/development (career value), self/other skills (career enabler) and social connectivity (career harmoniser). Significant differences between personality types, psychological career resources and age, gender and race were also established.
Industrial & Organisational Psychology
M.A. (Industrial and Organisational Psychology)

Σκοπός της παρούσας διατριβής είναι η μελέτη της επίδρασης των εφαρμοζόμενων διδακτικών στρατηγικών για την διδασκαλία της Χρηματοοικονομικής στη διαμόρφωση των μαθησιακών στρατηγικών των φοιτητών και στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης, με την χρησιμοποίηση της οικονομετρικής τεχνικής της quantile regression (QR). Η επισκόπηση της διεθνούς βιβλιογραφίας καθώς και η έρευνα για την παρούσα διατριβή δείχνουν, αφενός ότι στους συγγενείς επιστημονικούς χώρους της Οικονομικής, της Χρηματοοικονομικής και της Λογιστικής εφαρμόζονται διδακτικές στρατηγικές που βασίζονται στη μέθοδο των διαλέξεων και φαίνεται να επηρεάζουν την διαμόρφωση των μαθησιακών στρατηγικών και αφετέρου ότι η χρησιμοποίηση διδακτικών στρατηγικών ενεργού εμπλοκής των φοιτητών στην μάθηση μπορεί πράγματι να επηρεάζει τη διαμόρφωση των μαθησιακών στρατηγικών και να συμβάλλει στην ανάπτυξη δεξιοτήτων κριτικής σκέψης. Από την ως άνω επισκόπηση έχει καταφανεί ότι η στατιστική ανάλυση των ως άνω επιδράσεων στηρίζεται, κατά το πλείστον, σε υπολογισμό συντελεστών συσχέτισης, σε ανάλυση της διακύμανσης καθώς και στην χρησιμοποίηση της κλασικής παλινδρόμησης. Η διαμόρφωση των μαθησιακών στρατηγικών εκτιμάται μέσα από την διαμόρφωση των τρόπων και τύπων μάθησης των φοιτητών, με τη χρησιμοποίηση του Learning Style Inventory (LSI) του Kolb και του Learning Styles Questionnaire (LSQ) των Honey και Mumford. Με το LSI (που χρησιμοποιήθηκε και στις δυο φάσεις της έρευνας) εκτιμάται η προτίμηση προς τέσσερεις τρόπους μάθησης (Απτή Εμπειρία, Στοχαστική Παρατήρηση, Αφηρημένη Αντίληψη Εννοιών και Ενεργός Πειραματισμός), με βάση τους οποίους προκύπτουν τέσσερεις τύποι μάθησης (Αποκλίνων, Αφομοιωτικός, Συγκλίνων και Διευκολύνων). Για την εκτίμηση του επιπέδου ανάπτυξης των δεξιοτήτων κριτικής σκέψης των φοιτητών, χρησιμοποιείται το California Critical Thinking Skills Test (CCTST), δημιουργημένο από τον Peter Facione με βάση τα συμπεράσματα της Delphi Report (American Philosophical Association). Το CCTST εκτιμά πέντε επιμέρους δεξιότητες κριτικής σκέψης (Ανάλυση, Αξιολόγηση, Συμπερασμός, Επαγωγικός και Απαγωγικός Συλλογισμός) καθώς και την συνολική ικανότητα στις δεξιότητες κριτικής σκέψης. Η έρευνα δια την συγκέντρωση παρατηρήσεων διενεργήθηκε σε δυο φάσεις: στην πρώτη εκτιμήθηκαν μόνο οι τρόποι και τύποι μάθησης με τη χρήση των LSQ και LSI και στην δεύτερη εκτιμήθηκαν οι τρόποι και τύποι μάθησης με τη χρήση μόνο του LSI καθώς και οι δεξιότητες κριτικής σκέψης με τη χρήση του CCTST. Η στατιστική ανάλυση των δεδομένων της έρευνας στηρίζεται στη χρησιμοποίηση του οικονομετρικού μοντέλου της quantile regression (QR), με το οποίο μπορούν να υπολογιστούν συντελεστές ακόμη και για τα 99 εκατοστημόρια της κατανομής της εξαρτημένης μεταβλητής, αυξάνοντας θεαματικά την αντλούμενη πληροφόρηση, έναντι της κλασικής παλινδρόμησης. Προκύπτει έτσι ένα σημαντικό ερμηνευτικό πλεονέκτημα, το οποίο φωτίζει την επίδραση που ασκείται σε όλο το εύρος της κατανομής και συμβάλλει στην εκτενέστερη και βαθύτερη κατανόηση των ασκούμενων επιδράσεων. Αυτή η δυνατότητα έχει κατ’ εξοχήν σημασία στην ερμηνεία της αλλαγής της προτίμησης από τον έναν τρόπο μάθησης στον διαμετρικά αντίθετό του και την ενδιάμεση κατάσταση της ισορροπημένης μάθησης, για κάθε μια από τις δυο διαστάσεις μάθησης του μοντέλου Εμπειρικής Μάθησης του Kolb. Η QR χρησιμοποιείται επίσης για την έρευνα της επίδρασης των διαμορφωμένων τρόπων και τύπων μάθησης στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης. Θεωρητικά υποστηρίζεται ότι ο Συγκλίνων μαθήτυπος του μοντέλου του Kolb υπερτερεί στην επίδοση στις δεξιότητες κριτικής σκέψης, υπόθεση που δεν τεκμηριώνεται στην περίπτωση που αναπτύσσεται ισορροπημένη προτίμηση προς τους τέσσερεις τρόπους μάθησης. Οι εν λόγω επιδράσεις τεκμηριώνονται με την ανάλυση των δεδομένων από την πειραματική εφαρμογή διδακτικού μοντέλου ενεργού εμπλοκής των φοιτητών στην διαδικασία διδασκαλίας-μάθησης της Χρηματοοικονομικής με τη χρήση της QR. Τα βασικά συμπεράσματα της παρούσας διατριβής είναι τα εξής: α) Το μαθησιακό περιβάλλον που διαμορφώνεται από την εκάστοτε εφαρμοζόμενη διδακτική στρατηγική επιδρά διαφορετικά σε κάθε τμήμα της κατανομής της εξαρτημένης μεταβλητής. β) Η ανάπτυξη ισορροπημένης προτίμησης προς τους τρόπους μάθησης είναι επωφελέστερη, έναντι της επιλεκτικής προτίμησης, για την ανάπτυξη δεξιοτήτων κριτικής σκέψης. γ) Η διάδραση που αναπτύσσεται μεταξύ των φοιτητών σε ομάδες που απαρτίζονται από διαφορετικούς τύπους μάθησης ασκεί σημαντική επίδραση στην ανάπτυξη ισορροπημένης μάθησης και στη βελτίωση του επιπέδου των δεξιοτήτων κριτικής σκέψης. δ) Η εκτίμηση πολλών συντελεστών παλινδρόμησης με την χρήση της QR διευρύνει σημαντικά την ερμηνεία των επιδράσεων των ανεξάρτητων στις εξαρτημένες μεταβλητές, έναντι άλλων απλών στατιστικών μέτρων καθώς και της κλασικής παλινδρόμησης. ε) Στον τομέα της διδασκαλίας στον επιστημονικό χώρο της Χρηματοοικονομικής στην Ελλάδα, η παρούσα εργασία είναι μοναδική και πρωτότυπη και η συμβολή της είναι καθολική, αναδεικνύοντας ταυτόχρονα ένα οικονομετρικό μοντέλο – την QR – σε ερμηνευτικό εργαλείο των σχέσεων που αναπτύσσονται στην διδακτική πράξη.
The aim of this dissertation is the study of the effect of the implemented teaching strategies in Finance teaching on the formation of students’ learning strategies and development of critical thinking skills, by using the econometric model of quantile regression (QR). The review of the relevant literature, as well as the research for this dissertation show that on the one hand the implemented teaching strategies in the related disciplines of Economics, Finance and Accounting are mainly based on the use of the lecture method and seem to affect the formation of students’ learning strategies and on the other hand the use of teaching strategies that involve students in the teaching-learning process may affect the formation of students’ learning strategies and contribute to the development of critical thinking skills as well. The literature review also shows that statistical analysis of effects is mostly based on correlation coefficients and analysis of variance, as well as the use of traditional regression. The formation of students’ learning strategies is estimated through student learning styles and types, by the use of Kolb’s Learning Style Inventory (LSI) and Honey & Mumford’s Learning Styles Questionnaire (LSQ). By the use of the LSI (which has been used in both phases of the relative research), student preferences towards four learning styles (Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation) are estimated. Based on the relevant preference for two consecutive learning styles, in the order depicted above, four learning types may occur: Divergers, Assimilators, Convergers, and Accommodators. The California Critical Thinking Skills Test (CCTST) is used for estimating the level of development of students’ critical thinking skills. This instrument has been developed by Peter Facione and is based on the results and recommendations of the Delphi Report of the American Philosophical Association. The CCTST estimates five discrete critical thinking skills, namely Analysis, Evaluation, Inference, Induction and Deduction and the overall critical thinking skills ability as well. The research for the collection of data has been carried out in two phases. In the first phase the LSQ and LSI instruments have been used for the estimation of students’ learning styles and types and in the second phase the LSI has been used for the estimation of students’ learning styles and types and the CCTST for the estimation of students’ critical thinking skills. The statistical analysis of the research data is based on the use of the econometric model of the quantile regression (QR), by which coefficients for as many as 99 percentiles of the dependent variable can be computed. In this way derived information is extremely richer than that derived by using traditional regression. This renders a significant explanatory advantage, which sheds light of the impact on the whole distribution of the dependent variable and thus it contributes to the more comprehensive and deeper understanding of the caused effect. This capability is especially important for explaining the change in the preference from one learning style to its diametrically opposite one and the interim situation of balanced learning, for each of the two dimensions of learning of Kolb’s Experiential Learning Model. QR is also used for the exploration of the impact of the formed learning styles and types on the development of critical thinking skills. Theory suggests that the Converging learning type of Kolb’s model beats the other three in critical thinking skills performance, but this suggestion is not corroborated in the case that a balanced preference towards all four learning styles is developed. The aforementioned impact is documented by the analysis of data rendered by the experimental implementation of a teaching strategy of active engagement of students in the teaching-learning process in Finance teaching, by using the QR. Basic results of this dissertation are as follows: a) The learning environment develop by the implemented teaching strategy has a different impact on each segment of the distribution of the dependent variable. b) The development of balanced preference towards the learning styles is more beneficial for critical thinking skills development than selective preference. c) The developed interactivity between students in groups made up by different learning types has a significant effect on developing balanced learning and on the improvement of the level of critical thinking skills development. d) The use of the Quantile Regression and the computation of many regression coefficients expands significantly the explanatoty potential about the impact of the independent variables on the dependent ones, against other simple statistical metres as well as traditional regression. e) Regarding the teaching endeavors of instructors in the area of Finance in Greece, this dissertation is unique and original and contributes in a total sense, while it simultaneously highlights the advantages of an econometric model – the QR – as an hermeneutic instrument for the relationships development in the teaching process.

My dissertation deals with the contribution of practical activities as scope for the factors developing creativity of primary school pupils. Firstly, the definitions of the terms creativity, technical education and project teaching, based on specialised literature, are introduced. These three theoretical spheres focus in detail on the creative process and product, creative factors, convergent and divergent thinking skills, the creative person and the methods that help develop his or her creativity. I try to clarify the technique as a means of development of practical activities. After that I deal with the educational area "Man and the World of Work" and present possible topics for the development of creativity in working education. My thesis demonstrates a project together with its types and focuses on the implementation and benefits of project-based learning. The practical part is focused on the development of individual projects. Fifteen individual projects, helping to develop creativity of pupils at primary schools, were offered to twenty-one teachers. These teachers participated in a questionnaire survey and they were given an opportunity to provide feedback on the above mentioned individual projects. The results of the survey are described in the sixth chapter of this thesis.