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Books on the topic 'Implicit theories'

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Published: 4 June 2021

Last updated: 11 March 2023

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1

Birgit, Schyns, and Meindl James R, eds. Implicit leadership theories: Essays and explorations. Greenwich, Conn: Information Age Pub., 2005.

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2

Cesarano, Melissa Marie. Implicit Theories of Emotion and Social Judgment. [New York, N.Y.?]: [publisher not identified], 2018.

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3

Mal, Leicester, Modgil Celia, and Modgil Sohan, eds. Systems of education: Theories, policies, and implicit values. London: Falmer Press, 2000.

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4

Zhao, Junru. Implicit self-theories of shyness: Predictors and correlates in preadolescence. St. Catharines, Ont: Brock University, Dept. of Psychology, 2006.

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5

Social comprehension and judgment: The role of situation models, narratives, and implicit theories. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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6

Wyer, Robert S. Social comprehension and judgement: The role of situation models, narratives, and implicit theories. 2004: L. Erlbaum Associates, 2002.

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7

Wolf, Amie Diana. An examination of how personality traits and implicit theories of intelligence affect metacognitive control over study-time allocation. [New York, N.Y.?]: [publisher not identified], 2017.

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8

Hofmann, Jeanette. Implizite Theorien in der Politik. Wiesbaden: VS Verlag für Sozialwissenschaften, 1993. http://dx.doi.org/10.1007/978-3-322-94245-6.

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9

1952-, Conway Martin A., Gathercole Susan E, Cornoldi Cesare, and International Conference on Memory, eds. Theories of memory. Hove, East Sussex, UK: Psychology Press, 1998.

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10

Hofmann, Jeanette. Implizite Theorien in der Politik: Interpretationsprobleme regionaler Technologiepolitik. Opladen: Westdeutscher Verlag, 1993.

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11

Implicit measures for social and personality psychology. Los Angeles, Calif. ; London: SAGE, 2011.

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12

Rudman, Laurie A. Implicit measures for social and personality psychology. Los Angeles, Calif. ; London: SAGE, 2011.

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13

Kreber, Carolin. Faculty's implicit theories of academic work. 1997.

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14

Meindl, James R., and Birgit Schyns. Implicit Leadership Theories: Essays and Explorations. Information Age Publishing, Incorporated, 2005.

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15

Knee, C. Raymond, and Kristen N. Petty. Implicit Theories of Relationships: Destiny and Growth Beliefs. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195398694.013.0009.

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16

Modgil, Sohan, and Mal Leicester. Systems of Education: Theories, Policies and Implicit Values. Taylor & Francis Group, 2005.

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17

Modgil, Sohan, and Mal Leicester. Systems of Education: Theories, Policies and Implicit Values. Taylor & Francis Group, 2005.

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18

Modgil, Sohan, and Mal Leicester. Systems of Education: Theories, Policies and Implicit Values. Taylor & Francis Group, 2005.

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19

(Editor), Birgit Schyns, and James R. Meindle (Editor), eds. Implicit Leadership Theories: Essays and Explorations (Leadership Horizons). IAP - Information Age Publishing, 2005.

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20

Modgil, Sohan, and Mal Leicester. Systems of Education: Theories, Policies and Implicit Values. Taylor & Francis Group, 2005.

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21

Modgil, Sohan, and Mal Leicester. Systems of Education: Theories, Policies and Implicit Values. Taylor & Francis Group, 2005.

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22

Lüftenegger, Bernd Marko, and Jason A. Chen. Implicit Theories: The Role and Impact of Malleable Mindsets. Hogrefe Publishing, 2017.

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23

(Editor), Birgit Schyns, and James R. Meindl (Editor), eds. Implicit Leadership Theories: Essays and Explorations (Leadership Horizons Series). IAP - Information Age Publishing, 2005.

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24

Mylopoulos, Maria. Implicit theories of innovation and expertise: Impact within medical teams. 2007.

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25

Karlen, Yves, and Silke Hertel, eds. The Power of Implicit Theories for Learning in Different Educational Contexts. Frontiers Media SA, 2021. http://dx.doi.org/10.3389/978-2-88971-910-5.

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26

Systems of Education: Theories, Policies and Implicit Values (Education, Culture and Values). RoutledgeFalmer, 1999.

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27

Allgood, Eleanor. Implicit theories about practice become explicit: Case studies of school counsellor's experiences. 1990.

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28

Allgood, Eleanor Anne *. Implicit theories about practices become explicit: case studies of school counsellors' experience. 1991.

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29

Wyer, Jr Robert S. Social Comprehension and Judgment: The Role of Situation Models, Narratives, and Implicit Theories. Taylor & Francis Group, 2003.

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30

Wyer, Jr Robert S. Social Comprehension and Judgment: The Role of Situation Models, Narratives, and Implicit Theories. Taylor & Francis Group, 2003.

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31

Jr, Robert S. Wyer. Social Comprehension and Judgment: The Role of Situation Models, Narratives, and Implicit Theories. Lawrence Erlbaum, 2003.

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32

Wyer, Jr Robert S. Social Comprehension and Judgment: The Role of Situation Models, Narratives, and Implicit Theories. Taylor & Francis Group, 2003.

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33

Kercz, Richard B. Understanding the value of implicit theories of creative thinking in teachers and managers. 1992.

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34

Jr, Wyer Robert S. Social Comprehension and Judgment: The Role of Situation Models, Narratives, and Implicit Theories. Taylor & Francis Group, 2013.

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35

Wyer, Jr Robert S. Social Comprehension and Judgment: The Role of Situation Models, Narratives, and Implicit Theories. Taylor & Francis Group, 2003.

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36

Wyer, Jr Robert S. Social Comprehension and Judgment: The Role of Situation Models, Narratives, and Implicit Theories. Taylor & Francis Group, 2003.

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37

Vargas, Manuel R. Implicit Bias, Responsibility, and Moral Ecology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198805601.003.0012.

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There are reasons that weigh both in favor and against judging agents blameworthy for actions produced in part by implicit biases. Indeed, perhaps implicit bias reveals that our received views about agency are mistaken or confused. If so, then perhaps implicit bias is not merely some further phenomenon to which we can apply our pre-existing theories of moral responsibility and agency, but instead, a kind of challenge to those theories. This essay argues that there is an appealing way of thinking about the blameworthiness of actions caused by implicit bias that allows us to accommodate some of the radical aspects of the emerging scientific picture of agency, without entirely abandoning our commonsense picture of agency. The key is to recognize how a roughly “ecological” conception of moral agency can provide us with principled resources for distinguishing when agents are in circumstances that afford responsibility, and when they are not.

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38

Modgil, Sohan, Celia Modgil, and Mal Leicester. Education, Culture and Values - Systems of Education: Theories, Policies and Implicit Values, Volume I. Taylor & Francis Group, 1999.

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39

Stacy, Alan W., and Reinout W. Wiers. An implicit cognition, associative memory framework for addiction. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198569299.003.0002.

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This chapter outlines a framework that applies basic research on implicit cognition and associative memory to addictive behaviours. The framework helps provide a basis for continued development of cognitive theories of addiction, and suggests how the approach can foster prevention and cessation efforts. Findings and theories from neural systems, memory, implicit processes and addiction research are considered in an attempt to derive basic principles for the framework. Measurement domains are briefly summarized. Concepts from this framework are compared with related ideas, from expectancy and cue-reactivity research areas. This framework calls for a greater focus on the specific principles derived from basic cognitive research in multiple disciplines and encourages more attempts at integration across these areas.

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40

Chimento, Melanie D. Assessing implicit theories of creativity concerning the level of adaptors and innovators: A thesis in Creative Studies. 2000.

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41

Gauder, Kira-Sophie, and Gunda Wößner. The “reoffence mind-set” of rearrested violent and sex offenders : exploring implicit theories of persistent criminal behaviour. Max Planck Institute for Foreign and International Criminal Law, 2019. http://dx.doi.org/10.30709/978-3-86113-181-6.

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42

Buhler, James. Theories of the Soundtrack. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199371075.001.0001.

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This book is concerned with summarizing and critiquing theories of the soundtrack from roughly 1929 until today. A theory of the soundtrack is concerned with what belongs to it, how it is effectively organized, how its status in a multimedia object affects the nature of the object, the tools available for its analysis, and the interpretive regime that the theory mandates for determining the meaning, sense, and structure that sound and music bring to film and other audiovisual media. Beyond that, a theory may also delineate the range of possible uses of sound (and music), classify the types of relations that films have used for image and sound, identify the central problems, and reflect on and describe effective uses of sound in film. This book does not provide an exhaustive historical survey but rather sketches out the range of theoretical approaches that have been applied to the soundtrack over time. For each approach, it presents the basic theoretical framework, considers explicit and implicit claims about the soundtrack, and then works to open the theories to new questions about film sound, often by putting the theories into dialogue with one another. The organization is both chronological and topical: the former in that the chapters move steadily from early film theory through models of the classical system to more recent critical theories; the latter in that the chapters highlight central issues for each generation: the problem of film itself, then of image and sound, then of adequate analytical-descriptive models, and finally of critical-interpretative models.

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43

West, Julie A. Do performance standards reflect conceptions of competence?: The relationship between implicit theories of competence and standard-setting judgments. [s.n.], 1998.

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44

Creativity in research: The implicit theories of faculty members in library and information science regarding what constitutes "creativity", and their ratings of recent dissertations. Ann Arbor, Mich: University Microfilms International, 1992.

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45

Sarah, Nouwen. Part III Regimes and Doctrines, Ch.36 International Criminal Law: Theory All Over the Place. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198701958.003.0037.

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This chapter discusses the different theories employed in the field of international criminal law, which is now increasingly supported by theory. Case theories were developed after events had taken place; operational theories were produced to match complex facts; foundational theories were created to justify existing practices; external theories tried to make sense of the phenomenon of international criminal law as it had been observed; and so did the popular theories based on everyday encounters. Ago, rather than cogito, ergo sum was the field’s implicit maxim. Against this background one still finds that factual, operational, foundational, external theories prove to be less coherent when they are considered in light of each other. Rich theories could thus emerge from more joint theorizing among those working on variably factual, operational, foundational, and external theories, between scholars and practitioners, and between scholar-theorists and quotidian theorists.

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46

McCusker, Chris. Towards understanding loss of control. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198569299.003.0005.

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Chapter 5 discusses an automatic network theory of addictive behaviours, including cognitive social learning theory and the expectancy construct, anomalies and limitations in traditional cognitive and expectancy theories, autonomic cue-reactivity phenomena, and methods of cognitive assessment, automatic cognitive processes in addictive behaviours, implicit memory structures and processes in addictive behaviours.

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47

Dagger, Richard. Fair Play and Its Rivals. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199388837.003.0004.

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Proponents of the fair-play theory of political obligation face challenges not only from those who reject or discount the possibility of political obligations, such as philosophical anarchists, but also from the advocates of competing theories of political obligation. This chapter supports the case for fair-play theory by demonstrating its superiority to its three principal rivals among such theories. Those three rival theories are grounded in either consent, association, or natural duty. All three have their attractions, but they are also vulnerable to serious objections. Their attractions, moreover, often derive from an implicit reliance on considerations of fair play.

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48

Cornoldi, Cesare, Susan E. Gathercole, and Martin A. Conway. Theories of Memory II. Taylor & Francis Group, 2014.

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49

Cornoldi, Cesare, Susan E. Gathercole, and Martin A. Conway. Theories of Memory II. Taylor & Francis Group, 2014.

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50

Cornoldi, Cesare, Susan E. Gathercole, and Martin A. Conway. Theories of Memory II. Taylor & Francis Group, 2014.

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