Dissertations / Theses on the topic 'Rational Belief'
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Gillies, Anthony S. "Rational belief change." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/290412.
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We must change our beliefs, and change them in particular ways, in response to new information. But not all changes are created equal: some are rational changes, some not. The Problem of Epistemic Change is the problem of specifying the rational constraints on how the epistemic state of an agent ought to change in the face of new information. This dissertation is about the philosophical and logical investigation of rational belief change. I start by arguing that the familiar foundations---coherence distinction from static epistemology does not adequately carve up the logical space of theories of epistemic change. It is better to think of theories as being loosely ordered along a continuum from more to less foundational. The ordering, however, is "clumpy" in the sense that there are large regions in the ordering which remain unexplored. I then present and develop GDEC which is a new foundations model of belief revision that fills a gap in this ordering of theories of epistemic change. The key insight in GDEC is that belief that...is ambiguous between the attitudes of accept that...and expect that... GDEC respects the difference and how it matters for epistemic change. I show that GDEC is a genuine competitor to the AGM theory of belief revision in the sense that the two approaches are incompatible. The remainder of the dissertation is devoted to exploring the logical dynamics of GDEC and the models I develop here which extend it by applying them to a series of richer epistemic environments. I show how puzzles and paradoxes which confound other theories of belief revision are solved in a unified way by GDEC and its extensions. In particular, I give solutions to Moore's Paradox, Fuhrmann's Impossibility Theorem, the Reduction Problem of Epistemic Conditionals, and the Gardenfors Impossibility Theorem.
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Mealand, David L. "Philosophy of rational belief." Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/30501.
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SHINOHARA, Hisato, and 尚人 篠原. "小学生の対人関係ビリーフに関する研究 : 対人関係ビリーフ尺度（小学生版）の開発." 名古屋大学大学院教育発達科学研究科, 2013. http://hdl.handle.net/2237/19519.
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Hensler, Philipp A. "The Belief System and Behavior of Financial Advisors After a Market Disruption." Case Western Reserve University Doctor of Management / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1568710731430581.
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Zenker, Frank. "Ceteris paribus in conservative belief revision on the role of minimal change in rational theory development." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/99413729X/04.
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Faraj, Khaled A. M. "Rational belief and probability : a critical evaluation and development of the philosophy of M. B. al-Sadr." Thesis, University of Sunderland, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432358.
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GALLASSI, GINEVRA. "Essays on Monetary Policy, Stock Market and Heterogeneous Expectations." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241075.
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Il presente lavoro si propone di studiare la relazione che intercorre tra la politica monetaria, il prezzo delle azioni e le aspettative eterogenee. Come Bernanke e Gertler (1999) prima di noi, l’obiettivo è quello di dare una risposta alla seguente domanda: nelle loro decisioni di politica monetaria le banche centrali devono rispondere anche alle fluttuazioni dei prezzi sul mercato azionario?
Nel primo capitolo il modello utilizzato è un perpetual youth à la Blanchard (1985) e Yaari
(1965) che viene ripreso da Nisticò (2012), al quale facciamo riferimento nel presente lavoro. Questo tipo di modello fa in modo che le fluttuazioni nei prezzi delle azioni abbiano un effetto significativo sull’andamento del consumo aggregato e di conseguenza sull’equilibrio: si crea, così, un nuovo canale di trasmissione denominato canale della ricchezza finanziaria. La formazione delle aspettative riprende Brock and Hommes (1997) e De Grauwe (2011). Gli agenti hanno una razionalità limitata, per fare previsioni utilizzano semplici euristiche e si basano su uno specifico meccanismo di adeguatezza per valutare le prestazioni passate. Attraverso questo meccanismo, l’andamento delle variabili economiche `e strettamente correlato con le aspettative degli individui. Inoltre, la presenza di aspettative eterogenee fa s`ı che il trade-off tra inflazione e output gap, tipico dei modelli con aspettative razionali, svanisca. Infine, il modello dimostra come, contrariamente a quanto suggerito da Bernanke e Gertler (1999), le banche centrali dovrebbero rispondere alle fluttuazioni del mercato azionario. Tuttavia, affinché questo tipo di politica monetaria sia efficace, tale reazione deve essere moderata.
Nel secondo capitolo, utilizziamo un diverso tipo di aspettative: mentre il modello di base segue sempre la struttura del perpetual youth di Nisticò (2012), le aspettative si basano sulla teoria dei Rational Beliefs di Kurz (1994, 1997). La configurazione del modello fa sì che le fluttuazioni dei prezzi dei titoli abbiano un impatto sull’economia reale attraverso due canali distinti: il canale della ricchezza finanziaria e quello delle aspettative. I risultati sono stati ottenuti applicando sia la teoria dei Rational Beliefs, sia la teoria di Rational Expectations. Diversamente da quanto raccomandato da Bernanke and Gertler (1999), i risultati mostrano che le politiche di stabilizzazione dell’output gap e dell’inflazione, condotte dalle banche centrali, possono trarre beneficio dall’inclusione di una risposta alle fluttuazioni sul mercato azionario. Inoltre, quando assumiamo aspettative eterogenee,
tutti i risultati presentano volatilità più alte rispetto al caso di Rational Expectations e le risposte agli shock mostrano magnitudini maggiori dovute all’effetto amplificatore dell’andamento delle aspettative. Ad esempio, un grande ottimismo tra gli individui ha un effetto positivo sull’inflazione e sull’output gap e può produrre bolle sul mercato azionario. Tale entusiasmo può essere però ridotto attraverso una politica monetaria maggiormente “aggressiva”.This dissertation investigates the relationship among heterogeneous expectations, stock prices and monetary policy. In particular, we attempt to answer the question on whether or not central banks should respond to stock prices other than to inflation and output gap. The first chapter presents a perpetual youth model à la Blanchard (1985) and Yaari (1965) following Nisticò (2012). This type of model generates a financial wealth channel through which stock prices fluctuations affect the dynamics of the aggregate consumption, and thus the equilibrium solution. We model expectations as in Brock and Hommes (1997) and De Grauwe (2011). Agents are boundedly rational, they adopt simple rules to make forecasts and evaluate their past performances using a fitness measure. The model generates endogenous waves of optimism and pessimism due to the correlation among beliefs. Moreover, the presence of this heterogeneity removes the classic trade-off between output gap and inflation typical of Rational Expectations models. We also show that, contrary to the Bernanke and Gertler’s (1999) prescription, central banks should respond to stock prices fluctuations. However, to be beneficial, this “leaning against the wind” strategy in the stock market has to be moderate. In the second chapter, we adopt the same baseline model of the first part. We build on Nisticò (2012) and allow for the inclusion of diverse beliefs following the Rational Beliefs theory by Kurz (1997). With respect to the previous work, beliefs are modeled at a micro-level and enter in the equilibrium solution. Although agents do not observe the true dynamics of the economy, they are still rational in the sense that their beliefs are compatible with the observable empirical distribution of past data. In this framework, stock prices fluctuations affect real economy through two different channels: the financial wealth channel and the expectational channel. We simulate the model under both Rational Expectations and Rational Beliefs. Contrary to Bernanke and Gertler’s (1999) prescription, we find that a mild “leaning against the wind” strategy in the stock market is beneficial for both output gap and inflation stabilization. Moreover, all results under Rational Beliefs exhibit a higher volatility and the magnitude of responses to shock is amplified by beliefs dynamics. Widespread optimism boosts inflation as well as output gap and can generate a bubble in stock prices. However, the effect on the real economy of such exuberance might be reduced by a more “aggressive” policy.
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Auxier, John Wheeler. "A prelude to matching: Locus of control and belief in divine intervention among members of Alcoholics Anonymous and Rational Recovery." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186703.
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The purpose of the study was to explore the relationship between locus of control orientation, belief in divine intervention and successful affiliation with Alcoholics Anonymous (AA) and Rational Recovery (RR). "Successful affiliation" was defined in the study by the following criteria. First, a history of problem drinking as measured by a score of 12 or above on the Michigan Alcoholism Screening Test (MAST). Second, at least three (3) months of continuous sobriety. Third, substantial involvement in AA or RR as measured by Reinert's (1992) Alcoholics Anonymous Involvement Scale (AAIS), or Auxier's (1994) Rational Recovery Involvement Scale (RRIS). Fifty-seven (57) subjects met the above criteria as successful AA or RR members for the study (AA n = 34, RR n = 23). Successful AA affiliates were then compared with successful RR affiliates on a locus of control measure, (the Rotter I-E Scale) and on a measure of belief in divine intervention, the Auxier (1994) Divine Intervention Scale (DIS). As hypothesized, the results of the locus of control measure showed that successful AA members were significantly more external in orientation than successful RR members (p < .016). Also as hypothesized, the results of the Divine Intervention Scale showed that successful AA members had significantly stronger beliefs in divine intervention than their RR counterparts (p < .001). These findings were interpreted using the framework of Leon Festinger's Cognitive Dissonance Theory (1957). It was suggested that AA's drop-out phenomena may be a reflection of cognitive dissonance processes. Individuals with a low belief in divine intervention and an internal locus of control may be expected to drop out of AA due to cognitive dissonance effects. A third hypothesis of the study predicted that external locus of control and strong beliefs in divine intervention would positively correlate. This prediction was not supported. This finding suggests that the impulse towards external locus of control in successful AA members has its source in non-spiritual aspects of AA's philosophy of recovery. It was concluded that locus of control and belief in divine intervention show promise as treatment matching criteria and further research using these dimensions as predictors of successful affiliation is warranted.
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Ngangoue, Kathleen Maryse. "Decision-Making in Markets." Doctoral thesis, Humboldt-Universität zu Berlin, 2017. http://dx.doi.org/10.18452/18653.
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Diese Dissertation erforscht, auf welchen unterschiedlichen Wegen Informationsverarbeitung Investitionsentscheidungen beeinflusst. Auf der Basis kontrollierter Laborexperimente wird untersucht, wie Entscheidungen mit der Art der Information sowie mit dem Entscheidungskontext variieren. Im ersten Kapitel legt ein Experiment die Schwierigkeit mit hypothetischem Denken bzw. mit dem Lernen aus hypothetischen Ereignissen offen. Im Kapitel Zwei untersucht ein anderes Experiment, wie Informationsverarbeitung die Reaktionen der Investoren auf Ambiguität verändert, denn ein eindeutiges, optimales Lernverhalten gibt es unter Ambiguität nicht. Das letzte Kapitel stellt anhand desselben Experiments die Unabhängigkeit zwischen dem Lernprozess und den Risikopräferenzen in Frage.This dissertation investigates various channels through which information processing affects investment decisions. Controlled laboratory experiments allow for studying how subjects’ decisions vary with the type of information and the decision-context. The experiment in the first chapter discloses the difficulty with contingent reasoning, i.e. learning from hypothetical events. A different experiment in Chapter Two analyzes how information processing changes investors’ reactions to ambiguity—an environment with multiple rational learning rules. Using the same experiment, the last chapter questions the independence between belief updating and risk preferences.
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Tang, Antony Shui Sum, and n/a. "A rationale-based model for architecture design reasoning." Swinburne University of Technology, 2007. http://adt.lib.swin.edu.au./public/adt-VSWT20070319.100952.
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Large systems often have a long life-span and their system and software architecture design comprise many intricately related elements. The verification and maintenance of these architecture designs require an understanding of how and why the system are constructed. Design rationale is the reasoning behind a design and it provides an explanation of the design. However, the reasoning is often undocumented or unstructured in practice. This causes difficulties in the understanding of the original design, and makes it hard to detect inconsistencies, omissions and conflicts without any explanations to the intricacies of the design. Research into design rationale in the past has focused on argumentation-based design deliberations. Argumentation-based design rationale models provide an explicit representation of design rationale. However, these methods are ineffective in communicating design reasoning in practice because they do not support tracing to design elements and requirements in an effective manner.
In this thesis, we firstly report a survey of practising architects to understand their
perception of the value of design rationale and how they use and document this knowledge.
From the survey, we have discovered that practitioners recognize the importance of documenting design rationale and frequently use them to reason about their design choices. However, they have indicated certain barriers to the use and documentation of design rationale. The results have indicated that there is no systematic approach to using and capturing design rationale in current architecture design practice. Using these findings, we address the issues of representing and applying architecture design rationale.
We have constructed a rationale-based architecture model to represent design rationale,
design objects and their relationships, which we call Architecture Rationale and
Element Linkage (AREL). AREL captures both qualitative and quantitative rationale for
architecture design. Quantitative rationale uses costs, benefits and risks to justify architecture
decisions. Qualitative rationale documents the issues, arguments, alternatives and
tradeoffs of a design decision. With the quantitative and qualitative rationale, the AREL
model provides reasoning support to explain why architecture elements exist and what
assumptions and constraints they depend on. Using a causal relationship in the AREL
model, architecture decisions and architecture elements are linked together to explain the reasoning of the architecture design. Architecture Rationalisation Method (ARM) is a
methodology that makes use of AREL to facilitate architecture design. ARM uses cost,
benefit and risk as fundamental elements to rank and compare alternative solutions in the decision making process.
Using the AREL model, we have proposed traceability and probabilistic techniques
based on Bayesian Belief Networks (BBN) to support architecture understanding and
maintenance. These techniques can help to carry out change impact analysis and rootcause analysis. The traceability techniques comprise of forward, backward and evolution tracings. Architects can trace the architecture design to discover the change impacts by analysing the qualitative reasons and the relationships in the architecture design. We have integrated BBN to AREL to provide an additional method where probability is used to evaluate and reason about the change impacts in the architecture design. This integration provides quantifiable support to AREL to perform predictive, diagnostic and combined reasoning.
In order to align closely with industry practices, we have chosen to represent the
rationale-based architecture model in UML. In a case study, the AREL model is applied
retrospectively to a real-life bank payment systems to demonstrate its features and applications.
Practising architects who are experts in the electronic payment system domain
have been invited to evaluate the case study. They have found that AREL is useful in
helping them understand the system architecture when they compared AREL with traditional design specifications. They have commented that AREL can be useful to support the verification and maintenance of the architecture because architects do not need to reconstruct or second-guess the design reasoning.
We have implemented an AREL tool-set that is comprised of commercially available
and custom-developed programs. It enables the capture of architecture design and its
design rationale using a commercially available UML tool. It checks the well-formedness
of an AREL model. It integrates a commercially available BBN tool to reason about the
architecture design and to estimate its change impacts.
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Lu, Lei 1975. "Essays on asset pricing with heterogeneous beliefs and bounded rational investor." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103267.
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The thesis includes two essays on asset pricing. In the first essay, "Asset Pricing in a Monetary Economy with Heterogeneous Beliefs", we shed new light on the role of monetary policy in asset pricing by focusing on the case where investors have heterogeneous expectations about future monetary policy. Under heterogeneity in beliefs, investors place bets against each other on the evolution of money supply, and as a result, the sharing of wealth in the economy evolves stochastically over time, making money non-neutral. Employing a continuous-time, general equilibrium model, we establish these fluctuations to be rich in implications, in that they majorly affect the equilibrium prices of all assets, as well as inflation. In particular, we find that the stock market volatility may be significantly increased by the heterogeneity in beliefs, a conclusion supported by our empirical analysis. The second essay is titled with " Asset Pricing and Welfare Analysis with Bounded Rational Investors". Motivated by the fact that investors have limited ability and insufficient knowledge to process information, I model investors' bounded-rational behavior in processing information and study its implications on asset pricing. Bounded rational investors perceive "correlated" information (which consists of news that is correlated with fundamentals, but provides no information on them) as "fundamental" information. This generates "bounded rational risk". Asset prices and volatilities of asset returns are derived. Specially, the equity premium and the stock volatility are raised under some conditions. I also analyze the welfare impact of bounded rationality.
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Millsaps, Gayle Maree. "Interrelationships between teachers' content knowledge of rational number, their instructional practice, and students' emergent conceptual knowledge of rational number." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1124225634.
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Hyland, Philip. "A rational emotive behaviour therapy perspective on the nature and structure of posttraumatic stress responses : the mediating and moderating effects of rational and irrational beliefs." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654102.
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Rational Emotive Behaviour Therapy (REBT: Ellis, 2001) represents the original cognitive behavioural therapy (eBT) model of psychopathology. Although there is much empirical support for the basic theory of REBT (see David, Lynn, & Ellis, 2010), the model has never been tested in the context of posttraumatic stress responses to adverse life events. The first empirical chapter of the thesis investigated the construct validity of the Attitudes and Belief Scale 2 (ABS-2: DiGiuseppe, Leaf, Exner, & Robin, 1988). This chapter employed traditional confirmatory factor analysis and confirmatory bifactor modelling to investigate the psychometric properties of the ABS-2. Results indicated that a bifactoral model conceptualisation was found to offer an adequate representation of the underlying factor structure of the scale. Based on these results, an abbreviated version of the ABS-2 with superior psychometric properties was thus constructed. In the second empirical chapter confirmatory bifactor modelling and composite reliability analysis were employed to investigate the psychometric properties of the Profile of Emotional Distress (PED: Opris & Macavei, 2007). The PED was designed to capture the qualitative distinction between dysfunctional emotions, as predicted by REBT theory. Results indicated that the PED does not capture the distinction between functional and dysfunctional negative emotions, however a bifactor model inclusive of a single general distress factor, and four method factors was found to be an acceptable fit of the data. The third empirical chapter utilised structural equation modelling to test the organisation of the irrational beliefs in the prediction of posttraumatic stress responses. A model consistent with the predictions of REBT theory was found to be a good fit of the data and explained a large percentage of variance in each symptom class of posttraumatic stress. The fourth empirical chapter provided the first piece of empirical evidence that generalised irrational beliefs impact upon posttraumatic stress symptoms via trauma-specific irrational beliefs; a frequently hypothesised relationship which had hitherto remained untested. Results of structural equation modelling offered support for this core hypothesis. Subsequently, the fifth empirical chapter investigated the impact of trauma-specific irrational beliefs in the prediction of reporting posttraumatic stress symptoms while controlling for a number of important sociodemographic factors. Binary logistic regression ~ .. ~ ... analysis was employed and found that three irrational belief process positively predicted belong to the strongly symptomatic group. Finally, the sixth empirical chapter employed sequential moderated multiple regression analysis to determine if rational beliefs could positively moderate the impact of irrational beliefs of posttraumatic stress symptoms. Rational beliefs were found to exert a negative, direct effect on posttraumatic stress symptoms, and to lessen the impact of irrational beliefs on posttraumatic stress responses.
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Augustine, Lazarus Alvin. "A canonical rationale for the existence of Catholic schools in Belize." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Gaunersdorfer, Andrea, and Cars H. Hommes. "Nonlinear adaptive beliefs and the dynamics of financial markets. The role of the evolutionary fitness measure." SFB Adaptive Information Systems and Modelling in Economics and Management Science, WU Vienna University of Economics and Business, 2001. http://epub.wu.ac.at/434/1/document.pdf.
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We introduce a simple asset pricing model with two types of adaptively learning traders, fundamentalists and technical traders. Traders update their beliefs according to past performance and to market conditions. The model generates endogenous price fluctuations and captures some stylized facts observed in real returns data, such as excess volatility, fat tails of returns distributions, volatility clustering, and long memory. We show that the results are quite robust w.r.t. to different choices for the performance measure. (author's abstract)Series: Report Series SFB "Adaptive Information Systems and Modelling in Economics and Management Science"
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Moore, Budd A. "The Efficacy Of Group Counseling Interventions Employing Short-Term Rational Emotive Behavior Therapy In Altering The Beliefs, Attitudes, And Behaviors Of At-Risk Adolescents." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27073.
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An experimental, randomized, control-group, pretest-postest design was employed in this study to examine the efficacy of the use of two short-term group counseling interventions employing Rational Emotive Behavior Therapy with at-risk adolescents in changing their beliefs, altering their attitude toward school, and moderating behaviors that are problematic in an educational setting.
Forty-eight subjects were included in this study from an alternative evening high school setting and were assessed in the initial stage of treatment using The Idea Inventory and The Majoribanks Attitude-To-School Inventory. The School Social Behavior Scale was employed at this beginning point to observe these students by teachers and administrators with regard to social competence and anti-social behaviors. Subjects were selected from a pool of regularly attending students in an alternative high school program and randomly assigned to three groups, one employing REBT concepts and techniques alone, one using REBT concepts and techniques in conjunction with the therapeutic board game, Letâ s Get Rational, and a control group. The treatment and control group designations were also randomly assigned to the counseling groups. Ten weekly 50 minute group counseling sessions were conducted by two masterâ s level counselors employing the tenets of REBT with adolescents. Group participants had the opportunity to learn new interpersonal skills and behaviors that may be helpful to them in staying in school. At the conclusion of the 10 week treatment group sessions, the subjects in the three groups were re-assessed employing the same instruments mentioned before to determine if the activities in the group sessions made significant differences in the rational thinking, attitude to school, and school social behaviors of these at-risk students in an alternative setting.
Data were analyzed using descritpive statistics in addition to a factorial analysis of variance (ANOVA) to measure the pretest and posttest performance and understanding of the subjects. Results revealed that the differences in the scores of the treatment groups were significant the REBT group employing the game, Letâ s Get Rational, contributing to students learning and understanding of the tenets of REBT at the .05 alpha level on the four dependent variables. There were no significant differences between genders regarding the four dependent variables, and there was a lack of a significant interaction between the intervention approach taken and the gender of the group member. There was no significant interaction between the gender of the subject and the treatment group placement. The results from both REBT groups support the efficacy of using the tenets of REBT with school aged populations who are at risk for failure. Appropriate conclusions and recommendations based upon the study findings were made. Implications for secondary school counselors and those counselors working with at-risk students were delineated.Ed. D.
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Diana, Thomas Joseph Jr. "A study of the influence of a researched-based rationale on science teachers' beliefs and practices across key stages of teacher development." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Ongito, Ongoro J. "Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363.
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Thomas, François. "L'art de traduire : enjeux philosophiques, éthiques et politiques de la traduction, à partir de la critique formulée par les Romantiques allemands à l'encontre des traductions françaises." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30012.
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Cette recherche a pour point de départ l’important mouvement de traduction en Allemagne au tournant du XIXe siècle, et la critique par les penseurs allemands de la manière dont les Français traduisaient. Ceux-‐ci se voient reprocher leur tendance à toujours traduire comme si l’auteur était français, refusant l’épreuve de l’étranger (Berman) que constitue la traduction. Ce conflit est philosophiquement problématisé en 1813 par F. Schleiermacher, qui montre que derrière ces approches du traduire s’affrontent des conceptions de la rationalité, du rapport de la pensée au langage, et de la subjectivité, mais aussi des conceptions de la culture, de la nation, et du rapport à l’étranger. À la lumière de ces analyses, nous réinterrogeons les conceptions de la traduction en France aux XVIIe et XVIIIe siècles, où domine la pratique des « belles infidèles ». Nous nous intéressons aux soubassements théoriques de ces conceptions, ce qui conduit à accorder une attention particulière aux réflexions sur le langage menées à Port-Royal, et à la réflexion de Voltaire sur l’histoire. Nous étudions la question de la traduction de la philosophie en français à cette époque. Parallèlement, l’étude des premières traductions de Shakespeare en France et en Allemagne (Voltaire/Herder, Schlegel) montre comment se nouent réflexions sur la littérature, l’histoire, la pluralité des cultures – sur fond de volonté de s’émanciper, du côté allemand, de la domination culturelle française, et de remise en question de la pensée des Lumières. Revenant enfin sur les réflexions de Schleiermacher, nous étudions en quel sens elles définissent une éthique de la traduction et l’éthique à partir de la traduction, autour du concept d’hospitalité.En mettant en lumière la richesse des conceptions autour de la traduction en France aux siècles classiques, ce travail vise à redonner un intérêt à leur étude d’un point de vue philosophique, et en revenant sur cette critique allemande, à éclairer l’origine de réflexions contemporaines majeures sur la traduction et ses enjeuxThe investigation's starting point is the significant German translation's movement from the begining of the 19th century and the German thinkers criticism against the French practice of translation. The Germans reproach the French to translate a foreign work as if the author was french, thus refusing the very principle of translation, that is to confront to the Otherness (Berman). In 1813, F. Schleiermacher points the philosophical issues raised by the conflict opposing these two different approaches of translation, revealing that not only does such a conflict mirror the opposition between different ways of conceiving rationality, the relationship between language and thought, subjectivity, but also different ways of conceiving culture, nation, and the relationship to the Other and to foreignness. In the light of such analysis, we question the ways of conceiving translation in France in the 17th and 18th century, in which the practice of the "belles infidèles" prevails. We examine the theoretical groundings of these conceptions of translation, which leads to focus especially on the language studies conducted in Port-Royal and Voltaire's consideration about history. We study the issue raised by the French translation of philosophical work at the time. The confrontation of Shakespeare's first translations in France and in Germany (Voltaire/Herder, Schlegel) shows how a reflection on literature, history and cultural plurality builds up while at the same time, the Germans wish to emancipate from the French cultural domination and question the Enlightenment. We finally come back to Schleiermacher's thought to study in which way it contributes to define both an ethics of translation and an ethics based on translation, refering to the concept oh hospitality. By highlighting the depth and richness of thought surrounding translation in France in the 17the and 18th century, this work's aim is to restore an interest for studying its notions from a philosophical perspective. Furthermore, by going back to this German critique, this work is also concerned with shedding light on the origins of major conteporary thinking over translation and the issues at stake
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Dasti, Matthew Roe. "Rational belief in classical India : Nyaya's epistemology and defense of theism." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-757.
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Nyāya is the premier realist school of philosophy in classical India. It is also the home of a sophisticated epistemology and natural theology. This dissertation presents a distinctive interpretation of Nyāya’s epistemology and considers how it may be developed in response to various classical and contemporary challenges. I argue that it is best understood as a type of reliabilism, provided relevant qualifications. Moreover, I show that a number of apparently distinct features of Nyāya’s approach to knowledge tightly cohere when seen as components of a thoroughgoing epistemological disjunctivism. I defend Nyāya epistemology as a viable contemporary option, illustrating how it avoids problems faced by generic reliabilism. In the second portion of the dissertation, I examine the way in which Nyāya’s knowledge sources (perception, inference, and testimony) are deployed in support of a theistic metaphysics, highlighting Nyāya’s principled extension of its views of knowledge acquisition. In an appendix, I provide a full translation and commentary on an argument for God’s existence by Vācaspati Miśra (a 10th century philosopher who is unique in having shaped several distinct schools), found in his commentary on Nyāya-sūtra 4.1.21.text
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Duc, Ho Ngoc. "Reasoning about Rational, but not Logically Omniscient Agents." 1997. https://ul.qucosa.de/id/qucosa%3A32499.
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We propose in the paper a new solution to the so-called Logical Omniscience Problem of epistemic logic. Almost all attempts in the literature to solve this problem consist in weakening the standard epistemic systems: weaker systems are considered where the agents do not possess the full reasoning capacities of ideal reasoners. We shall argue that this solution is not satisfactory: in this way omniscience can be avoided, but many intuitions about the concepts of knowledge and belief get lost. We shall show that axioms for epistemic logics must have the following form: if the agent knows all premises of a valid inference
rule, and if she thinks hard enough, then she will know the conclusion. To formalize such an idea, we propose to \dynamize' epistemic logic, that is, to introduce a dynamic component into the language. We develop a logic based on this idea and show that it is suitable for formalizing the notion of actual, or explicit knowledge.
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Chen, Ching-Fane, and 陳靜芳. "The effects of Rational-Emotive Group therapy on improving irrational belief and depression symptoms of OPD Depression patients." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/82692948778259551952.
Full textAbstract:
碩士臺北醫學大學
護理學系
92
The purpose of the study is to examine the effects of rational emotive group therapeutic model to improve the irrational belief and depressive symptoms in the outpatients who are with depressive disorders, and to make a program of rational emotive group therapy to apply in clinics. The role of researcher in this program is the group therapist. This research enrolled the depressive disorder cases from a medical center in central Taiwan, study group 7 persons, and control group 8 persons. The members of study group attended ten times of rational emotive group therapy. Beck Depression Inventory, Rational Beliefs Inventory and Emotional Stability Inventory were applied in both study and control groups. The data were analyzed by SAS static software with nonparametric statistical methods. The results reveal that irrational believes, the severity of depression and the emotional stability of mood are correlated. After taking the programs, the study group had notable improvement in emotional stability, but irrational believes and depressive symptoms. To compare the collecting data between two groups, the study group got more improvement in depressive symptoms and emotional stability. There are no remarkable differences in irrational belief inventory but it is significant in the subscale - Approval Need. These results could be applied in clinic works for depressive disorder cases.
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Chen, Yun Ju, and 陳韻如. "The effect of RET Group Upon the Change of Rational Belief、 Self Concept and Interpersonal Relationship of Isolated Students." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/82317409029826483701.
Full text
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"The Influence of Motivation on Evidence Assimilation in a Controlled Judgement Task." Master's thesis, 2019. http://hdl.handle.net/2286/R.I.53931.
Full textAbstract:
abstract: Prior research suggests that people ignore evidence that is inconsistent with what they want to believe. However, this research on motivated reasoning has focused on how people reason about familiar topics and in situations where the evidence presented interacts with strongly-held prior beliefs (e.g., the effectiveness of the death penalty as a crime deterrent). This makes it difficult to objectively assess how biased people are in motivated-reasoning contexts. Indeed, recent work by Jern and colleagues (2014) suggests that apparent instances of motivated reasoning may actually be instances of rational belief-updating. Inspired by this new account, the current studies reexamined motivated reasoning using a controlled categorization task and tested whether people assimilate evidence differently when they are motivated to maintain a certain belief versus when they are not. Contrary to earlier research on motivated reasoning, six studies with children and adults (N = 1295) suggest that participants’ motivations did not affect their information search and their beliefs were driven primarily by the evidence, even when the evidence was incongruent with their motivations. This work provides initial evidence for the account proposed by Jern and colleagues.Dissertation/Thesis
Masters Thesis Psychology 2019
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Liu, Hui-Ching, and 劉蕙晴. "The Effects of Rational-Emotive Group Counseling on Elementary School Students’ Peer Relations an Rational Beliefs." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/14434819862680195218.
Full textAbstract:
碩士國立屏東師範學院
教育心理與輔導學系碩士班
93
The Effects of Rational-Emotive Group Counseling on Elementary School Students’ Peer Relations and Rational Beliefs Hui-Ching Liu Abstract The main purpose of this study was to investigate the effects of Rational-Emotive Group Counseling (REGC) for improving peer relations and increasing rational beliefs. Through the result which I obtained from the study, some important implications from which were derived, and, moreover, a number of suggestions were thus made for further studies. The pretest-posttest quasi-experimental design was used in the study. The experiment group consists of 4 boys and 4 girls who were fourth-grade students in an elementary school in Kaohsiung. The experiment group received REGC with 20 unites for 1230 minutes (20.5 hours) for improving peer relations and increasing rational beliefs, and, the control group received no experimental treatments. Both“Peer Relations Scale”and“Rational Beliefs Scale”were used to conduct pretest, posttest, and follow-up measures. Wilcoxon-Mann-Whitney was used to study the differences between the students in the experimental group and those in the control group. In addition, members’ interviews, feedback sheets and records of the group sessions were also collected and analyzed. The results of this study are summarized as follows: 1. During the process of group counseling, the attitude of researcher, use of counseling stratagem, the arrangement of activity and some factors of the process of counseling, were helping in making the counseling more effective. 2. The REGC showed significant, immediate and follow-up effect on improving peer relations of experiment group in “Peer Relations Scale” and it’s “Friendly Relations Subscale”, “Achievement Subscale”. It showed immediate but no follow-up effect in “Emotional Stability Subscale”. It showed no immediate and follow-up effect in “Social Ability Subscale”. 3. The REGC showed significant, immediate and follow-up effect on increasing rational beliefs of experiment group in “Rational Beliefs Scale” and it’s “Fixed-Absolute Subscale”, “Awful-Low Frustration Tolerance Subscale”, “Unrealistic Overgeneralization Subscale”. It showed no immediate and follow-up effect in “Self-Worth Subscale”. Finally, through the results, the suggestions were made for guidance work and studies in the further. Keywords: Peer Relations, Rational Beliefs, Rational-Emotive Group Counseling
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YEN, SHIH MIN, and 施旼妍. "The Effects of Rational-Emotive Behavior Group Counseling on Single-Parent Children’Emotional Stability and Rational Beliefs." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/73437002556342102257.
Full textAbstract:
碩士國立屏東教育大學
教育心理與輔導學系碩士班
95
The Effects of Rational-Emotive Behavior Group Counseling on Single-Parent Children’Emotional Stability and Rational Beliefs Shih,Min-Yen Abstract The main purpose of this study was to investigate the effects of Rational-Emotive Behavior Group Counseling (REGC) for increasing emotional stability and rational beliefs on single-parent children. Finally, we came to a conclusion according to the results of this research, and some suggestions were made for further studies in the area of counseling affair. The pretest-posttest quasi-experimental design was used in the study. The 12 fifth-grade single-parent children from Kaohsiung city were randomly assigned to either the experimental group or the control group. The experimental group had been received 15 unit-group activities, each unit for 60 minutes. The control group has been received nothing at all. Both “Emotional Stability Scales” and “the child life beliefs scale” were used to conduct pretest, posttest, and follow-up measures. Wilcoxon-Mann-Whitney was used to study the differences between the students in the experimental group and those in the control group. In addition, members’ interviews, feedback sheets and records of the group sessions were also collected and analyzed. Results of this study were summarized as following: 1.The REGC for increasing emotional stability showed no immediate and follow-up effect in the “Emotional Stability Scales”. 2.The REGC for increasing emotional stability showed no immediate and follow-up effect in the“Lack of happiness Subscale”;“Lack of autonomy Subscale”;“Hypochondria’s”;“Low self-esteem Subscale”;“Compulsive action or abstraction Subscale”；“Anxiety Subscale”；“Guilt Subscale”. 3.The REGC for increasing the rational beliefs showed no immediate and follow-up effect in the “the child life beliefs scale”. 4.The REGC for increasing the rational beliefs showed no immediate effect in the“imposed to be approved Subscale ”;“over expectancy Subscale”;“Overgeneralization Subscale”;“frustration response Subscale”;“wrong emotional response Subscale”;“over anxiety and depression Subscale”;“avoids a difficulty Subscale”;“over depence Subscale”;“Fixed-Absolute Subscale”;“over Considerate Subscale”;“perfectionism Subscale”. 5.The REGC has the positive effect on the experimental members. The members hold the positive attitudes toward the overall activities of the counseling with rational-emotive behavior counseling from the feedbacks and interviews, and they consider that counseling provides help in improving their depressive emotion. Key words: Rational-emotive Behavior group counseling, single-parent children, emotional stability , rational beliefs
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袁美雲. "The Effects of Rational-Emotive Group Counseling on the Elementary School Teachers'' Rational Beliefs and Emotional Stability." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/37317709982683520418.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
85
The main purpose of this study was to investigate the effects of the Rational-Emotive Group Counseling (REGC) on the rational beliefs and emotional stability in the teachers for one elementary school teachers. The subjects of this study consisted of a selection of twenty elementary teachers in one elementary school. The pretest-posttest equivalent-group design was adopted in the study. The subjects were divided into two groups by random assignment. The experiment group received the REGC twelve times in two months(average ninety minutes per session), and the control group received no treatment. The study used"Rational Beliefs Inventory" and "Emotional Stability Inventory" to conduct pretest, posttest, and follow-up measures. The data was analyzed by using the analysis of covariance. Results were summarized as follows: 1.The REGC had significant, immediate effects on the elementary teachers'' rational beliefs rated by themselves, but there were no significant, follow-up effects on it. 2.The REGC had significant, immediate effects on the elementary teachers'' "Approval Need", "Self-Expectation" , "Perfection" ,"Dependency" and "Importance of Change" of rationl beliefs, and there were significant, follow-up effects on them. 3.The REGC had significant, immediate effects on the elementary teachers'' "Blame" of rational beliefs, but there were no significant, follow-up effects on it. 4.The REGC had no significant, immediate effects on the elementary teachers'' "Anxiety" of rational beliefs, and there were no significant, follow-up effects on it. 5.The REGC had signifcant, immediate effects on the elementary teachers'' emotional stability rated by themselves, and there were significant, follow-up effects on it. 6.The REGC had significant, immediate effects on the elementary teachers'' "Guilt" of emotional stability rated by themselves, and there were significant, follow-up effects on it. 7.The REGC had significant, immediate effects on the elementary teachers'' "Anxiety" of emotional stability rated by themselves, but there were no significant, follow-up effects on it. 8.The REGC had no significant, immediate effects on the elementary teachers'' "Low Self Esteem" of emotional stability rated by themselves, and there were no significant, follow-up effects on it. 9.The REGC had no signifcant, immediate effects on the elementary teachers'' "Lack of Happiness", "Lack of Autonomy" and "Hypochondria''s" of emotional stability rated by themselves, and there were no significant, follow-up effects on them. Last, several suggestions for further researcher concerning the rational beliefs and emotional stability in elementary school teachers were proposed in this study.
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Ralenala, Maropeng. "A case study of romantic disappointment : betrayal, rejection and irrational beliefs." Thesis, 2011. http://hdl.handle.net/10210/4222.
Full textAbstract:
M.A.Disappointments in romantic relationships can have distressing and prolonged cognitive, emotional and behavioural effects. This study explored such disappointments in the form of betrayal, rejection and the accompanying beliefs, emotions and behaviours using the Rational Emotive Behaviour Therapy theoretical framework. A theory-building positivistic case study design was implemented. Five participants completed a quantitative measure of REBT beliefs, the Shortened General Attitudes and Beliefs Scale, and participated in a semi-structured interview. The experience of a romantic betrayal or rejection elicited greater irrational than rational beliefs, and more dysfunctional than functional outcomes (emotions and behaviours) for each participant. The implications for clinical practice are discussed using the REBT theoretical framework.
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Chen, Bo-Hung, and 陳柏宏. "The effect of psychological distance and rational-experiential system on paranormal beliefs." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40150572309239191992.
Full textAbstract:
碩士國防大學政治作戰學院
心理碩士班
99
Based on the propositions of construal level theory ( CLT ) and cognitive-experiential self theory (CEST), this research propose that decreasing psychological distance (PD)of paranormal events may lead individuals to represent the events by its specific features (low-level construal), thereby enhance their paranormal beliefs. In additions, past research has found that experiential system is related to paranormal beliefs, whether rational system is not. Thus, rational-experiential system may moderate the relationship of PD and paranormal beliefs. The relationship of PD and paranormal beliefs may be stronger for rational individuals than experiential ones. In Study 1 ( N = 60 ), participants were randomly assignedto either a proximal or distal psychological distance condition. Rational-experiential inventory ( REI ), paranormal belief about ghost, positive and negative affect scales and manipulation check of PD were then administrated. In Study 2 ( N = 100 ), the procedure was almost identical to Study 1 except using a different ghost story and a short version REI. Results of two studies indicated that neither the main effect of PD on paranormal belief, nor the interaction of PD×rational –experiential system are significant. The hypotheses of current research were not supported.
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Wang, Renxuan. "Subjective Beliefs and Asset Prices." Thesis, 2021. https://doi.org/10.7916/d8-zg1w-c764.
Full textAbstract:
Asset prices are forward looking. Therefore, expectations play a central role in shaping asset prices. In this dissertation, I challenge the rational expectation assumption that has been influential in the field of asset pricing over the past few decades. Different from previous approaches, which typically build on behavioral theories originated from psychology literature, my approach takes data on subjective beliefs seriously and proposes empirically grounded models of subjective beliefs to evaluate the merits of the rational expectation assumption. Specifically, this dissertation research: 1). collects and analyzes data on investors' actual subjective return expectations; 2). builds models of subjective expectation formation; 3). derives and tests the models' implications for asset prices. I document the results of the research in two chapters.
In summary, the dissertation shows that investors do not hold full-information rational expectations. On the other hand, their subjective expectations are not necessarily irrational. Rather, they are bounded by the information environment investors face and reflect investors' personal experiences and preferences. The deviation from fully-rational expectations can explain asset pricing anomalies such as cross-sectional anomalies in the U.S. stock market.
In the first chapter, I provide a framework to rationalize the evidence of extrapolative return expectations, which is often interpreted as investors being irrational. I first document that subjective return expectations of Wall Street (sell-side, buy-side) analysts are contrarian and counter-cyclical. I then highlight the identification problem investors face when theyform return expectations using imperfect predictors through Kalman Filters. Investors differ in how they impose subjective priors, the same way rational agents differ in different macro-finance models. Estimating the priors using surveys, I find Wall Street and Main Street (CFOs, pension funds) both believe persistent cash flows drive asset prices but disagree on how fundamental news relates to future returns. These results support models featuring heterogeneous agents with persistent subjective growth expectations.
In the second chapter, I propose and test a unifying hypothesis to explain both cross-sectional return anomalies and subjective return expectation errors: some investors falsely ignore the dynamics of discount rates when forming return expectations. Consistent with the hypothesis: 1) stocks' expected cash flow growth and idiosyncratic volatility explain significant cross-sectional variation of analysts' return forecast errors; 2). a measure of mispricing at the firm level strongly predicts stock returns, even among stocks in the S&P500 and at long horizon; 3). a tradable mispricing factor explains the CAPM alphas of 12 leading anomalies including investment, profitability, beta, idiosyncratic volatility and cash flow duration.
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Chien, Hsiu-wen, and 簡秀雯. "A Study of Group Counseling Effects of Rational Emotive Behavior Therapy on Transnatioal Family Children's Rational Beliefs, Self-Concept and Life Adjustment." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/85948182808349967293.
Full textAbstract:
碩士國立高雄師範大學
輔導與諮商研究所
96
A Study of Group Counseling Effects of Rational Emotive Behavior Therapy on Transnational Family Children’s Rational Beliefs, Self-Concept and Life Adjustment Hsiu-wen Chien Abstract The study was to explore the group counseling effects of Rational Emotive Behavior Therapy（REBT） on transnational family children’s rational beliefs, self-concept and life adjustment. The pretest-posttest quasi-experimental design was used in the study. Participants in the study included 24 4th~6th grade children from transnational family in Kaoshiung County. The experimental group（N=12） had 18 group counseling sessions of REBT in 9 weeks. The control group (N=12) received no treatment. All participants received the pretest and the posttest of the Children Irrational Beliefs Scale, the Children Self-Concept Scale, and Life-Adjustment Scale. One-way Analysis of Covariance (ANCOVA), with the pretest used as a covariance, was used to test the hypotheses. If the data, however, failed to satisfy the assumption of ANCOVA, Johnson-Newman method was used for significant analysis. The results of the study included: 1. The group counseling of REBT for increasing the rational beliefs showed no immediate effects in the “imposed to be approved”; “over expectancy ”; “frustration response ”;“wrong emotional response ”; “over anxiety and depression”; “avoiding a difficulty ”; “over dependence”; “Fixed-Absolutism ”;“over consideration ”; and “perfectionism ”. 2. In the “ child life beliefs ” and “over-blaming”, children in the experiment group with high pretest scores obtained statistically higher scores than children in the control group in posttest. Children in the experiment group with low pretest scores obtained statistically lower scores than children in the control group in posttest. 3. The group counseling of REBT for increasing the rational beliefs showed no follow-up effects in the “child life beliefs ”;“imposed to be approved ”; “over expectancy”;“over-blaming”;“frustration response”;“wrong emotional response”; “over anxiety and depression”; “avoiding a difficulty”; “over dependence”;“Fixed-Absolutism”; “over consideration ”; and “perfectionism ”. 4. The group counseling of REBT for increasing self-concept showed immediate effects in the “family self-concept”; “emotion self-concept”; “appearance self-concept”; and “body self-concept”. 5. In the “Children Self-Concept Scale” and “School Self-Concept Subscale”, children in the experiment group with high pretest scores obtained statistically higher scores than children in the control group in posttest. Children in the experiment group with low pretest scores obtained statistically lower scores than children in the control group in posttest. 6. The group counseling of REBT for increasing self-concept showed follow-up effects in the “family self-concept”; “emotion self-concept”; and “body self-concept”. 7.In the “Children Self-Concept Scale” ;“School Self-Concept Subscale “and “Appearance Self-Concept Subscale”, children in the experiment group with high pretest scores obtained statistically higher scores than children in the control group in follow-up test. Children in the experiment group with low pretest scores obtained statistically lower scores than children in the control group in follow-up test. 8. The group counseling of REBT for increasing the life adjustment showed no immediate and follow-up effects. Based on the results, some suggestions for schools and for future researches were provided. Keywords: Rational Emotive Behavior Therapy, transnational family children, rational beliefs, Self-concept and life adjustment
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Lin, Yi-Lu, and 林意綠. "The Relationship Among The Divorced Rational Beliefs, Trait Anger and Divorce Adaptation in Divorcement." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/40331459743564336785.
Full textAbstract:
碩士國立屏東師範學院
教育心理與輔導研究所
90
This study was to aim at studying the relationship among rational beliefs, trait anger and divorce adjustment for the divorced. There were six main purposes: First, to creat a scale of the rational beliefs for the divorced, second, to analysis the divorced irrational beliefs, trait anger and divorce adjustment in the current situation, third, to investigate whether differences in the irrational beliefs, trait anger and divorce adjustment for the divorced are correlated with differences in background variable. forth, to investigate the relationship among the irrational beliefs, trait anger and divorce adjustment, fifth, to investigate whether the background variable, irrational beliefs,and trait anger for the divorced could predict divorce adjustment, and sixth, to conclude the research results and to propose some suggestions for the divorced counseling and for the future study. This study employed purpositive sampling and had two hundred thirty-nine samples. The findings were as follow. (a)."The scale of the divorced irrational belief " had good consistency and test-retest reliability. There were also good for the content validity and construct validity. This scale could examine the frequency of eleven kinds irrational beliefs for the divorced. (b) The frequency of the divorced irrational beliefs tend to middle. The worst situation was "proneness to blame". (c) The frequency of the divorced trait anger tend to middle. (d) The divorced adjustment roughly good, nearby " agree ". The best situation was "children breeding" , the worst situation was "economy". (e) There was significant difference for the divorced "imposed to be approved", "high self-esteem", "proneness to blame" , "over frustration response", "perfectionism" on irrational beliefs and " personal emotion and feeling ", "children breeding", "opposite sex contact" on divorced adjustment in the diffeent sex. (f) There was significant difference for the divorced on irrational beliefs and "economy", " personal emotion and feeling ","social relationship", "connected with ex-wife (or ex-husband)","opposite sex contact" on divorced adjustment in the diffeent education. (g) There was significant difference for the divorced on irrational beliefs and "economy", "connected with ex-wife (or ex-husband)", "children breeding", "opposite sex contact" on divorced adjustment in the diffeent years of divorce. (h) There was significant difference for the divorced "proneness to blame" , "fixed" on irrational beliefs and "opposite sex contact" on divorced adjustment in the diffeent remarried wish. (i)There was significant difference for the divorced adjustment in the different vocation, income, and the reason of divorce. (j) There were significant relationships between irrational beliefs and trait anger. The "wrong emotional response " was of the most significant. (k) There were significant negative relationships between irrational beliefs and divorce adjustment. The relationships between "wrong emotional response " and "social relationship" were of the most significant. (l) There were significant negative relationships between trait anger and divorce adjustment. The "personal emotion and feeling " was of the most significant. (m)Background variables, irrational beliefs had the united prediction for the divorced adjustment. The best predictive belief was " avoidance to difficulties " . The limitation of this study, other possible explanations of the results, as well as for the future researchers were also discussed in this thesis.
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Booyens, Lorraine. "Streshantering by studente aan 'n teologiese kollege deur middel van Rasioneel Emotiewe Terapie." Diss., 2002. http://hdl.handle.net/10500/935.
Full textAbstract:
Text in AfrikaansStudents who study part time find themselves in a situation, with much pressure, which causes stress. The reason for this study was therefore to investigate the effectiveness of Rational Emotive Therapy as a coping technique for students in order to handle stress. A qualitative analysis was conducted and data was gathered primarily through group therapy and interviewing. The results of the research led to the conclusion that Rational Emotive Therapy could be effectively applied by students as a stresscoping mechanism
Educational Studies
M.Ed.
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Ralenala, Maropeng. "A case study of romantic disappointment : betrayal, rejection and irrational beliefs." Thesis, 2014. http://hdl.handle.net/10210/12279.
Full textAbstract:
M.A. (Clinical Psychology)Disappointments in romantic relationships can have distressing and prolonged cognitive, emotional and behavioural effects. This study explored such disappointments in the form of betrayal, rejection and the accompanying beliefs, emotions and behaviours using the Rational Emotive Behaviour Therapy theoretical framework. A theory-building positivistic case study design was implemented. Five participants completed a quantitative measure of REBT beliefs, the Shortened General Attitudes and Beliefs Scale, and participated in a semistructured interview. The experience of a romantic betrayal or rejection elicited greater irrational than rational beliefs, and more dysfunctional than functional outcomes (emotions and behaviours) for each participant. The implications for clinical practice are discussed using the REBT theoretical framework.
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Andrews, Stephanie Kuna. "An examination of the integration of traditional core content areas in a kindergarten music classroom : a music specialist’s rationale, understandings, and perceptions." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2845.
Full textAbstract:
The purpose of this research study was to examine the instructional strategies, rationale, understandings, and perceptions of an elementary music specialist, Michelle Roberts, regarding the integration of traditional core content areas (TCCAs) in the kindergarten music classroom. This study sought to scrutinize the characteristics and details of Michelle’s teaching through Elliot Eisner’s notions of educational connoisseurship and criticism and through his conceptualization of educational research and practice as art. A number of early childhood educators and researchers have stressed the importance and pedagogical efficacy of using interdisciplinary, holistic instructional approaches with young children. Such approaches have the potential to create space for a humanizing education in the early childhood classroom.
This qualitative research study was conducted at a public elementary school in a large, urban district in Texas, between September 18, 2009 and January 26, 2010. The participant was Michelle Roberts, an elementary music specialist with nearly 25 years of teaching experience. Data sources included classroom observations, examination of instructional artifacts, and semi-structured interviews.
Following analysis of the data, three conclusions concerning the music specialist’s rationale, understandings, and perceptions regarding the integration of traditional core content areas and kindergarten music instruction were drawn. First, Michelle’s rationale, understandings, and perceptions regarding the integration of the TCCAs and kindergarten music instruction were grounded in her wealth of teacher knowledge and skills and in her beliefs regarding teaching. Second, Michelle’s rationale for the integration of the TCCAs and kindergarten music instruction was that it allowed her to educate her students in the most fitting manner possible and that it made learning “solid” or “a complete picture” for the students. Third, Michelle’s perceptions and understandings regarding the integration of the TCCAs and kindergarten music instruction were grounded in three beliefs: (a) the integration of the TCCAs and music instruction is beneficial for young children; (b) it is important to maintain the integrity of the discipline of music when integrating instruction in the TCCAs and kindergarten music instruction; and (c) music cannot be taught in isolation from other content areas.text
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Kufakunesu, Moses. "The influence of irrational beliefs on the mathematics achievement of secondary school learners in Zimbabwe." Thesis, 2015. http://hdl.handle.net/10500/20072.
Full textAbstract:
This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study.Psychology of Education
D. Ed. (Psychology of Education)
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Bukor, Emese. "Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-constructing and Re-connecting Personal and Professional Selves." Thesis, 2011. http://hdl.handle.net/1807/31700.
Full textAbstract:
This research explored the complexity of language teacher identity from a holistic perspective involving two features: the integration of teachers’ personal and professional experiences, and the application of conscious/rational and intuitive/tacit thought processes.
The study examined four ESL teachers’ beliefs, perceptions, and interpretations about the influences of their important personal, educational, and professional experiences on the development of their teacher identity. It also investigated the overall impact of an autobiographical reflective process combined with a guided visualization activity on the re-construction of participants’ perceptions of teacher identity.
The interdisciplinary theoretical orientation was grounded in theories and concepts from psychology and educational research, e.g., Personal Construct Theory (Kelly, 1955, 1963), the complementary nature of reason and intuition, and the concept of “perspective transformation” (Mezirow, 1978, 2000). The methodology was heuristic research (Moustakas, 1990, 1994) and methods included reflexive autobiographical journaling, guided visualization, and in-depth interviews.
The results confirm that teacher identity is deeply embedded in one’s personal biography. Participants’ beliefs, perceptions, and interpretations nurtured in the family environment strongly influenced their school experiences, career choice, instructional practice, teaching philosophy, and teacher identity. The use of the guided visualization technique, integrated with rational reflection, considerably enhanced the depth and breadth of participants’ self-understanding and personal/professional growth, which is an important methodological contribution of the study for teacher development.
The results strongly suggest that it is essential to explore teachers’ personal life experiences in order to gain a holistic understanding of the dominant influences on the development of teacher identity. The study presents a model for designing a longitudinal professional development program offered in a series of workshops to raise teachers’ awareness of the implicit influences on teacher identity and instructional practice through the application of both conscious/rational and intuitive/tacit methods to access their beliefs, perceptions, and interpretations of their life experiences.
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Kleňha, Jan. "Racionální Iracionalita v USA." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-357892.
Full textAbstract:
In this thesis, the theory of rational irrationality is used to explore the incentives behind seemingly irrational beliefs held by a large part of the contemporary American society towards anthropogenic climate change. Applying causal analysis, three questions are answered: "is it rationally irrational for people to be indifferent towards climate change?" "Are Americans inherently more likely than others to hold irrational beliefs about global issues such as climate change?" If so, "is this phenomenon rooted in certain values that constitute the American identity?" The author focuses on specific "American values" and uses statistics and recent empirical studies to find correlations and causality between those values and the exhibited behavior of individuals, while discussing its possible causes and implications. The study concludes that the root cause of irresponsibility of the American citizen towards climate change is a lack of social mechanisms rewarding individuals for holding epistemologically accurate beliefs. The author then proposes a set of general measures to be prioritized in order to improve social reward mechanisms in the American society. If implemented, those measures should be able to effectively enforce epistemic rationality in the U.S. political debate, which is desirable...