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1
Carper, Teresa. "THE EFFECTS OF PSYCHOEDUCATION ON THOUGHT-ACTION FUSION, THOUGHT SUPPRESSION, MAGICAL THINKING, AND RESPONSIBILITY." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3718.
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Thought-action fusion (TAF) is the phenomenon whereby one has difficulty separating cognitions, particularly those that are intrusive and disturbing, from their corresponding behaviors. Recent work has suggested that TAF is malleable and amenable to change. The current study examined the effects of three different psychoeducational interventions on thought-action fusion, anxiety, thought suppression, magical thinking, and responsibility cognitions. Assessments were conducted both immediately following the interventions and after a two-week period. Results indicated that individuals who received a cognitive-based intervention that targeted irrational thoughts had significantly lower TAF scores than individuals who received an intervention that discussed thoughts from a non-evaluative framework and individuals in the control group, both immediately following the intervention and at the two-week follow-up. As hypothesized, all groups experienced a significant decrease in anxiety between the post-intervention and follow-up assessments; however, there was a trend towards significance for those who were exposed to the cognitive-based intervention to experience a greater decrease in anxiety than those in the control group. The cognitive-based intervention group was the only group that did not experience a significant increase in thought-suppression from baseline to post-intervention, and was also the only group to experience an increase in both frequency of and belief in low-responsibility thoughts from baseline to follow-up. No significant group differences were found for the construct of magical thinking. Implications are discussed.<br>Ph.D.<br>Department of Psychology<br>Sciences<br>Psychology PhD
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Martin, Gwen A. ""Thinking the truth"." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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May, J. "The cognitive analysis of flexible thinking." Thesis, University of Exeter, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377321.
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Keyton, Michael M. (Michael Murray). "The Development and Interpretation of Several Symbolic Models of Thought." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331860/.
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Philosophical and physiological investigations define thought to be the result of thinking. psychological Inquiry has mainly focused on discovery of the mechanisms and topology of thought. Philosophical Inquiry either has explored the mind-body problem or has analyzed the linguistics of the expression of a thought. However, neither has Investigated adequately phenomenal characteristics of thought Itself, the Intermediary between the production and the expression of a thought. The use of thought to analyze phenomenal characteristics of thought engenders a paradox. If the expression of thought requires finite series of linked words with rules governing syntax, then analysis of both the thought and the expression of the thought must necessarily transcend the linguistic level. During the last century many examples of logical paradoxes In linguistics of thought have been given. The culminating difficulty of dealing with a finite structure, a characteristic of any language, Is Godel's Incompleteness Theorem, which says in essence that in order to render all decisions about a finite system requires the use of material outside the system. Thus, a potentially complete interpretation of thought must use some technique which is basically non-linguistic . Wittgenstein proposed such a method with his "Picture theory. " This technique solves the major paradoxical problem generated by investigation of a reflective system using the system itself , but leaves unsolved the question of ultimate resolution . Using pictorial models with examples to assist in understanding phenomenal characteristics of thought, this paper investigates basic units of thought, attempting to identify properties of a basic unit of thought and of the collection of thoughts for a person, and analyzes relationships and interactions between units of thought.
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Moir, Philip. "Training continuing educators for divergent thinking /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7698.
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Schuller, Sarah Anne. "Thinking food: the human connection in thought and act." Thesis, Boston University, 1998. https://hdl.handle.net/2144/27762.
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Boston University. University Professors Program Senior theses.<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>2031-01-02
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Ngan, Man-fong Ophelia, and 顏文芳. "Do local and international school students in Hong Kong have different thinking styles?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198882.
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This study had two objectives. The first objective was to investigate whether or not local and international school students in Hong Kong have different thinking styles. The second objective was to examine the predictive power of socialization variables for thinking styles among students in secondary schools. Three hundred and two students from three schools in Hong Kong responded to the Thinking Styles Inventory – Revised II based on Sternberg’s theory of mental style government, and a survey on two groups of socialization variables: student characteristic and school environment. The student characteristic variables included personological and situational variables, while the school environmental variables included in-class experience and assessment-related variables.
Results indicated that there were statistically significant differences in thinking styles between local and international school students in Hong Kong. Results also indicated that the subgroup of in-class experience was the most powerful in predicting thinking styles at the international school, the subgroup of assessment-related variables was the most powerful in predicting thinking styles at the traditional local school, and the subgroup of personological characteristics was the most powerful in predicting thinking styles at the direct subsidy scheme local school. Implications of the findings are discussed for parents, teachers, school administrators and policy makers.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Farber, Kathleen S. "Thought and knowledge : a neurophysiological view /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541709041.
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Korab-Karpowicz, Wlodzimierz Julian. "The Presocratic thinkers in the thought of Martin Heidegger." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313569.
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Carper, Teresa Lynn. "The effects of psychoeducation on thought-action fusion, thought supression [sic], magical thinking, and responsibility." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002691.
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Tan, Li-hua. "Primary school students' thinking processes when posing mathematical word problems." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425155.
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Kinghorn, Eugene John. "The visually impaired child: A thinking and thought stylization program." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186636.
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Programs that specifically teach thinking for children with visual impairment(s) in the public school and are not bound to any specific subject or content area prove to be a rare commodity. The majority of the research literature for the visually impaired, addresses approaches for intellectual assessment, the dispellment of discrimination towards this population or functional living and mobility training issues. A program which takes into account what children with visual impairments can do with their available, or untapped senses, for training in thinking and thought stylization is sorely needed. A thinking framework that could prove to be generic for children with congenital and adventitious visual impairments, as well as be generic for any subject or content area that would be selectively legislated by the child, can provide a significant impact for those who have limited or complete loss/use of sight. This study adopts the learning theory developed by T. Frank Saunders in which the nature of knowledge and intellectual functioning is regarded as "... not... something one has, but something one does," and intellectual functioning cannot be viewed as "a magnitude (or) a quantity, but a skill (where) intelligence is not a thing, but a process of applying systems of integrating ideas" (Saunders, 1973, p. 14). In addition, this study also provides an illustrative case in which the thinking style (abstraction skills in a pattern) of a child with visual impairment(s) can be described and identified, contextualized, and legislated by the child in ways that will enhance her/his educational performance.
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Jaworski, Michael Dean. "Thought Without Language: an Interpretationist Approach to the Thinking Mind." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276576639.
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Schrader, Margaret Anne. "Thought style analysis: A method for analyzing patterns of thinking." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185280.
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Increasing demands for improving thinking in all facets of society determined the need for this study. Thinkers must be able to improve the quality of their thinking to succeed in a rapidly changing, highly technological world. This study examined thought style as a way of patterning thought, resulting in different qualities. The purpose of this study was to develop a means for thinkers to recognize and select alternative thought styles, by examining steps in the stylization process. Most educational programs to improve thinking do not focus on thinkers' thought patterns. A model is necessary to structure components of thinking patterns, and to orchestrate the steps in the examination of the patterns. The Inquiry Cube model developed by Dr. T. Frank Saunders was used for this purpose in this study. The process of collecting and analyzing data about thought patterns described in this study could be implemented by thinkers. Future plans include adapting this design for an expert system to take advantage of computer aided diagnosis. The Cube model, and the process for analyzing thought patterns described in this study should facilitate collection of information about manifestations of thought style and the development of a computerized system to analyze thought style.
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Whaling, Thomas Francis. "Being Thought and Thinking Being in Hegel's Science of Logic." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/491192.
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Philosophy<br>Ph.D.<br>My aim in this dissertation is to explain Hegel’s motivation for, and the doctrine of, the identity of the identity and difference of thought and being and argue that while thought and being differ, their nature is identical. This identity is used to explain Hegel’s claim that what is real is rational and what is rational is real. The aim of this dissertation is squarely placed within ontology, and my interest is in the structure of being as opposed to metaphysical contents. Within this structure, I argue, Hegel shows us the irreversible method of that which comes to be and ceases to be. This method (or nature) is a rational process of being itself, which, while its contents are forever changing, they do so from the same invariant identity of thought and being. As a matter of method, there is an increasing difficulty in assessing the merit of Hegel’s account of thought and being – obscuring what merit my interpretation may offer. The difficulty is a growing trend in combining Hegel’s work with specific Kantian ambitions where Hegel is forced into cognitive restrictions he does not have. As indebted as Hegel is to Kant, I argue that Hegel’s value lies in his break with Kant’s critical program. This break affords a new understanding of category theory apart from our subjective acts of understanding. With this new understanding, we can grasp the identity of thought and being through what I take to be a more promising account of cognition than what much of contemporary Hegel scholarship has offered by interpreting Hegel’s work as a completion of Kant’s. I sequence the chapters of this dissertation to trace Hegel’s increasing philosophic distance from Kant on those issues that interfere with understanding Hegel’s identity of thought and being. However, to demonstrate this distance and still progress to Hegel’s position apart from Kant, I limit my discussion of Kant to Hegel’s interpretation of Kant’s work and motivation. This limitation comes with the weakness that Kantian responses to Hegel exist but are not presented. However, this dissertation does not aim at defending Hegel’s interpretation of Kant but explains what Hegel has made of Kant’s texts to further Hegel’s arguments. Lastly, for what philosophic utility may be gained from this dissertation, Hegel offers the freedom for critical investigation regarding ontological and metaphysical matters without the presupposition of metaphysical commitments. This topic is treated at length in the last chapter of this dissertation. What is presented in this dissertation is a method by which no more is assumed than the inability to deny that thought exists, as such a denial presupposes thought, and then to trace the implications of the existence of thought according to what its occurrence signifies. Employing this method allows us to be metaphysically neutral and approach being as philosophically accessible.<br>Temple University--Theses
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Chittleborough, Philip. "Psychological perspectives on the perception, appraisal, and production of everyday arguments /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phc5441.pdf.
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Akan, Şule Özkan. "Teacher' perceptions of constraints on improving student thinking in high schools." Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/683631/index.pdf.
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Metzler, Theodore Albert. "A model of interacting visual and verbal components in human thought /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662144542.
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Leaf, Caroline. "The mind-mapping approach a model and framework for geodesic learning /." Pretoria : [s.n.], 1997. http://upetd.up.ac.za/thesis/available/etd-05042010-115145.
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Boyd, Roger F. "Modes of thought in secondary school art." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36645/1/36645_Digitised%20Thesis.pdf.
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There is an emphasis in current school education on the teaching of thinking skills, yet there has been little research into the modes of thought that are appropriate for
secondary school Art students. A range of qualitative methods were used in this study of eminent professional artists and secondary school Art students. Interviews and observation were used to examine the ways artists and students think in going about the art process of finding ideas, conceptualising or developing those ideas and resolving those ideas in the production of artworks. Eight modes of thought, each with numerous micro-skills, were derived from the data. The modes of thought proposed are Creative Thinking, Intuitive Thinking, Life Theme, Metaphorising, Visual Thinking,
Conceptualisation, Critical Thinking and Reflective Thinking.
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Runnion, Brett Matthew. "Evidence for unconscious thought in complex decisions the result of a methodological artifact or of an active thought process /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/runnion/RunnionB0509.pdf.
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Previous research has suggested that a period of unconscious thought can result in judgments that are equal or superior to those of conscious thought (Dijksterhuis, 2004). The existence of unconscious thought as a decision-making process is controversial. In fact, it has been suggested that unconscious thought is not a process rather the evidence supporting it is the result of a methodological artifact (Lassiter et al., in press) that only occurs when participants can retrieve online judgments. This thesis attempts to resolve this controversy. Participants received information describing 4 cars (acquisition stage) that were described by twelve dichotomous attributes (e.g., good/poor mileage). The best car possessed mostly positive characteristics and the worst car had mostly negative characteristics. Participants were told before or after the information was presented, that they would be forming an impression of the four cars. They were then allowed to think about the cars consciously for 4 minutes, were distracted for 4 minutes (unconscious thought), or were asked to make an immediate decision without thinking. When the instructions to form an impression were received before acquiring the information, the participants could form online judgments during acquisition. These could later be retrieved when participants reported their attitudes. When the instructions to form an impression were received after participants acquired the information, they could not form online judgments, but could form only memory-based judgments after the information was presented. Without online judgments, participants are forced to rely on memory-based judgments. Thus, if participants in the unconscious-thought condition formed more favorable attitudes toward the best car relative to the attitudes formed by the participants in the other two conditions, a thought process must be occurring. Additionally, these attitudes should transfer to choosing the best car as well. However, the results of this thesis failed to replicate previous research (Lassiter et al., in press) as the dependent measures failed to reach significance.
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Paul, William James, and University of Lethbridge Faculty of Education. "Teacher stories in thought and action." Thesis, Lethbridge, AB : University of Lethbridge, Faculty of Education, 1989, 1989. http://hdl.handle.net/10133/22.
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The primary purpose of this study was to investigate a biographical approach to understanding how we, as teachers and co-researchers, think and act; and how we have come to think and act the way we do in our classrooms. The term autobiographic praxis was central to the study as a specific conceptualization of a teacher's knowledge. Until this study, autobiographic praxis existed as a biographical conceptualization of a teacher's personal, practical and professional knowledge based. This study used the work of Butt and Raymond who, with two teachers, Lloyd and Glenda, working as co-researchers, explored and reported these two teacher's stories highlighting elements of their knowledge held. Based upon that work, this study, through ethnographic field work, returned to the respective teachers classrooms and utilized elements of their stories to guide both observation and interviews about their classroom practices. This exploration of teacher knowledge held and teacher knowledge expressed was an attempt to show the potential of a methodology which integrates autobiography, classroom observation and biographic and ethnographic interviews. The results with respect to the two teachers, Lloyd and Glenda, indicated that:(1) the substance and process of knowledge they held can be accessed through collaborative autobiographic inquiry, and (2) that the knowledge expressed as elements of classroom action can be observed in a stronger interpretive light if guided by understandings of their stories, such that (3) methodologically through biographic and ethnographic interviews elements of knowledge held, as revealed through autobiography, can be brought into a dialogue with the actions of knowledge expressed, as observed through ethnographic
participant observation, and thus (4) the resultant findings were that in the thoughts and actions of the two teachers significant indicators were present to illustrate a strong harmonic relationship between who they were as persons, and who they were as teachers, due specifically to a synchronicity between their knowledge held and knowledge expressed. The process, of doing the sudy, illustrated the potential of biographic conceptualization of teacher knowledge accessed through a method of inquiry which featured story, observation and interview. The findings of this study were considered desirable in that teachers and researchers, working together, should attempt to engage in action research concerned with achieving a dialogue between teacher thought and action.<br>x, 194 leaves : ill. ; 28 cm.
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Hannula, Markku. "Affect in mathematical thinking and learning /." Turku : University of Turku, 2004. http://kirjasto2.utu.fi/julkaisupalvelut/b/annaalit/B273.html.
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Mandrigin, Alisa. "Concept of self : thinking of oneself as a subject of thought." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7863.
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We can think about ourselves in a variety of ways, but only some of the thoughts that we entertain about ourselves will be thoughts which we know concern ourselves. I call these first-person thoughts, and the component of such thoughts that picks out the object about which one is thinking—oneself—the self-concept. In this thesis I am concerned with providing an account of the content of the self-concept. The challenge is to provide an account that meets two conditions on first-person thought. The account must show how we are aware of ourselves when we entertain first-person thoughts, so that we have an account that establishes the cognitive significance of first-person thoughts. But, in addition, this awareness must be as robust as the thinker’s ability to entertain first-person thoughts if our account is to respect the guaranteed referential success of the self-concept. I introduce both the subject matter of the thesis, and the constraints on a satisfactory account of that subject matter in the first chapter. In the second chapter I then set up a further problem: much of our self-knowledge is knowledge of our current mental states and it is often argued that we know about and can ascribe those mental states on the basis of introspection alone. The first constraint on an account of first-person thought described in the preceding paragraph requires that we be aware of ourselves in some way if our thoughts are to have the special cognitive significance of first-person thoughts. Yet, I argue, we neither do nor can introspectively observe a subject of thought and experience when we come to know about our mental states and experiences. The failure of introspection to supply us with perceptual information about a subject of thought presents us with the further potential problem. According to Fregean semantics sense determines reference: we count on the content of the elements of thought to determine the reference of terms that are used to express those elements. If we do not introspectively observe a subject of thought then we seem to be at a loss to account for the concept and we are at risk of having to accept that neither the self-concept nor the first-person pronoun are referential. In the remainder of my thesis I consider various responses that we can offer to this problem. First, I examine whether we can avoid the problem with an alternative account of first-person reference according to which reference is fixed by a reflexive rule, and whether we can also base an account of first-person thought on this account of first-person reference. Secondly, I look at the descriptivist view of first-person thought which could potentially provide both an account of first-person thought and first-person reference. These two suggestions must be rejected on the grounds that they fail to accommodate the special cognitive significance of first-person thought. A third approach to first-person thought argues that we employ an objective self-concept when we think about ourselves, a concept that is informed by bodily experience, rather than by introspective observation of a subject. Yet such an account cannot make sense of first-person thoughts in which we question our own embodiment. Lastly I consider whether it is possible to explain the cognitive significance of first-person thought in terms of non-conceptual first-person contents.
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CARNE, PEDRO HENRIQUE PASSOS. "COGNITIVE APPROACH TO SINGULAR THOUGHT AND THE CASE OF NUMERICAL THINKING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26851@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>BOLSA NOTA 10<br>A presente tese tem como objetivo discutir o fenômeno do pensamento
singular. Mais precisamente, meu propósito é o de investigar criticamente os
fundamentos da tese que afirma existirem pensamentos singulares sobre números
naturais. Para desenvolver tal investigação, aborda-se, por um lado, o papel
desempenhado pelos pensamentos singulares em nossa vida mental, e, por outro,
os debates acerca das condições a serem satisfeitas no desenvolvimento de tais
pensamentos. A argumentação aqui construída favorece uma abordagem cognitiva
para os pensamentos singulares, o que significa que as condições a serem
satisfeitas em seu desenvolvimento devam ser consideradas como cognitivas,
assim como o papel desempenhado por eles, os pensamentos singulares, em nossa
vida mental. Deste modo, procuro argumentar que se a questão sobre a
possibilidade de um indivíduo desenvolver pensamentos singulares sobre números
naturais recebe uma resposta positiva, isso se deve ao fato de que tal possibilidade
constitui-se como um fato cognitivo. Em consequência, sendo um fato cognitivo,
também se procura argumentar que a investigação ontológica sobre a natureza dos
números naturais, embora possivelmente relevante, não é essencial para
fundamentar a tese sob análise.<br>In this dissertation, I tackle the issue of singular thought. More precisely,
my main purpose is to critically investigate the grounds for the claim that there
are singular thoughts about natural numbers. To do so, I review some of the
debates concerning the conditions to be met in order to have (be ascribed) such
thoughts and the role played by singular thinking in our mental lives. I clearly
favor here a cognitive approach, which means that the conditions to be met must
be thought of as cognitive, and the role played by singular thinking in our mental
lives as cognitive too. Accordingly, I argue that if the question as to whether one
can have singular thoughts about natural numbers is to be given a positive answer,
it is because it is a cognitive fact that one can. Being a cognitive fact, I also argue
that an ontological investigation into the nature of natural numbers, though
possibly relevant, is not essential to support the claim under analysis.
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Ab, Kadir Mohammad Akshir. "Rethinking Thinking Schools, Learning Nation: teachers’ and students’ perspectives of critical thinking in Singaporean education." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7022.
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One of the key thrusts in Singapore’s Thinking Schools, Learning Nation (TSLN) educational vision, launched in 1997, is the emphasis on critical thinking in schools. This entails pedagogical changes and challenges for teachers, especially, in terms of their knowledge, dispositions and practices of critical thinking, which are argued to be fundamental in fulfilling the TSLN thrust. Although TSLN is now 10 years into its implementation, to date, there has been little research undertaken to determine the efficacy of the implementation of the critical thinking policy thrust through the perspectives and voices of both teachers and students — the key stakeholders of education and the ultimate agents in the successful implementation of educational initiatives. Therefore, in gaining an in-depth understanding of teachers’ and students’ perspectives of the implementation of critical thinking from the ‘swampy lowlands’, a qualitative case study approach was used. Six government school teachers and their students participated in the case study and data were gathered through lesson observations, interviews, and the analysis of documents.<br>Findings suggest that a multitude of interrelated systemic and contextual factors, which are predisposed by underlying ‘technocratic and instrumental rationalities’ that govern Singaporean education, remain major barriers to the realisation of TSLN’s critical thinking thrust. The study found that there are gaps and uncertainties in the teachers’ knowledge base of critical thinking and that the incorporation of critical thinking as part of their pedagogy and classroom practice is marginal. Student data corroborate the general lack of emphasis and the limited role of critical thinking in the classroom and they indicate that the hegemony of both school curricula and high stakes examination perpetuate rote learning and didactic pedagogies.<br>Implications of the study suggest the need to reorientate teacher education and professional development programmes with the explicit aim of transforming teachers’ knowledge base and dispositions to engage with the pedagogical changes that TSLN’s critical thinking policy thrust necessitates. However, to effect deep change and realize the core aspiration of ‘thinking learners’, there must not only be restructuring; reculturing also needs to occur across and beyond the educational system. Importantly, such changes need to be primarily informed by the reconceptualisation of teachers — from mere ‘technicians’ to ‘transformative intellectuals’ — and teachers’ work — from ‘technical work’ to ‘intellectual work’. It is also vital that teachers who are entrusted with the task of developing ‘thinking learners’ under TSLN teach curricula and work in school contexts that explicitly encourage, value and reward critical thinking.
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Avenant, Carina. "Thinking style preferences in communication pathology." Diss., Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-03192007-100706.
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Grosvenor, Peter Christopher. "A Medieval future : the social, economic and aesthetic thought of A.J. Penty (1875-1937)." Thesis, London School of Economics and Political Science (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285151.
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This thesis is a comprehensive account and analysis of the contribution of architect and author A. J. Penty to British social criticism and aesthetic theory. The central argument is that Penty has been neglected in scholarship as the result of an historical misclassification. In the existing literature he is presented as a marginal figure in the history of English guild socialism, a movement his first book did much to inspire. He was, in fact, in conflict with fundamental aspects of the guild socialist movement as it developed. Considered in totality, Penty's views were those of a reactionary conservative, and his significance in early twentieth-century political thought can best be understood by locating him within the essentially Victorian tradition of medievalism, which sought to use the social and economic arrangements of the Middle Ages as a perspective from which to criticise industrial society. The thesis therefore investigates the complex nature of Penty's intellectual debts to earlier thinkers, such as Ruskin, Carlyle, Morris, Carpenter, and Matthew Arnold. A subsidiary contention is that the continuing relevance of medievalism in Edwardian and later intellectual life has been underestimated. Some of its central themes can be discerned in the several political currents with which Penty was in varying degrees associated, such as guild socialism, distributism, Christian social action, agrarian revivalism and fascism. Support for this view has been found by examining Penty's personal and intellectual links with likeminded contemporaries, including Belloc, Chesterton, de Maeztu, Saunders Lewis, T. S. Eliot, Berdyaev and A. K. Coomaraswamy.The thesis aims to highlight the continuities between Penty and his nineteenth-century antecedents and also to identify his original contributions to the development of medievalist thinking, particularly in the sphere of international relations theory. 3 2
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Palmer, Vivian Julian. "Decision making improvement by effectively utilising activity-based costing and activity-based management tools." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1152.
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The aim of this study was to suggest ways to effectively utilise Activity-Based Costing and Activity-Based Managment within Eskom Transmission Southern Grid to improve decision making towards improved business and financial performance. The ultimate purpose was to assist managers and staff to implement ABC and ABM effectively for improved business and financial performance. The focus was on the following objective: To suggest ways to effectively utilise ABC & ABM within Eskom Transmission Southern Grid as to improve decision making and business financial performance. Given the selection of management tools available, instruments such as ABC and ABM are usually not implemented alone, but may be supported by one or more approaches. For this reason ABC and ABM are contrasted with several other popular instruments mentioned in the literature. The instruments are: • The value chain; • Continuous improvement; • The theory of constraints; and • Total quality management. Insight will be given to provide managers with more accurate information regarding maintenance for the Grid and tools in identifying critical bottlenecks. By applying the TOC, TQM and continuous improvement strategies, managers will be able to make improved decisions, leading to improved financial performance in the Eskom Transmission Southern Grid. iii The literature study revealed that ABC and ABM prove to be the cornerstone for informed decision making. Since organisations are highly dependent on quality information to make these informed decisions, ABC and ABM reorientate the organisation towards understanding and managing work processes thus impacting financial performance positively. ABC and ABM trace the cost of activities such as engineering and procurement to how maintenance benefits from these activities. The empirical study consisted of a structured questionnaire distributed to a sample population of engineers and managers in Eskom Transmission Southern Grid in Port Elizabeth. It was aimed at gathering information about the use of ABC and ABM within the Grid. Semi-structured interviews were also conducted with financial staff in the Grid and a focus group interview with engineering staff was done. The main findings of the empirical investigation revealed that management and staff lack insight into the use of ABC and ABM and how it can be integrated with existing improvement systems within the organisation. This study is concluded with a number of recommendations. These recommendations address the shortcomings and improvements that can be made to improve the utilisation of ABC and ABM within the organisation. The recommendations address the following: • Ensuring full commitment towards organisational goals and broadening the endorsement of ABC within the organisation; • Highlighting the importance of financial performance throughout the Grid; • Training of Managers, finance staff and engineers is required for proper execution of the ABC system; • Implementers need skills and know-how of the ABC and ABM system ensuring full utilisation; • The main cost drivers are identified, prioritised and efforts channelled into these activities; • Tools such as the Theory Of Constraints and Total Quality Management from the proposed model would assist the Grid in identifying the bottlenecks of a system correctly, thus know explicitly the amount of slack capacity of each activity available during a specific time period.
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Lam, Chun-hung, and 林振雄. "Learning experience of "six-step reframing" in neuro-linguistic programming and its possible influences on thinking styles." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/210158.
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This is a multiple-case study about 16 university students’ (hereafter called participants) learning experience of “six-step reframing” in Neuro-Linguistic Programming (NLP) and an exploration about whether the practice of such reframing (hereafter called the Practice) could be used to enhance the participants’ Type I thinking styles.
Each participant was treated as a case on his/her own. The researcher met each voluntary participant individually on three occasions. First, each participant was given a pre-test of thinking styles, a NLP workshop, the first NLP “six-step reframing” practice, a first post-test of thinking styles and a first follow-up interview. One week later, the participant was given a second NLP “six-step reframing” practice, a second post test of thinking styles and a second follow-up interview. One month later, the participant was given a delayed final post test of thinking styles and in-depth interview for review of their experience and validation of the observations and measurements made in the entire process. All measurement results and practice and interview transcripts were analyzed quantitatively and qualitatively according to the nature of the data.
Results indicated that all participants felt positively towards the experience of the Practice. Through the Practice, they were able to identify their own limiting beliefs in learning and discover some new learning methods to overcome the problems. Furthermore, a desirable increase in Type I thinking styles was observed for most of the participants after the Practice. 8 of the participants showed marked increase (with effect size≥0.8) and 3 showed slight increase (with effect size <0.8). For the remaining 5 participants, 2 of them showed marked decrease (with effect size≥0.8) and 3 showed slight decrease (with effect size <0.8).
Case-by-case analysis indicated the marked increase in Type I thinking styles could reasonably be explained by certain characteristics of the methods that the participants discovered in solving their problems, as well as characteristics of the processes they experienced in the Practice, such as the internal dialogue among different sensing “parts” within their awareness and the stimulation of multiple perspective perceptions in generating new insights to overcome their limiting beliefs, which share a lot of commonality with the characteristics of Type I thinking styles. In the 2 cases of marked decrease in Type I thinking style, interfering factors like fear and illness were identified.
Based on the results, the researcher argues that in order that the problem solving experience can lead to desirable changes in the participants’ preferred ways of thinking, affective aspects of the experience is also highly important. Salient features in the Practice such as “generation of positive affection”, “provision of serene environment”, “autonomy to choose freely”, “reflection upon past life experiences” and “ownership of the self-identified problems” might have contributed to explain why the Practice was effective to most participants in this research in enhancing their Type I thinking style but similar success had not been observed so far in other intervention studies using problem solving tasks. The thesis also discussed the limitations of the study and implications for further education and psychological research.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Education
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Ten, Eyck Laura Lea. "Effects of directed thinking on exercise and cardiovascular fitness." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-11132006-141900/unrestricted/teneyck.pdf.
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Fan, Jieqiong, and 范洁琼. "Thinking styles' socialization and their roles in student development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/196455.
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Three of the major controversial issues in the field of intellectual styles are: 1) whether or not styles can be changed; 2) whether or not styles are value-laden; 3) whether styles are distinct from or they are part of personality traits. The main purpose of this research was to address these three issues by 1) exploring the socialization process of students’ thinking styles through tracing the change of thinking styles over one year and examining the competing influence of students’ perceived parenting styles, perceived learning environment, and personality traits on their thinking styles; and 2) exploring the role of thinking styles in students developmental outcomes with regard to career decision self-efficacy and subjective well-being.
The research adopted a quantitatively-driven mixed method design and it involved three phases: the pilot study (a quantitative study), the main study (a longitudinal, quantitative study), and the follow-up study (a qualitative study). The pilot study validated a series of inventories that were subsequently utilized in the main study and preliminarily explored the relevant relationships among three hundred and forty-one Chinese university students from Shanghai, mainland China. In the main study, nine hundred and twenty-six students from the same university responded to a questionnaire consisting of the modified inventories and some demographic information at the beginning of an academic year. One year later, they responded to the same questionnaire again. After that, based on the results of the main study, 29 students were selected to participate in a follow up study that involved individual face-to-face interviews.
Results of the main study generally supported the research hypotheses. With regard to the malleability of thinking styles, the research found that students’ thinking styles changed over one year and the change of thinking styles can be at least partially attributed to the two environmental factors (i.e., parenting styles and learning environments). These findings suggest that, albeit relatively stable, thinking styles can be socialized/changed. With regard to the role of thinking styles in student development, results indicated that mainly Type I thinking styles (characterized by creativity, nonconformity, and autonomy) positively contributed to students’ career decision self-efficacy and subjective well-being. Furthermore, Type I thinking styles were also major mediators in the relationships of parenting styles and learning environments to career decision self-efficacy and subjective well-being. These findings suggest that thinking styles are value-laden, with Type I thinking styles being more adaptive than other styles. With regard to the relationship between personality and thinking styles, results indicated that thinking styles and personality traits overlapped with each other to limited extents and both of them made unique contributions to student development. Moreover, thinking styles were more malleable than personality traits. These findings suggest that styles are distinct from rather than subordinate to personality traits. Results from the follow-up interview study further confirmed the results of the main study and provided explanatory information on how the identified relationships happened.
Generally speaking, the present research has both theoretical and practical implications. It significantly contributes to the discussion on the aforementioned major controversial issues in the field of styles. Furthermore, based on the research findings, specific suggestions on how to optimize the development of students’ thinking styles are provided for parents, teachers, and university administrators. Finally, the limitations of this research and the recommendation for future studies are discussed.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Wielgus, Margot D. "Critical-Reflective Thinking: A Phenomenology." UKnowledge, 2015. http://uknowledge.uky.edu/philosophy_etds/6.
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This dissertation formulates and describes a type of thinking called critical-reflective thinking. Examples of critical-reflective thinking appear in the works of many major Western philosophical figures, including the main thinkers considered here, Plato, Martin Heidegger, Hannah Arendt, and Henry David Thoreau. Although this list of thinkers is eclectic, these philosophers come together in describing a common phenomenon, although they do not thematically designate or explain it. Their works illustrate a type of thinking in which people are invited by prompting events to consider their presuppositions—notions they have taken as true without prior consideration. I have deemed this phenomenon “critical-reflective thinking” to emphasize its dimensions of self-reflection and critical consideration. By exploring examples from the works of the authors listed above (among others, such as Ralph Waldo Emerson, Hans-Georg Gadamer, and Elaine Scarry), I formulate critical-reflective thinking as a specific phenomenon.
In Chapter One, I formulate this important type of human thought by describing its occurrence, especially the invitation of the prompt and the disclosure and examination of presuppositions. In Chapter Two, this dissertation explicates the value of taking part in this type of thinking. Since critical-reflective thinking allows people to consider previously unreflective aspects of their understanding (i.e. presuppositions), by taking part in critical-reflective thinking, people stand to grow in self-awareness and become liberated to new possible ways of seeing the world and going about life. Given the value of such growth and liberation, it is important to explore how humans can develop the practice critical-reflective thinking. Chapter Three explores strategies for cultivating critical-reflective thinking. Plato, Heidegger, Arendt, and Thoreau suggest five such strategies: spending time in solitude, taking leisure, developing an open attitude, practicing wakeful attentiveness, and acquire virtues such as humility, courage, and fortitude.
Formulating and exploring the phenomenon of critical-reflective thinking not only provides a theory of a type of thinking, but also describes an important aspect of human experience. This dissertation encourages readers to consider their own experiences of thinking. It also poses the challenge of leading a more examined life by critically-reflecting on notions we often take as given.
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Robinson, Keith Alan. "Michel Foucault : topologies of thought : thinking-otherwise between knowledge, power and self." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/4269/.
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If something new has appeared in philosophy and that "this work is as beautiful as those it challenges" we shall see that it all takes place in a new dimension, "which we might call a diagonal dimension, a sort of distribution of points, groups or figures that no longer simply act as an abstract framework but actually exist in space". The spaces that constitute this immanent dimension are topological or as Foucault says - "heterotopological". We shall designate these heterotopologies: Knowledge, Power and Self. Although these sites are irreducible to each other they seep into and 'capture' each other through a series of multiple and complex relations in such a way as to suspect, neutralise or invert the set of relations that they happen to designate, mirror or reflect. If within these sites subjects, objects and concepts disappear it is only in order to 'disperse' or 'distribute' them according to their variable functions and make them reappear again, released of their 'self-evidence', in a new space of immanence. Each heterotopology is capable of juxtaposing within itself and outside of itself, or rather across its folded surfaces, several formed spaces that are not isomorphic or even compatible but are heterogeneous and communicate with or 'encounter' each other through a pure transmission of elements.
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Flamm, Aneka. "When Thinking It Means Doing It Prefactual Thought In Self-handicapping Behavior /." [S.l. : s.n.], 2006. http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-26768.
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Yoder, Marcel Stefane. "The effects of an experimental research methods chapter on introductory psychology students' ability to evaluate scientific claims." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941714.
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The lack of the teaching of scientific critical thinking is seen as a major problem in the American educational system by many current educators, theorists, and researchers. Using Introductory Psychology students as subjects, the present study attempted to improve these skills by teaching students using new research method materials as part of classroom instruction. The students were measured with a test developed for the study. The new materials were found to improve students' scientific critical thinking ability over students in courses not using the new materials. These materials can be helpful in improving students' ability to evaluate scientific claims presented in the media.<br>Department of Psychological Science
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Baek, Kwang Ho. "Idea generation techniques : an analysis of three idea generating techniques." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1100445.
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This experiment was designed to give further understanding of the underlying factors which influence group idea generation. The first objective of this study was to compare the impact of using computer technology and traditional technologies for creating ideas. The effectiveness of three idea generating techniques, original brainstorming, nominal group technique, and electronic brainstorming were considered. It was, however, hypothesized that electronic brainstorming would outperform the nominal group technique and original brainstorming regardless of the length of time provided.The second objective of this study was to probe how subjects in different idea generating conditions discerned their performance during and after sessions. It was expected that subjects in the original brainstorming groups would perceive that they produce more ideas and they would be more satisfied with results and the process.An ANOVA with a 3x2 factorial design was planned for the study. The independent variables for the study were types of group and types of session. Yet, on account of small sampling size an inferential analysis was precluded. A descriptive analysis was followed.The analysis of five dependent variables, quality, originality, practicality, numbers of nonoverlapping ideas, and perceptions showed that there were no significant differences among three idea generation techniques regarding the length of time provided. However, a quantity variable showed that numbers of nonoverlapping ideas were increased as the length of time were prolonged in six idea generating conditions.<br>Department of Counseling Psychology and Guidance Services
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Serbu, Gabriel. "Towards a “Weak Poetics”: J. M. Coetzee’s Literary Thinking." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668770.
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This study is aimed at exploring the meaning of literary thinking as revealed in J. M. Coetzee’s approach to fictional writing. Unlike other prominent figures in contemporary literature, Coetzee has constantly captured the attention of the philosophical community, mainly because of the nonconciliatory rapprochement between literature and philosophy that his fiction elicits. Coetzee’s “novelistic” engagement with philosophy suggests a mode of thinking that finds its fragile legitimacy in the tentative embedding of textuality in history within the context of a self-conscious appropriation of a hostile tradition – i.e., the western tradition in South Africa. This entails a loss of faith in any founding principle but not an abandonment of a quest for meaning, however problematic. These traits, which form the basis for the emergence of Coetzee’s literary thinking, are conceived of in terms of a “weak poetics” inspired principally by Gianni Vattimo’s philosophical hermeneutics.<br>Este estudio tiene como objetivo explorar el significado del pensamiento literario como se revela en el acercamiento de J. M. Coetzee a la narrativa. A diferencia de otras figuras prominentes de la literatura contemporánea, Coetzee ha captado constantemente la atención de la comunidad filosófica, principalmente debido al acercamiento no conciliatorio entre literatura y filosofía que provoca su ficción. El compromiso "novelístico" de Coetzee con la filosofía sugiere un modo de pensamiento que encuentra su frágil legitimidad en la incorporación tentativa de la textualidad dentro de la historia dentro del contexto de una apropiación aprehensiva de una tradición hostil (la tradición occidental en Sudáfrica). Esto implica una pérdida de confianza en cualquier principio fundador, pero no un abandono de una búsqueda de significado, por problemático que sea. Estos rasgos, que forman la base para el surgimiento del pensamiento literario de Coetzee, se conciben en términos de una "poética débil" inspirada principalmente en la hermenéutica filosófica de Gianni Vattimo.
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Keller, Jill Leslie. "Conversational implicature and higher-order thinking in instructional conversations." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185982.
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Results from curriculum enactment and sociolinguistic research have indicated that lessons are composed of information exchanges consisting of mostly facts and procedures that place little cognitive demand on students. Scholars from these areas have ascribed the characteristics of the school, teacher, student, management and task demands, or linguistic, and/or social context as explanations for those observations. They have not made a direct connection between how teachers and students decide who takes responsibility for providing the intellectual content of lessons and how that decision affects the students' higher order contributions. Consequently, the present study was designed to examine the way teachers and students cooperated for effective information exchanges and how that cooperative effort influenced students' higher order contributions. One hundred twelve chemistry and mathematics tutorials formed the data. The volunteer tutors possessed extensive training in their subject areas and the problems for discussion were designed to make high cognitive demands on the volunteer students. Methods from discourse analysis were used to develop an analytical model to identify, describe, and compare how the tutors and students exchanged information. The model was applied to the data to provide information on the following topics; the roles of the tutor and student, the substance of the exchanges, and the use of mediation strategies. Next, a code of conduct known as Grice's (1975) theory of conversational implicature was used to interpret the results of the analysis. The aim was to link conversational cooperation with students' higher order contributions to the discourse. First, the results indicated a model can be developed to describe, compare, and categorize instructional conversations. Second, tutors and students cooperate to maintain their roles during instruction and mediation strategies support those roles. Third, tutors and students intuitively follow Grice's (1975) conversational code of conduct to support their roles during their information exchanges. This cooperative effort is rooted in the conditions for conversational implicature. It was found when teachers and students explicitly negotiate and accept new intellectual roles before instruction (the conditions for implicature), higher order thinking can be encouraged by teachers and contributed by students to instructional conversations.
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Venter, Dalene. "Three-dimensional thinking in radiography." Thesis, Cape Peninsula University of Technology, 2008. http://hdl.handle.net/20.500.11838/1564.
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Dissertation submitted in fulfilment of the requirements for the degree Master of Technology: Radiography in the Faculty of Health and Wellness Sciences, 2008<br>Introduction
Research to date has not been able to agree whether spatial abilities can be
developed by practice. According to some researchers spatial ability is an inherited
cognitive ability, compared to spatial skills that are task specific and can be acquired
through formal training. It is commonly assumed that radiographers require general
cognitive spatial abilities to interpret complex radiographic images. This research
was conducted to investigate second year radiography students’ three-dimensional
thinking skills pertaining to film-viewing assessments.
Materials and methods
The experimental research strategy was mainly applied together with correlation
research. Two trials were run (in 2005 and 2006). The sample group consisted of
fifteen second year diagnostic radiography students in 2005 and twenty-three second
year diagnostic radiography students, of the same institution, in 2006. Each year
group was randomly divided into a control group and an intervention group. Two
instruments were used, that is a film-viewing assessment and a three-dimensional
test, Academic Aptitude Test (University) (AAT) nr. nine: Spatial Perception (3-D).
The whole class completed this basic spatial aptitude test, as well as a base-line film viewing
assessment, which focused on the evaluation of technique/anatomy of
second year specialised radiographic projections. The marks that the students
achieved in the fore-mentioned tests were compared, to determine if there was any
correlation between their performances in the different tests. A curricular
intervention, which was intended to improve applied three-dimensional skills, was
subsequently applied. The students executed certain modified radiographic
projections on parts of a human skeleton. For each radiographic projection, the
students had to draw the relation of the X-ray beam to the specific anatomical
structures, as well as the relation of these structures to the film. The related images
of these projections were also drawn. With each of the following sessions, films
including images of the previous session were discussed with each student. After the
intervention, the whole class wrote a second film-viewing assessment. The marks
achieved in this assessment were compared to the marks of the initial film-viewing
assessment to determine the influence of the intervention on the performance of the
intervention group. Following this assessment, for ethical reasons, the same
intervention took place with the control group. A third film-viewing assessment was
then written by all the diagnostic second year students to evaluate the overall impact
of the intervention on the applied three-dimensional skills of the class. The marks of
both the 2005 and 2006 classes (intervention classes) were compared to the marks
achieved by former classes from 2000 to 2004 (control classes), in film-viewing
assessments to evaluate the role of the curricular intervention over the years. The
students again completed the three-dimensional test, Spatial Perception (3-D) to
evaluate the impact of the intervention on students’ general three-dimensional
cognitive abilities. These marks were also compared to the marks of the third filmviewing
assessment, to determine if there was any correlation between the students’
performances in the different tests.
Results
The intervention groups did not perform significantly better in film-viewing
assessments after the intervention, compared to the control groups, but reasonable
differences, favouring the intervention group, were achieved. Statistical significance
was achieved in film-viewing assessments with both year groups after the whole
class had the intervention. The intervention year groups also performed significantly
better than the previous year groups (without the intervention) in film-viewing
assessments. The performance in general three-dimensional cognitive abilities of the
group of 2006 improved significantly after the intervention, but on the contrary, the
performance of the group of 2005 declined. There was a small intervention effect on
the performance of the group of 2006. Only a weak to moderate correlation between
the marks of the students achieved in the three-dimensional tests and the marks
achieved in the film-viewing assessments, was found.
Conclusion
The contrasting evidence between the data of the two groups (2005 and 2006) in the
three-dimensional tests and the small intervention effect on the performance of the
group of 2006, makes the intervention not applicable for the increase of general
spatial abilities. The results of this research show that the applied three-dimensional
skills of radiography students in interpreting specialised and modified projections
can be improved by intensive practice, independent of their inherited spatial
abilities.
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Hallard, Robert. "The role of metacognition in suicidal thinking and rumination." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-metacognition-in-suicidal-thinking-and-rumination(8f6bc18d-84be-40b2-8bf3-ff9b81d7d6a3).html.
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The Self-Regulatory Executive Function (S-REF) model (Wells & Matthew, 2015) states that psychological disorder results from an unhelpful thinking style called the Cognitive Attentional Syndrome (CAS). The CAS incorporates worry/rumination, threat monitoring and unhelpful thought control strategies and is controlled by erroneous metacognitive beliefs. The contribution of the S-REF model to the understating of rumination (paper one) and suicidal ideation (paper two) is evaluated within this thesis. Rumination is one component of the CAS. According to the S-REF model, its execution is guided by metacognitive beliefs. Paper one describes a systematic review and meta-analysis that was undertaken to establish the nature and strength of the relationships between rumination and metacognitive beliefs. Robust relationships, of moderate strength, were observed between rumination and beliefs about its benefits and between rumination and beliefs about its negative consequences. Future research should aim to delineate causality in the observed relationships and consider confounder variables. In paper two it is argued that the S-REF conceptualisation represents a promising new approach to the understanding of suicidal ideation. The importance of considering CAS processes was supported by the study findings. Worry and punishment-related thought control strategies, alongside rumination, predicted suicidal ideation. Distraction, social control and reappraisal strategies negatively predicted suicidal ideation. Some evidence that CAS processes were controlled by erroneous metacognitive beliefs was also obtained. However, this was not conclusive and should be considered again in a larger sample. Paper three describes the development of papers one and two in more detail, highlighting and justifying the important decisions made. Further reflections on methodology are also provided to demonstrate the learning achieved.
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Chan, Chun-kit. "Automatic thoughts of depressed patients in Hong Kong : an exploratory study /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B43895372.
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Givens, Karolyn Whittlesey. "Facilitating the cognitive growth of baccalaureate nursing students : using writing strategies for thinking and cognitive development /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162801/.
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Crawford, Michael Sean. "The nature of commonsense psychological explanation." Thesis, University of Oxford, 1999. http://ora.ox.ac.uk/objects/uuid:db4cf477-2203-4f06-a8f4-b56f65840366.
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This thesis is concerned with two kinds of 'singular' psychological phenomena. The first is the commonsense psychological explanation of action directed upon particular things and stuffs. The second is the nature of (visual) perceptual demonstrative thought. The two topics are brought together in an account of psychological explanation I call 'de re psychological explanation'. The primary aim of the thesis is to articulate and defend this account. The main thesis I seek to establish is that an adequate psychological explanation of an agent's action upon an object requires a relational or de re ascription of thought that (1) relates the agent to the object and (2) makes reference to a perceptual demonstrative mode of presentation of the object. This thesis is defended in two stages. In the first chapter I argue for the first half of the thesis, that relational ascriptions are necessary in any explanation of an action involving an object. In the fourth chapter I argue for the second half, that it is necessary that these relational ascriptions make reference to a perceptual demonstrative mode of presentation of the object acted on. The second half of the thesis involves the notion of a perceptual demonstrative mode of presentation. This necessitates an account of the nature of perceptual demonstrative thoughts, which is undertaken in chapters two and three. In the second chapter I explore two prominent theories of perceptual demonstrative thought. In the third chapter I sketch a new account 'property-dependent externalism' and argue that it is more adequate than the others. In chapter four, I return to de re explanation and develop it further into a covering-law account of psychological explanation. The rest of the thesis is given over to defending the elaborated covering-law account against two objections. I draw the claws of the first objection in the second half of the fourth chapter and answer the second objection in the final chapter.
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Cohen, Ezra Benjamin. "Reason in action : a realist account." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/74540/.
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This thesis argues against the Humean theory of practical reasons, criticising its foundations in philosophical and moral psychology. It develops a realist account of value-based reasons, underpinned by a distinctive cognitivist moral psychology, and a non-causalist account of the rational explanation of action. Contemporary Humeans reject Hume's own theory of thought, but this leaves the Humean theory of practical reasons without justification for a conception of desire as non-cognitive and not open to fundamental rational evaluation. Two possible strategies for filling this justificatory gap are (i) an appeal to grammatical considerations about the attribution of desires and their content, or (ii) an appeal to distinctions in respect of direction of fit. I argue that neither is successful. Kant's moral psychology provides the key to an alternative account, but is unsatisfactory due to its acceptance of a theory of thought which is relevantly similar to Hume's, and of non-compulsory rationalist presuppositions. Separated from these aspects, Kant's insights open a path to developing a conception of desire as essentially rationally evaluable. I argue that, in addition to such a conception, we should accept an account of rational attitudes as constitutively normative. On the basis of these two views, I argue that desire is a kind of evaluative belief. An independently plausible account of reasons takes them to be evaluative facts, and this neatly connects to the normative philosophical psychology. I consider the implications of such a view for the rational explanation of action, arguing that while causal theories of action and action-explanation are unacceptable, the normative philosophical psychology allows the development of non-causal alternatives to them. The non-causal account of action and action-explanation leaves space for an explanatory role for reasons themselves, beyond that provided by merely psychological explanation, as well as an explanatory role for an agent's character and emotions.
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Mittie, Shanna Kaye. "When mental context moderates effects of directed thinking on intentions to perform self-beneficial behaviors." Fort Worth, Tex. : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-04232009-114144/unrestricted/Mittie.pdf.
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Hopkins, Philip Everette. "Thinking the Greeks more Greek-like : an hermeneutic analysis of understanding in early Greek thought /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Yip, Din-yan. "The nature of formal reasoning and the effects of training programmes in facilitating the development of formal reasoning in adolescents /." Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14473161.
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Fleming, Michael Neil. "The linguistic U-turn in the philosophy of thought." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0013/NQ38886.pdf.
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Sluiter, Kristen Marie. "Engaging all students in higher-order thinking." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Sluiter_K%20MITthesis%202007.pdf.
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