Thèses sur le sujet « Psychology - theory »
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Maibom, Heidi Lene. « Philosophical foundations of the Theory Theory of folk psychology ». Thesis, University College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343900.
Texte intégralLeppmann, Kevin P. (Kevin Paul) Carleton University Dissertation International Affairs. « The social psychology of deterrence theory ». Ottawa, 1988.
Trouver le texte intégralGriffiths, Cara Veronica. « Moral Psychology, Dual-Process Theory, and Psychopathology ». Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564526866237073.
Texte intégralOpperman, Paul James. « Aristotle's theory of perception : physiology and psychology / ». Thesis, Connect to this title online ; UW restricted, 1992. http://hdl.handle.net/1773/5712.
Texte intégralTovey, Heather. « Exploring intuition in clinical psychology : a grounded theory ». Thesis, University of East London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532866.
Texte intégralWringe, W. G. « Theory and simulation : two accounts of folk psychology ». Thesis, University of Leeds, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400618.
Texte intégralBettonville, Brian Peter. « THE PSYCHOLOGY OF WORKING THEORY : PREDICTING DECENT WORK EXPERIENCES ». OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1638.
Texte intégralMacleod, Catriona. « Theory and South African developmental psychology research and literature ». UCT Press, 2009. http://hdl.handle.net/10962/d1015326.
Texte intégralKnoll, Meredith Sharyn. « Rethinking the #theory' in theory of mind development ». Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272550.
Texte intégralChang, Edward C., Christina A. Downey, Jameson K. Hirsch et Natalie J. Lin. « Positive Psychology in Racial and Ethnic Groups : Theory, Research, and Practice ». Digital Commons @ East Tennessee State University, 2016. https://www.amzn.com/1433821486.
Texte intégralhttps://dc.etsu.edu/etsu_books/1133/thumbnail.jpg
Kennedy, James Ryan. « Social determinants underlying the secure base| How Miller's relational-cultural theory interacts with Bowlby's attachment theory ». Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182245.
Texte intégralThis applied theoretical paper explores the underlying capacity for caregivers to raise emotionally intelligent, well-adjusted children who grow up able to respond effectively to the demands of a complex world. A guiding supposition of the research is that diminished access to institutional privilege, especially when unrecognized and unprocessed by caregivers, is likely a risk factor connected to a variety of deleterious outcomes associated with the social determinants of health as defined by the U.S. Department of Health and Human Services. This connection resulted from asking the question, “How does the underlying capacity for caregivers to understand and manage diverse and complex dimensions of their personal identity, especially in terms of how they relate to institutional power and privilege, serve as a protective factor in meeting the developmental needs of their children for a safe, stable, and nourishing emotional environment?” To answer this question, two well-respected theoretical orientations were identified that each spoke to half of the question, but when brought together, could much more elegantly address many more aspects of the question in an integrated and holistic fashion. Specifically, John Bowlby’s Attachment Theory provided important context as to what developmental needs children have for a safe, stable, and nourishing emotional environment. On the other hand, Jean Baker Miller’s Relational-Cultural Theory was adept at offering a nuanced perspective on understanding diverse and complex dimensions of personal identity, especially as those dimensions interfaced with institutional privilege. Bringing these two perspectives together and synthesizing them into a new approach, an approach named Attachment-Informed Relational-Cultural Therapy, was the culmination of the research. One important outcome of the research was how it framed secure attachment as an unearned privilege (i.e. attachment privilege) that is affected by and simultaneously affects multiple variables in the caregiver and child dyad. These variables can themselves then become either protective factors supporting further secure attachment or risk factors threatening to damage or destroy it. Through the process of linking childhood attachment themes to the theme of access to institutional privilege it is hoped a greater capacity may be achieved for supporting caregivers in understanding and managing diverse and complex dimensions of their personal identity.
Lavelle, Jane Suilin. « Understanding folk psychology : theory, observation & ; explanation in social cognition ». Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543784.
Texte intégralWatson, Ian T. « The Psychology of Theatre and Film : In Theory and Practice ». VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4202.
Texte intégralWilliams, Andrew S. « Relationships in professional psychology : an application of development theory to the supervision of psychology graduates for registration / ». Title page, table of contents and abstract only, 1997. http://web4.library.adelaide.edu.au/thesis/09SB/09sbw7208.pdf.
Texte intégralMarcus, Mindy Beth. « Explaining adult crime : the role of Adlerian theory and the generalizability of social control theory / ». Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Texte intégralParrillo, Susan M. « Adjudicating the Simulation Theory/Theory Theory Debate (With Especial Attention to the Case of Autism Spectrum Disorders) ». Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102273.
Texte intégralPhilosophers, cognitive scientists and developmental psychologists largely agree that we understand mental states and use them to explain and predict the behaviors of ourselves and of others (i.e. we ‘mindread’) by using a cognitive capacity known as the theory of mind (henceforth, ‘ToM’). However, a question remains as to what, exactly, underpins the ToM ability thereby allowing us such great accuracy in our first-person and third-person reports. My dissertation is an adjudication of the ongoing debate between two competing theories, each of which claims to have the best explanation of ToM. These two theories of ToM are known as the theory-theory (henceforth, the ‘TT’) and the simulation theory (henceforth, the ‘ST’). Because it is thought by cognitive developmental psychologists that autism spectrum disorders (henceforth, ‘ASD’) result from a ToM impairment or deficit, I pay especial attention to the case of ASD, using the features of the disorder, to adjudicate the debate. I suggest that the particular deficits and talents associated with ASD provide reasons to favor the ST over the TT in general and to favor an account of the ST that includes introspection over an account of the ST that excludes it.
Youse, Keith. « LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT : INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY ». Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/161627.
Texte intégralPh.D.
The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested through structural equation modeling. Consistent with earlier research, previous math achievement predicted both outcomes. Performance expectancies and task-specific self-concept respectively predicted math achievement and college graduation, although the contribution of task-specific self-concept was smaller than shown in previous research. The social learning theory concept of behavior potential was found to be a predictor of college graduation but not math achievement. Limitations and implications are discussed, with a focus on future research questions.
Temple University--Theses
Perrin, Nancy Ann. « The general recognition theory of preference : a new theory of choice / ». The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546981579.
Texte intégralSkovgaard, Olsen Niels [Verfasser]. « Making Ranking Theory useful for Psychology of Reasoning / Niels Skovgaard Olsen ». Konstanz : Bibliothek der Universität Konstanz, 2014. http://d-nb.info/1097392996/34.
Texte intégralMcElhinney, Rowena. « Professional identity development : a grounded theory study of clinical psychology trainees ». Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3299.
Texte intégralSkovgaard-Olsen, Niels [Verfasser]. « Making Ranking Theory useful for Psychology of Reasoning / Niels Skovgaard Olsen ». Konstanz : Bibliothek der Universität Konstanz, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:352-0-262692.
Texte intégralCowley, Joshua D. « Inferential-role semantics : A theory of concepts for philosophy and psychology ». Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280685.
Texte intégralMacera, Jessica L. « A theory of thriving for small business owners| A grounded theory study ». Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196316.
Texte intégralA grounded theory study explored the elements of thriving among small business owners. Fifteen interviews were conducted and analyzed, resulting in the identification of personal investment as the core concept which explains thriving for small business owners. Personal investment is defined in terms of time, effort and money. This core concept is supported by the four subcategories of mastery, motivators, personal characteristics, and the role of others. These four categories are further explained through seventeen practical elements which drive thriving for small business owners. A model of thriving for small business owners is proposed, showing alternating periods of personal investment and capitalization on opportunities, leading to brief periods of intense thriving and subsequently higher levels of sustained thriving.
McCarthy, Lisa Kay. « Agoraphobia and Interpersonal Relationships : Theory and Research ». W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539625929.
Texte intégralFoad, Colin. « Social context mismatch theory ». Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/84359/.
Texte intégralLoubser, Janie. « Attachment theory and adult intimate relationships ». Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/1095.
Texte intégralChina, Jaques Lefebvre. « Attachment and object relations theory ». Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336335.
Texte intégralBoysan, Zehra. « Attachment theory and therapeutic relationships ». Thesis, City University London, 2015. http://openaccess.city.ac.uk/14799/.
Texte intégralLieberman, Joel David 1967. « Cognitive-experiential self-theory and juror decision-making ». Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282446.
Texte intégralJohansson, Anna Therese. « A portfolio on the theory and applications of forgiveness in counselling psychology ». Thesis, City University London, 2012. http://openaccess.city.ac.uk/1255/.
Texte intégralVial, Vazquez Andrea Celeste. « A Role-Based Theory of Prejudice Accommodation ». Thesis, Yale University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10957350.
Texte intégralThis dissertation developed and tested a role-based framework drawing from role theory to understand how external factors contribute to the spread of bias in organizations. Using experimental social psychological methods, the twelve studies in this dissertation investigated why other people's prejudices can sometimes influence individuals' decisions and behaviors due to the demands of the decision maker role. Role theory posits that there are certain expectations associated with specific roles, and the roles that people occupy can determine their attitudes and behaviors. Across studies, participants placed in a decision-making role in charge of hiring selections accommodated the prejudices of relevant third parties in their decisions (i.e., the "third-party prejudice effect''). Specifically, consistent with the proposed model, in the studies described in Chapter 2, individuals in charge of selection decisions were significantly less likely to select a woman when a relevant third party was prejudiced against women. Chapter 3 extended this inquiry to novel, fictional groups, generalizing the third-party prejudice effect beyond the context of gender bias.
According to a role-based framework, concerns relevant to the decision maker role become highly salient in contexts of third-party prejudice, motivating those in charge of hiring selections to accommodate this prejudice in order to accomplish role-relevant goals. In particular, in the context of hiring selections, decision makers accommodate third-party prejudice without coercion because they engage in two types of considerations, focused (a) on maximizing performance (i.e.. task-focused concerns). and (b) on avoiding conflict or facilitating relations among the parties involved (i.e., interpersonal concerns). These task-focused and interpersonal concerns are relevant to the decision maker role and reflect well-established distinctions between instrumental and socioemotional dimensions of group processes. This proposed mechanism was experimentally supported. revealing that task-focused and interpersonal concerns significantly mediated the effect both in the context of gender prejudice (Chapter 2) as well as in a novel groups context (Chapter 3). Furthermore, in Chapter 2, experimentally reducing role-relevant concerns by manipulating task-focused considerations significantly reduced the accommodation of third-party prejudice against women.
In line with the notion that roles impact behavior above and beyond individual-level attitudes and beliefs, participants in two studies accommodated prejudice against women in their selections regardless of their personal endorsement of modern sexism and traditional gender stereotypes (Chapter 2). Participants similarly accommodated third-party prejudice against groups about which they knew very little, in contexts in which pre-existing biases or the endorsement of cultural stereotypes had little bearing on their selections (Chapter 3). Moreover, consistent with the proposition that roles shape behavior more strongly than social identity, participants across studies accommodated third-party prejudice in their decisions even when such prejudice was directed toward a social category in-group. A role-based framework can illuminate the institutional factors that produce social disparities, and can contribute to a growing understanding of the reasons why members of underrepresented groups sometimes appear to treat each other poorly in organizational contexts.
Van, Prooijen Anne-Marie. « The application of self-affirmation theory to the psychology of climate change ». Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/43811/.
Texte intégralSecker, Miles. « Spinoza's theory of emotion in relation to Vygotsky's psychology and Damasio's neuroscience ». Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/58532/.
Texte intégralWatson, Nichola Marianne. « An analysis of schema theory and learning theory as explanations for variance in adolescent adjustment to divorce ». Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53255.
Texte intégralENGLISH ABSTRACT: The primary aim of this study was to identify factors contributing to the adjustment of adolescents whose parents are divorced. Learning theory and schema theory were evaluated as possible explanations for the variance found in the adjustment of these adolescents. The secondary aim of the study was to research the possibility of attitude to divorce acting as a mediator between the parent-adolescent relationship and adolescent adjustment (a possibility suggested by schema theory). Self-report questionnaires were completed by first year Psychology and Economics students at Stellenbosch University. 293 students completed the questionnaires, but as only 39 of these students came from divorced families, 38 of the data sets from students with married parents were randomly selected for use in the study. Respondents completed Antonovsky's Life Orientation Questionnaire (measuring adjustment); Hudson's CAM and CAF questionnaires (measuring relationships with mother and father, respectively); and a set of questions measuring attitude to divorce; as well as a biographical questionnaire. The results showed only limited evidence for attitude to divorce acting as a mediator between the parent-adolescent relationship and adolescent adjustment. Schema theory is therefore not supported conclusively, although further research is recommended. Results did, however, support learning theory as an adequate explanation for the positive correlations found between parent-adolescent relationships and adolescent adjustment. Knowledge of the importance of learning theory in explaining adolescent adjustment can increase parents' awareness of their influence on their children's adjustment. This knowledge can also be used in the design of therapeutic programmes for families going through divorce.
AFRIKAANSE OPSOMMING: Die hoofdoelstelling van hierdie ondersoek was om faktore te indentifiseer wat bydra tot die aanpassing van adolessente wie se ouers geskei is. Leerteorie en skemateorie is geevalueer as moontlike verkJarings vir die variansie in die aanpassing van die adolessente. 'n Sekondere doel was om die moontlikheid te ondersoek dat die adolessent se houding teenoor egskeiding 'n rol kan speeI in die ouer-adolessent verhouding en die aanpassmg van die adolessent (die moontlikheid voIg uit skemateorie). Selfrapporteringsvraelyste is deur onderskeidelik eerstejaar studente in Sielkunde en Ekonomie aan die Universiteit van Stellenbosch voltooi. 293 studente het die vraelyste voltooi, maar omdat net 39 van hierdie studente uit geskeide gesinne gekom het, is 38 studente met getroude ouers in die ondersoek ingesluit. Studente het Antonovsky se Lewensorientasievraelys (wat aanpassing meet); Hudson se CAM en CAF-vraelyste (wat verhoudings met die rna en pa meet); en 'n stel vrae wat houding teenoor egskeiding meet; sowel as 'n biografiese vraelys voltooi. Beperkte bewys is gevind vir die moontlikheid dat houding teenoor egskeiding bemiddelend optree tussen die oueradolessent verhouding en die aanpassing van die adolessent. Skemateorie kon gevolglik nie bewys word nie, alhoewel verdere ondersoeke aanbeveel word. Die resultate ondersteun leerteorie as 'n goeie verduideliking vir die positiewe korrelasie wat bestaan tussen ouer-adolessent verhouding en die adolessent se aanpassing. Kennis van die belangrikheid van leerteorie as verduideliking vir die aanpassing van adolessente beklemtoon die beJangrike invloed wat die ouers se aanpassing op hul k.inders se aanpassing het. Die kennis kan ook gebruik word in die ontwerp van terapeutiese programme vir gesinne wat egskeiding beleef.
Zec, Adrianna J. « Applying Social Cognitive Theory to Interest in Geropsychology Among Clinical Psychology Doctoral Students ». Xavier University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396719375.
Texte intégralBowers, J. M. « Schema theory and memory ». Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383077.
Texte intégralLu, Jun. « Bayesian hierarchical models and applications in psychology research / ». free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3144437.
Texte intégralGatyas, Maxwell. « A Theory of Emotion Sharing ». University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1623167135638119.
Texte intégralSalomonson, Robert G. « Synthesizing Theories of Traumatic Grief| Using Applied Theory to Create a New Theory of Grief Shame ». Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824247.
Texte intégralThis applied theoretical paper suggests a new theory for shame due to grieving a traumatic loss. Changes in worldview, the undermining of self-efficacies, complex trauma, soul-wounding and the impacts of traumatic memory resulting from grief are explored. Grief shame, as it is proposed, is a result of bereaved victims recognizing through self-labeling that their grief behaviors violate societal feeling rules and expression norms. This provokes social consequences and forms of sanctioning (exclusion) for those demonstrating traumatic grief behaviors; they are perceived to endanger society’s sense of wellbeing, which impedes cultural meaning making. This is noted to occur through differences in the definition of what is considered natural grief that is driven by medicalization of the experience. Being a griever rather than being observed to grieve is the catalyst for the present-day expectations of grief that grief is a something to recuperate from, driving the grief shame experience and the condition for bereaved victimization that there is something wrong with those who grieve beyond standards of grief behavior set by Western society. The shame experience itself may cause the griever to experience an attack on self, which separates shame from guilt, leading to withdraw from the shame influence (society) with soul wounding social/emotional consequence.
Xenikou, Athena. « Attributional theory, organisational culture and motivation ». Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/1317967/.
Texte intégralCorner, Ann-Marie. « Circumplex models : theory, methodology and practice ». Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356997.
Texte intégralWatt, Stuart Neil Kennaway. « Seeing things as people : anthropomorphism and common-sense psychology ». Thesis, Open University, 1997. http://oro.open.ac.uk/57722/.
Texte intégralHarnar, Michael Allen. « Theory Building Through Praxis Discourse : A Theory- And Practice-Informed Model of Transformative Participatory Evaluation ». Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/57.
Texte intégralWilliams, Carrie. « The empathizing-systemizing theory and adolescents with autism spectrum conditions ». Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10156275.
Texte intégralThe empathizing-systemizing (E-S) theory states that individuals with autism spectrum conditions (ASC) can be identified by a deficit in empathy (social skills, communication skills, and theory of mind) and a propensity for systemizing (islets of ability, obsessions with systems, and repetitive behavior). This theory has been tested in various contexts, but never with adolescents between the ages of 12 and 16. The EQ-A (Empathizing Quotient for Adolescents) and the SQ-A (Systemizing Quotient for Adolescents) were administered to 47 adolescents between the ages of 12 and 16 who had been diagnosed with ASC and 97 adolescents with no reported physical or mental disorders to discover differences in empathizing and systemizing.
To test the specific elements and predictions of the E-S theory, the EQ-A was divided into a set of three subscales derived by conceptually mapping items to factors corresponding to the concepts theoretically underlying the scale. The SQ-A was divided into subscales using factor analysis.
It was found that all four subscales resulting from the factor analysis on the SQ-A were associated with obsessions with systems. A weak positive correlation was found between the SQ-A and the EQ-A. Although the EQ-A was able to differentiate significantly between individuals with an ASC and those without, the SQ-A was not. In addition, although the EQ-A and EQ-A subscales scores correlated with similar subscales scores of the GARS-2 (a well-validated existing autism screening test), the SQ-A and its subscales did not. Implications for the E-S Theory are discussed.
Bissel, Raymond C. « Ego-Threat and Cognitive Coping| Using the Framework of Attachment Theory ». Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981586.
Texte intégralThis thesis seeks to explore the association between ego threat and coping in terms of cognitive strategies and behavioral tendencies. Moreover, the current study is also intended to use attachment dimensions as an underlying mechanism to understand the impact of ego threat on coping. Within the internal working models of attachment theory, the current study seeks to examine two major questions: (1) what strategies individuals use to cope with ego threatening events: and (2) how attachment associates with coping strategies during various ego-threats conditions? The results had a significant impact when individuals were presented with ego threat scenarios suggest that individuals are most likely to use state coping of emotion focused disengagement followed closely by state coping disengagement while experiencing an ego-threat condition. However, all state coping strategies (e.g., state coping engagement, state coping disengagement, state coping problem focused engagement, state coping emotion focused engagement, state coping problem focused disengagement, and state coping emotion focused disengagement) had a significant impact when individuals were presented with ego-threat scenarios. The results of association between attachment dimensions and state coping strategies across ego-threat conditions were not significant. Further this study implies ego-threat conditions make it more likely for individuals to use dysfunctional coping strategies such as state coping disengagement and emotion focused disengagement. Overall, the study has implications for enhancing our understanding of internal working models of attachment and the tendency for ego-threat to impact coping strategies, emphasizes the potency of ego-threatening events as they impact self-view and efficacy of coping solutions.
Sullivan, Jaclynn V. « Extending the Theory of Vicarious Embodied Cognition : Online Learning and Comprehension ». University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525208925607025.
Texte intégralJohnson, Keith E. « Problems of epistemology in the integration of psychology and theology ». Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Texte intégralPetosa, Patrick Scott. « Use of Social Cognitive Theory to Explain Exercise Behavior Among Adults ». Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1219340693.
Texte intégralSit, Hui-ping Cindy, et 薛慧萍. « Motivational orientations and sport participation in youth : a comparison of achievement goal theory and reversal theory ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B24873056.
Texte intégralHowald, Nicholas. « Examining Alexithymia in Affective Events Theory ». Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu155490436756135.
Texte intégral