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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.
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Leppmann, Kevin P. (Kevin Paul) Carleton University Dissertation International Affairs. "The social psychology of deterrence theory." Ottawa, 1988.
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Griffiths, Cara Veronica. "Moral Psychology, Dual-Process Theory, and Psychopathology." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564526866237073.
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Opperman, 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.
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Tovey, 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.
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Intuition is a concept that can provoke different reactions. It has been well researched in the field of cognitive psychology, but has been viewed with apprehension by clinical psychology. Research in the field of nursing has established a role for intuition in important aspects of clinical practice such as decision making, assessment, planning and implementing interventions. However no such investigation of intuition in clinical psychology has been made. The aims of this study were to explore how clinical psychologists construct intuition in their talk, specifically relating to clinical practice. Individual interviews were conducted with eight clinical psychologists. A grounded theory approach was used to develop three main categories from the interview data. The first category described how this group of clinical psychologists talked about 'doing' intuition. The second described participants' attempts to define intuition in context and the third category described how their views and use of intuition related to their 'being' a clinical psychologist. The findings of this study illustrate that participants constructed intuition as a valid concept with a significant role in clinical psychology practice. It was most readily discussed as a process, and participants found a notable difficulty in providing a concrete definition of intuition. Core elements of intuition and its use were located within a variety of contexts of the individual and system, the relationships to which were complex and diverse. The implications and limitations of this study are discussed along with suggestions for further research.
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Wringe, 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.
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Bettonville, Brian Peter. "THE PSYCHOLOGY OF WORKING THEORY: PREDICTING DECENT WORK EXPERIENCES." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1638.
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The Psychology of Working Theory (PWT; Duffy, Blustein, Diemer, & Autin, 2016) was recently proposed as an empirically testable approach to understanding the work processes of those for whom work decisions are influenced by contextual factors and who engage in work for reasons other than satisfaction. In the present study of 285 adults, I investigated the relationships between marginalization, economic resources, work volition, career adaptability, and decent work. I found that work volition, career adaptability, and economic resources all uniquely predicted decent work. I also found that greater economic resources and lower marginalization predicted greater work volition. Economic resources and marginalization have a significant negative correlation, and work volition significantly predicted career adaptability. I failed to support the hypotheses that greater marginalization would predict lower decent work experiences when accounting for other variables and that greater economic resources and lower marginalization would predict greater career adaptability. I identified two alternative models for the data. A model with only work volition and career adaptability predicting decent work provided an adequate fit. A model with only work volition predicting career adaptability provided mixed results. This study provides empirical support for the initial propositions of the PWT, provides further evidence for the importance of contextual variables in work experiences, and identifies several key factors that lead individuals to attain a decent work experience.
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Macleod, Catriona. "Theory and South African developmental psychology research and literature." UCT Press, 2009. http://hdl.handle.net/10962/d1015326.
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In this chapter we shall examine the theoretical assumptions that drive developmental psychology research and literature in South Africa. The basic underlying models utilised in developmental research may be described as (a) mechanistic; (b) organismic; (c) contextual and (d) social constructionist. A description of the fundamental premises of each of these will be followed by examples of research that utilise the particular approach. In the discussion, some of the controversies that plague developmental psychology research will be highlighted.
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Knoll, 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.
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Chang, Edward C., Christina A. Downey, Jameson K. Hirsch, and 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.
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Positive psychology has become a vibrant, well-regarded field of study, and a powerful tool for clinicians. But, for many years, the research in areas relevant to positive psychology, such as happiness, subjective well-being, and emotional intelligence, has been based on findings from largely White samples and has rarely taken the concerns of the ethnic community into consideration. Now, for the first time, leaders in the field have come together to provide a comprehensive reference that focuses specifically on how a culturally-informed approach to positive psychology can help capitalize on the strengths of racial minority groups and have a greater potential to positively impact their psychological well-being.
Acting as a bridge between positive psychology theory and research—largely based on an essentialist view of human behavior—and the realities of practice and assessment in diverse groups, Positive Psychology in Racial and Ethnic Groups focuses on four main ethnic groups: Asian Americans, Latin Americans, African Americans, and American Indians.<br>https://dc.etsu.edu/etsu_books/1133/thumbnail.jpg
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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.
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<p> This 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.</p>
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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.
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Watson, Ian T. "The Psychology of Theatre and Film: In Theory and Practice." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4202.
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This thesis utilizes theories and ideas from the field of psychology to inform intertextual and interdisciplinary readings that compare and contrast theatre and film texts. In Chapter One, I compare Carlos Fuentes' drama Orchids in the Moonlight to Nicolas Winding Refn's film Bronson in order to investigate the extent each oscillates between Carl Jung's notion of the collective unconscious and Gilles Deleuze and Félix Guattari's schizoanalytic paradigm. I found that while these vacillating aspects helped illuminate different perspectives of each text, Orchids in the Moonlight more closely represents the collective unconscious, while Bronson more robustly embodies schizoanalysis. In Chapter Two, I examine the magnitude to which the play and film version of Jean Cocteau's Orpheus illuminate his self-portrait. By analyzing the similarity and differences between how Cocteau depicts mirrors and the female personification of Death, I discovered the film version to more profoundly evoke and depict Cocteau's self-portrait. Finally, in Chapter Three, I discuss my process of writing a new play with film elements called Flooded—before providing a sample of the text, and later analyzing the advantages and disadvantages of the film contents in the play.
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Williams, 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.
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Marcus, 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.
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Parrillo, 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.
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<p> Philosophers, 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.</p>
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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.
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School Psychology<br>Ph.D.<br>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.<br>Temple University--Theses
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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.
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Skovgaard, 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.
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McElhinney, Rowena. "Professional identity development : a grounded theory study of clinical psychology trainees." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3299.
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This is a constructivist grounded theory study of the impact of the clinical psychology flexible training scheme on the development of professional identity. Professional identity development involves the acquisition of new role behaviours and new views of the self. Research into professional identity development amongst clinical psychology trainees is scarce. Studies involving clinical psychology trainees have mainly focused on their psychological adaptation to the challenges of training. A longitudinal study of the 2003 cohort of the University of Edinburgh Clinical Psychology Training Programme was conducted to identify factors that facilitate and impede professional identity development. A combination of focus groups and individual interviews were used to explore flexible trainees’ experiences during their 4th and 5th years of training and the experiences of 4-year flexible and 3-year trainees in their first-year post-qualification. All interviews were transcribed and coded line-by-line in order to facilitate the development of analytic categories. Six main categories were identified: Perceived Competence, Formal Status, Comparisons of Self with Others, Expectations of Others, Role Conflict and Role Ambiguity. The results suggest that professional identity development involves attaining equilibrium between the formal status of the role and the individual’s perceived competence in that role. Role conflict, role ambiguity, comparisons of self with others and the expectations of others can all create a sense of disequilibrium and impede the individual’s ability to identify with the professional role. It would appear that flexible trainees are better able to identify with the professional role on qualification as they have greater opportunities to develop a sense of competence during their training in comparison with their 3-year peers. However, they also appear to experience greater conflict and ambiguity in their roles as flexible trainees, which has implications for their identity development during training.
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Skovgaard-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.
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Cowley, 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.
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Concepts are not sets of necessary and sufficient conditions. This fact has caused trouble for both psychologists and philosophers. The resultant psychological theories of concepts, which are primarily aimed at the functional role of concepts, are very specific but this specificity is at the expense of excluding some types of concepts. The resultant philosophical theories of concepts, which are primarily aimed at the content of concepts, are general but this generality is at the expense of understanding the role concepts play in the mind. My dissertation proposes a bridge between psychological and philosophical theories of concepts. This bridge has two parts: The first part is a general model of the functional role of concepts which is philosophically rigorous but can house existing psychological theories of concepts. The second part is a theory of the (narrow) content of concepts, which is informed by the mass of psychological evidence, but is general enough to encompass all concepts. The key in both parts is the role that concepts play in inference. I argue for the inferential model of concepts, which claims that the functional role of a concept is its inferential role. I also argue for inferential-role semantics which claims that the (narrow) content of a concept is determined by its inferential role. The overlooked advantage of this inferentialist position is the ability to draw on an account of reasoning to solve problems in developing a theory of concepts. My dissertation can then be seen as unifying philosophical and psychological work on concepts with philosophical and psychological work on reasoning. This is most obviously seen in the final chapter which offers an account of compositionality for inferential-role semantics.
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Macera, 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.
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<p> A 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.</p>
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McCarthy, Lisa Kay. "Agoraphobia and Interpersonal Relationships: Theory and Research." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539625929.
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Foad, Colin. "Social context mismatch theory." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/84359/.
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This thesis outlines the novel theoretical approach of social context mismatch theory (SCMT). SCMT outlines how changes in context can lead to mismatches between motives and their surrounding environment. For example, the basic human desire to care for others has become problematic in a modern context, where globalised identities are possible. We want to care for all the vulnerable members of society, but we are faced with numerous barriers. The conclusion of SCMT is that these mismatches provide fertile soil for hypocrisy to thrive, as people become accustomed to failing to meet their desired standards. Having introduced the theory, three core chapters use this model to outline how broader contextual perspectives can bring different psychological concepts together in order to gain a novel perspective on well-established social psychological processes. Chapter 2 outlines how people see their values as dynamic over time and illustrates relationships between this dynamism and well-being. Chapter 3 shows how people display different forms of hypocrisy in the realm of ethical consumption and how higher thresholds for ethical behaviour can encourage greater desire to change to a more pro-social position. Chapter 4 manipulates perceptions of complexity of a little-known moral issue and shows how greater complexity can lead to less harsh moral judgements and a reduced willingness to engage with remedial action. Finally, the thesis concludes by outlining a range of future directions that SCMT opens up, particularly for those who want to bring relatively isolated psychological ideas together. Accordingly, there is a strong focus on how a simultaneous awareness of multiple contexts can provide new perspectives on psychological processes. SCMT is a theory that is inextricably linked to working towards a more caring world and the dissertation reflects this motivation.
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Loubser, Janie. "Attachment theory and adult intimate relationships." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/1095.
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China, 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.
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Boysan, Zehra. "Attachment theory and therapeutic relationships." Thesis, City University London, 2015. http://openaccess.city.ac.uk/14799/.
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The aims of this study were to examine the associations between current self-reported attachment styles, retrospective reports of childhood experiences, and the development of the therapeutic alliance. It was hypothesised that anxious and avoidant attachment would be correlated with negative childhood experiences and that both attachment anxiety and avoidance would be inversely correlated with the therapeutic alliance. The third hypothesis stated that negative childhood recollections would correlate inversely with the quality of the therapeutic alliance and that this association would be mediated by adult attachment styles. One hundred adult counselling/psychotherapy clients referred for psychological therapy in primary care were asked to complete the Childhood Experiences Survey (Meyer, 2005) as a measure of retrospective childhood experiences, the Experiences in Close Relationships Scale (Brennan, Clark, & Shaver, 1998) as a measure of adult attachment styles and the Working Alliance Inventory (WAI) (Horvath & Greenberg, 1989) as a measure of working alliance. The first hypothesis which stipulated that negative childhood experiences would be correlated with anxious and avoidant attachment style was partially supported. Avoidant attachment style but not anxious attachment style was significantly and moderately strongly associated with rejection experiences as measured by the CES. The second hypothesis, which stated that both anxious and avoidant attachment would be correlated with the therapeutic alliance, was also partially supported. Avoidant attachment but not anxious attachment correlated significantly and inversely, moderately strongly with the therapeutic alliance. The third hypothesis stated that the relationship between childhood experiences recollections and the alliance would be mediated by both attachment anxiety and avoidance. The third hypothesis could not be explored further as childhood experiences did not correlate significantly with the therapeutic alliance. Findings and implications for further research are discussed.
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Lieberman, Joel David 1967. "Cognitive-experiential self-theory and juror decision-making." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282446.
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Cognitive-experiential self-theory maintains that there are two principal ways of processing information. The first is in a rational mode; the second is in an experiential (emotional) mode. Previous research has demonstrated that when participants are motivated to process information experientially, they tend to rely on heuristic cues in their decision making. However, when participants are motivated to think in a rational mode, they devote greater attention to the information presented to them, and make more accurate decisions. This may have an impact on legal decision making. Attorneys in personal injury trials often attempt to present their case in a manner directed at either rational or emotional processing, under the assumption that emotional jurors will be supportive of the plaintiff while rational jurors will be supportive of the defendant. However, in an attempt to motivate emotional processing attorneys may inadvertently activate heuristic cues that have an impact on juror decision making, such as the defendant attractiveness bias (previous research has demonstrated that attractive defendants receive more lenient sentences than unattractive defendants). The hypothesis that an attractiveness-leniency effect would occur when individuals were in an experiential mode, but not when they were in a rational mode was tested. Mock jurors were put into either an experiential or rational mode through the use of a number of materials and trial evidence. They were then presented with a photograph of a defendant who was either high or low in physical attractiveness. Following this, a transcript of a personal injury trial and relevant jury instructions were presented. Finally, participants rendered verdicts on a number of measures including monetary damages, liability verdicts, and assessments of negligence. The results indicated that an attractiveness-leniency effect was operative when individuals were in an experiential mode, but not when they were in a rational mode. However, this effect appears to be limited to variables that are emotionally oriented, rather than ones that require analytic reasoning. The paper concludes with a discussion of the potential implications of cognitive-experiential self-theory on juror decision making in a variety of related areas.
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Johansson, 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/.
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This thesis explores the research question of how and why people forgive. The aim was to form a grounded theory based on participants’ interview accounts of the experience of having forgiven another person. Fifteen men and women who considered that they had forgiven another person who had transgressed against them were interviewed and the data was analysed using grounded theory as the framework. The data revealed a process of forgiveness that involved the following themes: a condition of process (emotional pain experienced in relation to another), a motive and process aid (realisation of effect of pain on oneself), forgiveness process consisting of three main categories (understanding and changing perspective; acceptance and letting go; emotional processing and building selfworth) and an outcome of process (emotional relief and strength in self). The findings of the study suggested that forgiveness was a process that was primarily driven by intrapersonal motives including a wish to let go of anger and move on. This motivation aided the process of forgiveness through allowing the participants to gain a broader understanding of themselves and others, accept and let go of unrealistic wishes and build on their sense of self-worth. The outcome suggested that participants experienced a sense of relief and strength within themselves following this process. These findings add to the understanding of how forgiveness is processed through approaching the topic from a theoretically neutral angle. The findings may be used to further research the categories proposed in this study as well as develop therapy interventions that can be of help in situations where a client wishes to work on issues surrounding forgiveness.
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Vial, Vazquez Andrea Celeste. "A Role-Based Theory of Prejudice Accommodation." Thesis, Yale University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10957350.
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<p> This 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 <i>other people's </i> 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.</p><p> 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.</p><p> 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.</p><p>
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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/.
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Research has shown that self-affirmation often leads to more adaptive responses to messages that focus on behaviour-specific, individual threats. However, little is known about the effects of self-affirmation in the context of a multifaceted collective threat, such as climate change. In the current thesis I apply self-affirmation theory to the psychology of climate change. More specifically, I propose that differentially polarized environmental orientations can have an impact on self-affirmation effects. In Chapter 1, I provide a general integration of the self-affirmation literature, the literature on sceptical responses to climate change, and the findings reported in the current thesis. The results from six empirical studies are presented in the following four chapters. In Chapter 2, I present findings that indicated that sceptical responses to climate change information are not always reduced through self-affirmation, but are instead strongly dependent on people's initial levels of rejection of environmental problems. In Chapter 3, I suggest that in the absence of a persuasive threatening message, self-affirmation can serve to validate a person's initial worldviews about environmental issues. In line with this suggestion, results demonstrated that self-affirmation led to more pro-environmental motives among participants with positive ecological worldviews but led to less pro-environmental motives among participants with negative ecological worldviews. In Chapter 4, I examine self-affirmation effects on the acceptance of climate change information. Results showed that self-affirmation promoted perceptions of greater climate change consequences and more self-efficacy among initially sceptical participants. Additionally, self-affirmation reduced pessimism among less sceptical participants. In Chapter 5, I present evidence that showed that self-affirmation resulted in more acceptance of information portraying the UK's contribution to climate change problems among participants with high national identification, while group-affirmation resulted in more information acceptance among participants with low national identification. These effects were only apparent among participants with negative ecological worldviews.
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Secker, 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/.
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In this thesis I consider the function of emotion in concept development as conceived by Lev Vygotsky. I offer an argument for considering mental concepts as the material product of emotional activity and social relations mediated by speech. I argue for a conception of mental development as arising at the interface of emotional activity considered as the neurophysiological activity of the body and speech shared in a dialogue. I attempt to demonstrate how speech in a dialogue obtains the development of higher mental functions by simultaneously transforming primary or passive emotions into the secondary, social or active emotions that motivate the speech for the development of concepts. To achieve an explanation of this process I consider Spinoza’s theory of emotion, conceived as consistent with Vygotsky’s interest in that theory in its methodological relation to the Spinozist theory of neuroscientist Antonio Damasio. Following Vygotsky’s ‘testing’ of Spinoza’s theory against the Jamesian theory of emotion I ‘test’ Spinoza’s theory in the light of Damasio’s interpretation, for the purpose intended by Vygotsky. In the course of this ‘methodological test’ I reveal the extent to which Vygotsky and Damasio agree in their interpretations of Spinoza. I show that the theory of Damasio, except in respect of Spinoza’s notion of active emotion, represents the theory of emotion to which Vygotsky would have appealed for his own ‘test’ of Spinoza’s theory of emotion as he explains in his monograph. I show especially that Vygotsky is relevant to Damasio in just that part where Damasio’s theory does not meet Vygotsky’s objections to the James-Lange theory. I explore the consequences for Damasio of his omissions from his theory of certain crucial parts of Spinoza’s own theory significant for Vygotsky and I show that following these omitted parts points to a theory of motivation which can only be completed by introducing Vygotsky’s theory of concept development. From the shared Spinozist perspectives of Damasio and Vygotsky I develop an explanation of speech motivation. In this, I explain the interaction between concept development and speech when the use of speech is motivated by emotional activity as a function of concept development. I argue that the development of social relations and concepts of them can only be traced in speech motivated by secondary emotions.
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Watson, 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 intégralRésumé :
Thesis (MA)--University of Stellenbosch, 2003.<br>ENGLISH 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.<br>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.
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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 intégral
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Bowers, J. M. "Schema theory and memory." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383077.
Texte intégral
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Lu, 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.
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Gatyas, Maxwell. "A Theory of Emotion Sharing." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1623167135638119.
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Salomonson, 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 intégralRésumé :
<p> This 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. </p><p>
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Xenikou, Athena. "Attributional theory, organisational culture and motivation." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/1317967/.
Texte intégralRésumé :
This thesis concerns the effect of attributions for failing in a creativity task and organisational culture (OC) on motivation to engage in similar tasks. In chapter one the relationship between situational attributions, attributional style (AS), and motivation is reviewed. A reformulation of Amabile's model of the social psychology of creativity is suggested on the grounds of recent developments in attributional theory. An extension of Amabile's theory is also proposed by investigating various social facilitators of creativity. In order for the proposed extension of Amabile's theory to be further elaborated within the organisational setting, the effect of organisational culture on creativity and innovation is reviewed in chapter two. Five studies were conducted to test a series of hypotheses derived from the above research. In study one, the moderating role of situational attributions in the relationship between failure and subsequent motivation was empirically shown in terms of the refined attributional theory of Weiner. Since the literature in AS has questioned the psychometric properties of the various measures of the concept, study two concerns the development of a more reliable and valid measure of AS. Results showed that a generalised expectancy for negative events is a predictor of low confidence and pessimism. In study three the new measure of AS was used to test for the hypothesised influence of AS on after-failure motivation through its effect on situational attributions. The suggested extension of Amabile's social psychology of creativity was also tested by examining whether pro-creativity social norms facilitate creative behaviour. The findings demonstrate that the globality facet of AS and the perceived social norms for creativity determine the perception of situational attributions, which in turn predicts the level of after-failure motivation. In order to examine the effect of social norms on motivation to be creative in the organisational setting, organisational norms as a manifestation of OC had to be measured. The fourth study was a psychometric assessment of four questionnaire measures of OC which showed the more reliable and valid measure to use. In addition, study four provided some evidence that the organisational norms of creativity, internal co-operation, and achievement constitute the cultural dimension of openness to change, while the norms of centralisation of power and competition are associated with resistance to change. The fmal study investigated the effect of OC on employees motivation to be creative through the mediating effect of situational attributions for failure and expectancy of future success. The hypotheses of this study were partly supported. The final chapter discusses the findings and the limitations of this thesis, drawing out possible implications for future research.
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Corner, Ann-Marie. "Circumplex models : theory, methodology and practice." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356997.
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Watt, Stuart Neil Kennaway. "Seeing things as people : anthropomorphism and common-sense psychology." Thesis, Open University, 1997. http://oro.open.ac.uk/57722/.
Texte intégralRésumé :
This thesis is about common-sense psychology and its role in cognitive science. Put simply, the argument is that common-sense psychology is important because it offers clues to some complex problems in cognitive science, and because common-sense psychology has significant effects on our intuitions, both in science and on an everyday level. The thesis develops a theory of anthropomorphism in common-sense psychology. Anthropomorphism, the natural human tendency to ascribe human characteristics (and especially human mental characteristics) to things that aren't human, is an important theme in the thesis. Anthropomorphism reveals an endemic anthropocentricity that deeply influences our thinking about other minds. The thesis then constructs a descriptive model of anthropomorphism in common-sense psychology, and uses it to analyse two studies of the ascription of mental states. The first, Baron- Cohen et al. 's (1985) false belief test, shows how cognitive modelling can be used to compare different theories of common-sense psychology. The second study, Searle's (1980) `Chinese Room', shows 'that this same model can reproduce the patterns of scientific intuitions taken to systems which pass the Turing test (Turing, 1950), suggesting that it is best seen as a common-sense test for a mind, not a scientific one. Finally, the thesis argues that scientific theories involving the ascription of mentality through a model or a metaphor are partly dependent on each individual scientist's common-sense psychology. To conclude, this thesis develops an interdisciplinary study of common-sense psychology and shows that its effects are more wide ranging than is commonly thought. This means that it affects science more than might be expected, but that careful study can help us to become mindful of these effects. Within this new framework, a proper understanding of common-sense psychology could lay important new foundations for the future of cognitive science.
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Harnar, 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 intégralRésumé :
Stakeholder participation in evaluation, where the evaluator engages stakeholders in the process, is prevalent in evaluation practice and is an important focus of evaluation research. Cousins and Whitmore proposed a bifurcation of participatory evaluation into the two streams of transformative participatory and practical participatory evaluation (T-PE and P-PE respectively). T-PE stems from a social justice perspective and P-PE has more of a use orientation. T-PE is an underdeveloped evaluation theory with relatively low operational specificity. Case examples provide some understanding of it in practice, but comprehensive empirical support is still forthcoming. This study aims to develop a greater understanding of the participatory evaluation schema of P-PE and T-PE and to develop more practice-based and accessible operational specificity of T-PE by developing a logic-model like representation informed by both theorists and practitioners. In the process, a set of 28 key T-PE variables and eight statements that help identify T-PE evaluators were developed.
The American Evaluation Association's membership (N=6,615) was invited to an online survey where they were asked their agreement on eight statements related to participatory evaluation. If they were at all participatory in their approach to evaluation they were asked to model their evaluation practice using an online software. A total of 240 evaluators modeled their practice. A most-endorsed model was created from the drawings of those identified as T-PE evaluators (n=142). A sample of these (n=21) commented on the model through webinars.
The model created in this research is quantitatively and qualitatively different from a model created by a group of practitioners identified as more utilization-focused (n=16). The T-PE model was more likely to have stakeholder involvement and community trust at its center and the comparison model was more action-oriented and outcomes driven. This theory- and practice-informed T-PE model, the set of variables expected to be key to T-PE, and the set of statements that might be used to identify T-PE evaluators from other practitioners provide for a more descriptive theory of transformative participatory evaluation and introduce a novel method for engaging practitioners in the theory development process.
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Williams, Carrie. "The empathizing-systemizing theory and adolescents with autism spectrum conditions." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10156275.
Texte intégralRésumé :
<p> The 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.</p><p> 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.</p><p> 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.</p>
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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 intégralRésumé :
<p> This 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.</p><p>
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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.
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Johnson, Keith E. "Problems of epistemology in the integration of psychology and theology." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Petosa, 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.
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Sit, Hui-ping Cindy, and 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.
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Howald, Nicholas. "Examining Alexithymia in Affective Events Theory." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu155490436756135.
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