Showing papers on "Conceptualization published in 1983"

The social psychology of creativity: A componential conceptualization.

Abstract: Despite the clear importance of social and environmental' influences on creative performance, a social psychology of creativity is yet to be developed. Theory and research have focused almost exclusively on a personality approach to creativity and, to a lesser extent, a cognitive-abilities approach. Following a consideration of the definition and assessment of creativity, a componential framework for conceptualizing creativity is presented here. Including domain-relevant skills, creativity-relevant skills, and task motivation as a set of necessary and sufficient components of creativity, the framework describes the way in which cognitive abilities, personality characteristics, and social factors might contribute to different stages of the creative process. The discussion emphasizes the previously neglected social factors and highlights the contributions that a social psychology of creativity can make to a comprehensive view of creative performance. A striking feature of many phenomenological accounts of creativity is the degree to which outstandingly creative individuals feel influenced by social and environmental factors. In many cases, these factors are quite ordinary, mundane events; it appears that even seemingly insignificant features of the environment can be detrimental or conducive to creativity in some individuals. For example, in a letter to a friend, Tchaikovsky (1906) described the devastating effect that

Spiritual well-being: Conceptualization and measurement.

Abstract: Recent attempts to measure the quality of life or subjective well-being show promise for a more helpful and accurate appraisal of the collective and individual state of people than objective, econo...

Social support and psychological disorder: a review.

Abstract: With the rapid growth in the literature on social support and psychological disorder, a review of the area is in order. The present article describes current conceptualizations of social support, and presents a distillation of empirical evidence on the relationships among stress, social support, and psychological disorder. The structure of support links and the quality of the relationships they provide appear to be associated with a range of mental health issues. Methodological problems with current research are assessed, and suggestions for appropriate design and conceptualization are offered.

Listening Comprehension: Approach, Design, Procedure

Abstract: This article outlines three dimensions in the teaching of listening comprehension. In approach, it discusses the nature of spoken discourse and offers a theory of listening comprehension that takes into account the processes that listeners make use of. In design, it analyzes learners' listening needs, proposes a taxonomy of microskills, and establishes objectives for teaching these skills. And finally, in procedure, it presents classroom activities and exercise types that can be used to attain these objectives. Not to let a word get in the way of its sentence Nor to let a sentence get in the way of its intention, But to send your mind out to meet the intention as a guest; THAT is understanding. Chinese proverb, fourth century B.C. In this article, three dimensions of conceptualization, planning, and performance involved in the teaching of listening comprehension are considered. These are referred to as approach, design, and procedure (Richards and Rodgers 1982). Initially, an outline of some of what is known about the processes involved in listening is presented. This is the level of approach, where assumptions about how listeners proceed in decoding utterances to extract meanings are spelled out. The next level, that of design, is where an operationalization is made of the component micro-skills which constitute our competence as listeners. This in turn enables objectives to be defined for the teaching of listening comprehension. At the third level, that of procedure, questions concerning exercise types and teaching techniques are examined. These three levels illustrate the domain of methodology in language teaching.

An Organization of Learning Styles Theory and Constructs.

Abstract: DOCUMENT RESUME TM 830 554 Curry, Lynn An Organization of Learning Styles Theory and Constructs. Apr 83_ 28p.; Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Quebec, April 11-15, 1983). Speeches/Conference Papers (150) -Reports Research /Technical (143) MF01/PCO2 Plus Postage. *Cognitive Style; Definitions; Individual Differences; *Learning Theories; *Models; Psychometrics; *Research Needs; Standards In; the past 3 years there has been a resurgence of interest in learning styles as applied to education generally and to professions education in particular. For all this activity there are difficulties preventing significant progress. Chief among these is the bewildering confusion of definitions surrounding_learning style conceptualization, and the concomitant-wide variation in the scale of behavior claimed to be predicted by learning style conceptualizations. This presentation outlines a technical reorganization of learning style constructs and proposes an empirically testable structure encompassing style concepts that have established psychometric standards. (Author) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** r U.S DEPARTMENT OF EDUCATION _NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) >1. This document has been roproduced cs received from the persun or organization originating it. Minor_ changes have boen made to improve coproduction gualitY. Points of wow or opinions statod in this document do not necessarily represent official NIE LC1 position or policV. OD An Organitation of Learning Styles Theory and Constructs Lynn Curry; Ph.D. Division of Continuing Medical Education Dalhousie University Halifax, NS 13311 4H7 prepared for presentation at American Educational Research Association Annual Meeting, April 1983 Montreal; Canada 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Abstract for: An Organization of Learning Styles Theory and Constructsfor: An Organization of Learning Styles Theory and Constructs In the past three years there has been a resurgence of interest in learning styles as applied to education generally and to professions education in particu2ar. For all this a:tivity there are difficulties preventing significant p:.Igress. Chief among these is the bewildering confusion of definitions surrounding learning style conceptualization, and the concommitant wide variation in the scale of behaviour claimed to be prediCted by learning style conceptualizations. This presentation outlines a technical reorganization of learning style constructs and proposes an empirically testable structure encompassing style conceptS thAt have established psychometric standards. An OrganitatiOn of Learning Styles Theory and ConstruCtS Introduction Lynn Curry, Ph.D. Division of CME Dalhousie University Halifax, NS In the past three years there has been a resurgence of interest in learning styles as applied to education generally and health professions education in particular. This interest stems from those with research interests in learning style(1,2), those charged with the responsibility for curriculum determination(3,4), and from those with political responsibility to insure the quality of initial training and continuing education(5). For all this activity there are difficulties presently preventing significant progress in application of learning styles to professional training and continuing education. Chief among these difficulties is the bewildering confusion of definitions surrounding learning style conceptualizations, and the concommitant wide variation in scale or scope of behaviour claimed to be predicted by learning style models. Some learning style conceptualization, for example, claim to predict only an individual's choice between a lecture style course versus a small group style course; others attempt to predict habitual procedure for all learning acts in which an individual might engage. Needless to say the evidence gathered to support various conceptualizations varies radically in terms of psychometric standards. The organization described here attempts to bring some order to this chaos by proposing an empirically testable structure encompassing learning style concepts that have established psychometric standards.

Organizational Slack and Political Behavior Among Top Management Teams.

Abstract: This paper reports three things. First, we suggest a conceptualization of slack which incorporates an "ease-of-recovery" dimension. Second, we provide and empirical measure of organizational slack ...

Context Effects in Memory and Learning Movement Information

Abstract: A theoretical framework is offered that interprets Battig's (1979) conceptualization of contextual interference in terms of the multiple and variable processing that result from the concurrent presence of tasks in working memory. The central role of cognitive processes in the learning of motor tasks and the influence of these processes on motor performance is emphasized. This theoretical interpretation switches emphasis away from a memorial representation of a motor act comprised of sensory attributes to an active, operationally defined representation.

Post-Formal Operations? A Need for Further Conceptualization

Abstract: Several conceptualizations of cognitive development in adulthood have recently been advanced within a Piagetian framework While each is unique, there are three shared features: (1) the realization of

The Conceptualization of Educational Evaluation: An Analytical Review of the Literature

Abstract: Recent decades have been productive in the conceptualization of educational evaluation, trying to clarify its meaning and exposing the distinction between evaluation and other related concepts. This article reviews the evaluation literature through an analytical framework representing issues addressed by major evaluation approaches in education. The analytical framework is comprised of 10 dimensions referring to: (1) the definition of evaluation, (2) its functions, (3) the objects of evaluation, (4) the variables that should be investigated, (5) criteria that should be used, (6) the audiences that should be served, (7) the process of doing an evaluation, (8) its methods of inquiry, (9) the characteristics of the evaluator, and (10) the standards that should be used to judge the worth and merit of an evaluation. Some implications for the advancement of evaluation theory and practice conclude this review of the literature.

Schemata in Cognitive Anthropology

Abstract: The aim of this review is to examine the "schema" concept being developed in cognitive science from the perspective of cognitive anthropology. Cognitive science is the inter-disciplipary field that was originally formed around the joint interests of cognitive psychology and computer science and now includes cognitive anthropology and cognitive linguistics as well. Schemata (the plural), which are knowledge structures that are "the building blocks of cognition," pervade theorizing about cognitive organization and function in cognitive science (173). "Schema" is the most widely used term for these knowledge structures (7, 22, 39-41, 51, 80, 95, 96, 102, 120, 121, 142, 144-149, 1 5 1-154, 1 70-175,205,209,212), but they are also referred to as "frames" (138,219), "scenes" (69), "scenarios" (69! 159), "scripts" (1, 2, 183-188), "gestalts" ( 1 1 7-1 1 9), "active structural networks" ( 174), and "memory organi­ zation packets" ( 1 85). "Schema" and these other terms, although they are conceptualized somewhat differently by different writers, depending on their particular aims and in­ terests, bear a striking family resemblance to each other. The emphasis here will not be on differentiating among these terms and concepts, but rather on assembling a composite conceptualization that incorporates the most important aspects of all these variants. Because "schema" is the most commonly occur­ ring term, it will be used for this composite concept, and the other terms will be reserved for distinguishing types of schemata and some of their interrela­ tionships. The schema notion and its importance ip cognitive research have been described and examined in numerous previous reviews. These have been reviews concerned either with cognitive science as a whole (21,94,144) or with work in cognitive psychology ( 100, 101, 142), cognitive social psycholo-

Organizational Crisis. Part I: Definition and Conceptualization

Abstract: Initially, a two part definition of organizational crisis is presented, related to their significance and prevalence and reflecting either (a) opportunities to meet organizational goals or (b) demands or threats that may prevent an organization from attaining its goals or limiting its abilities to meet them and (c) which the organization seeks to resolve because outcome stakes are important and the ideal resolution strategy uncertain. Thus, crises have both objective and subjective aspects. A number of elements of the definition are discussed in terms of their implications for organizations and their subsystems. Finally, three major aspects of our conceptualization are described in terms of empirical examples from our investigations followed by a typology of eight kinds of organizational crisis based upon three dimensions, (1) control, (2) opportunity-threat, and (3) organizational susceptibility and vulnerability to crisis. Part II will deal with strategies and responses to crisis.

Conceptual models of nursing: Analysis and application

Abstract: 1. Nursing Knowledge Development: Relevance to Science and Professional Practice. 2. The Structure of Nursing Knowledge: Analysis and Evaluation of Practice, Middle Range, and Grand Theory. 3. Florence Nightingale: Pioneer in Nursing Knowledge Development. 4. Peplau's Theory of Interpersonal Relations. 5. Henderson's Conceptualization of Nursing. 6. Johnson's Behavioral System Model. 7. Orem's Model of Self-Care. 8. Roy's Adaptation Model. 9. Leininger's Culture Care Theory. 10. Neuman's Systems Model. 11. King's Conceptual System and Theory of Goal Attainment. 12. Martha Rogers' Model: Science of Unitary Beings. 13. Newman's Theory of Health. 14. Watson's Model of Caring. 15. Fitzpatrick's Life Perspective Rhythm Model. Index.

Self-Management: Its Control and Relationship to Other Organizational Properties

Abstract: Current models on self-management in organizations generally have taken a bivariate perspective. This paper proposes a more complex conceptualization of self-management in which its control mechanisms are examined. It is argued that the self-managed employee is far from loosely supervised; such employee is closely controlled. It is argued further that the clientele's active participation in the operation of the organization mediates the widely held relationship between self-management and structure.

Sociological Aspects of Attribution

Abstract: Attribution theory, the study of the causal interpretations that persons give to events in their environment, has recently been a major emphasis in psychological social psychology. This paper explores the utility of the classic theoretical statements in attribution for sociological problems, and reviews the efforts of sociologists to apply attribution concepts in their research. The theory has been criticized regarding its limited applicability to attribution occurring in interaction or in natural contexts. These criticisms are reviewed, as well as arguments for synthesizing attribution theory with symbolic interactionism, and efforts to apply such a synthesis in the areas of labeling, impression management, and accounts. Future research and conceptualization agendas are suggested, along with a research strategy for accomplishing these.

The Motivational Foundations of Political Belief Systems: A Re-Analysis of the Operational Code Construct

Abstract: Are individuals likely to have political belief systems which allow them to behave in ways consistent with their needs for power, affiliation, and achievement? This question is explored by re-analyzing Holsti's typology of operational code belief systems. An examination of points of consensus and dissensus among the types indicates that Holsti's six-fold typology can be collapsed into four types without much loss of distinction among belief systems. A TAT motivational imagery analysis of these systems reveals that the power motive dominates four of the types; the affiliation motive dominates a fifth type; and the achievement motive is strong in the sixth type. The results support and refine Holsti's contention that his typology identifies belief systems, and they suggest potentially interesting linkages among needs, beliefs and decision-making behavior. At the present time personality and cognitive approaches constitute two major modes of psychological research into the foreign policy behavior of elites. While there has been some investigation of the overlap between these two approaches (Etheredge, 1979), their interrelationships have not received intensive scrutiny. Whatever gaps one finds between the two approaches are primarily based upon differences in conceptualization and methodology. Thus, many disagreements exist among scholars about the relevancy of each approach for understanding political behavior. I propose to investigate the possibilities for closing some of these gaps by examining the relationships between two variants of these approaches: the 'psychological motivations' approach developed by McClelland (1961), Atkinson (1958, 1966), and Winter (1973); and the 'operational code' approach pioneered by Leites (1951, 1953), George (1969), and Holsti (1977). Although these two approaches have evolved independently, they share a common concern for the explanation of several political variables, such as bargaining style, the selection of political goals, the adoption of risk-taking strategies and tactics, and the exercise of political influence (Terhune, 1968; Winter and Stewart 1977; George, 1969; T,-J1ti 1077A

The Self-Expansiveness Level Form: A conceptualization and measurement of a transpersonal construct.

Abstract: The development of adequate measures of transpersonal concepts is a major requirement if empirical work is to proceed in the field of transpersonal psychology. The development of such instruments would enable a variety of research projects to be accomplished in such a way that a cumulative benefit could occur due to shared technique. Some may think that the transpersonal area eludes measurement and perhaps all empirical explorations, but it is the position of this paper that such work is possible and desirable. The approach taken to address this need is the construction and validation of an objective self-report instrument, the Self-Expansiveness Level Form.

Knowledge and use of services by the elderly: a critical review of the literature.

Abstract: This article critically reviews the existing literature on the perceptions, knowledge, and use of services by the elderly. Definitive statements concerning these topics are difficult to make because of the contradictory research findings and inadequacies of existing studies. However, the following observations are supported by this review: many elderly do not hold positive attitudes towards services, a bare majority appear aware of services, utilization rates are extremely low, and the correlates of service use are not well understood. In addition, this article identifies a number of weaknesses with the existing research and discusses the following specific recommendations for improvement: conceptualization and operationalization of knowledge and use as continuums, not as discrete phenomena, examination of the processes by which individuals come to know of and use services, and consideration of the roles played by informal networks as facilitators or deterrents to knowledge and use of services.

Conflict Resolution Within the Supervisory Relationship

Abstract: The present article examines conflicts in the supervisory relationship from the supervisee's perspective. One hundred and fifty-eight graduate students in clinical psychology were surveyed concerning the occurrence, handling, and outcome of conflicts in their supervisory experiences. Thirty-eight percent of the students with supervised experience reported a major conflict with a supervisor, which made it difficult to learn from supervision. Trainees described three areas of conflict—theoretical orientation or therapeutic approach, style of supervision, or personality issues. The degree to which conflicts were discussed and successfully resolved seemed to depend partly on the type of conflict; it was easier to resolve conflicts that centered on style of supervision than on personality issues. When conflicts were not resolved, students often sought support from others, altered their behavior to conceal difficulties, or appeared to comply with the supervisor. The implications of these findings for the learning process in supervision are discussed. One of the most important elements in the training of a psychotherapist is the direct supervision of his or her clinical work. The knowledge acquired through books and classes provides the basis for therapeutic work, but the critical element is the more intensive, personal training provided by experienced supervisors. Supervision is more than simply a didactic experience in which the supervisor teaches the trainee. It is a complex interpersonal interaction subject to the vicissitudes of all human relationships. The importance of these interpersonal or relationship aspects of supervision to the quality of the learning experience has repeatedly been emphasized throughout the supervision literature. For example, Cohen and DeBetz (1977) stated that success in supervision depends on the quality of the relationship between supervisor and trainee, and Fleming and Benedek (1966) stressed the importance of establishing a "learning alliance" with the trainee, which they view as analogous to the therapeutic alliance. Indeed, one study found that trainees' perceptions of the quality of supervision were more strongly related to the interpersonal aspects of the relationship than to the content emphasized by the supervisor (Nash, 1975). A positive supervisory relationship characterized by good rapport, empathy, and respect appears to facilitate the trainee's receptivity to learning from the supervisor. Sources of tension in the, supervisory relationship have been discussed by numerous authors. For the most part, these discussions have highlighted problems that relate to personality dynamics and role definition, for example, personal issues or anxieties of the therapist in training (Fleming & Benedek, 1966; Langs, 1980; Mueller & Kell, 1972), need for dominance on the part of the supervisor (Robiner, 1982), and the dual role of supervisor as teacher and evaluator (Cohen & DeBetz, 1977; Hassenfeld & Sarris, 1978;,Kadushin, 1968; Robiner, 1982; Wolberg, 1977). Wolberg (1977) has also noted th^t conflicts may center around differences in orientation; that is, supervisor and supervisee may differ in theoretical orientation used in case conceptualization and treatment planning, in clinical methods and techniques, in use of terminology, and in the setting of psychotherapeutic goals. Numerous authors have stressed the importance of discussing conflicts in the su

Paradox in the experiences of professional women

Abstract: The recent surge of research on difficulties faced by professional women has not been complemented by the development of a synthetic framework which would facilitate conceptualization, analysis, and theory building. This article demonstrates the heuristic power of concepts of paradox, double‐bind and mystification as descriptive metaphors for understanding the experiences of professional women. These concepts are then used to analyze six empirically derived paradoxes faced by professional women and to critique alternative communication strategies by which women professionals may define and manage complex, potentially mystifying situations.

A Social Network Approach to Organizational Design-Performance

Abstract: Prior research has failed to confirm a direct relationship between organizational design and group performance. The reason, as revealed by this literature review, may be that organization-level characteristics first affect group structural properties, which, in turn, have a direct impact on performance. In support of this view, this paper offers both a conceptualization of a moderated design-performance relationship and a set of literature-derived hypotheses to serve as guides for empirical research.

Changes in Mild Mental Retardation: Population, Programs, and Perspectives

Abstract: Recent developments in special education have begun to produce a significant change in the population being served under the label of mild retardation. The specific factors influencing this change and the effects of the overall functional levels of students enrolled in EMR programs are examined. Data on decreasing prevalence within programs are presented. Implications are drawn for emerging group characteristics, placement and curricular decisions, and labeling relative to such programs and for concerns about noncategorical grouping. An apparent shift in the conceptualization of mild retardation underscores the discussion of each of these issues.

Beyond Professionalism: The Child and Youth Care Worker as Craftsman

Abstract: In an effort to move the professionalization dialogue in child and youth care toward greater concern with the quality of client service and toward move conceptually-based consideration of the content of the work, the authors propose that the field be viewed as a craft. An initial approximation of such a conceptualization as it might look through the eyes of most current workers is followed by a discussion of possible implications for progress in significant areas of concern in the field.

The Case Conceptualization Format: A Training Device for Practicum

Abstract: A training device to facilitate counselor conceptualization of client psychological functioning is presented. Conceptualization is defined as the counselor's synthesis of the cognitive, behavioral, emotional, and interpersonal aspects of the client's intrapsyche dynamics. A specific case conceptualization format is presented, along with an explanation of each of its components. In addition, a step-by-step program for implementation of the training device within the practicum of a counselor education training program is presented.

Advocacy: A Conceptualization for Social Work Practice

Abstract: view of the specific methods that an a vocate should use, but this is not the case. Many authors focus on one method of advocacy to the exclusion of others. For example, some consider only class advocacy, and others con sider only case advocacy.4 Some claim that conflict is always necessary to advocacy; others believe that conflict should always be minimized.5 Some believe that advocacy must be based on the worker's decisions concerning what should be advocated; others claim that the task of advocacy is to persuade, not to decide.6 Logic and experience dictate that each method has some use and that methods

The disciplinary stake: the case of chronobiology.

Abstract: The differentiation of knowledge is a problem that in the sociology of science has mainly been treated in terms of units of innovation known as `scientific specialties' or `research networks'. These units have thus achieved the status of sociologically constructed concepts. Disciplines, on the contrary, have been relatively ignored and their conceptualization has, for the most part, remained at the level of common sense. In this paper, an attempt is made, with the aid of the quite particular case of chronobiology, to confront the problem of disciplines, starting within the theoretical framework of Bourdieu's `scientific field'. In this light, the conquest of the disciplinary form appears as a kind of struggle in the `field'. The derivative institutional frontiers can then be understood as the consequence of the reification of what one may call the `disciplinary stake', which corresponds to an attempt to exercise a professional mode of control in a particular domain of knowledge. The `disciplinary stake' i...