The Concept of Intelligence in Psychology as a Fallacy of Misplaced Concreteness   总被引：1，自引：1，他引：0  

Mark Flynn 《Interchange》1997,28(2-3):231-244

During the 20th century, mainstream psychologists exhibited a dogmatic belief in the reality of the abstraction of human intelligence as a cluster of functional behaviours. In confusing this abstraction for the concrete totality of the human intellectual experience, psychologists have committed what Alfred North Whitehead calls a "fallacy of misplaced concreteness" (1925/1967, p. 58). That is, they have mistaken a narrowly abstract conception of intelligence for concrete reality. This mistake has contributed to a dogmatic and naive ignorance of other possible explanations for intelligent human experience. If psychology truly desires to be a legitimate science in endeavouring to understand human intelligence, it must take into account concrete aesthetic experiences that are fundamental to the growth of creative consciousness and human knowledge.  相似文献   

Scoring mode and age-related effects on youth soccer teams’ defensive performance during small-sided games     

Carlos Humberto Almeida  Ricardo Duarte  Anna Volossovitch  António Paulo Ferreira 《Journal of sports sciences》2016,34(14):1355-1362

ABSTRACT

This study aimed to examine the scoring mode (line goal, double goal or central goal) and age-related effects on the defensive performance of youth soccer players during 4v4 small-sided games (SSGs). Altogether, 16 male players from 2 age groups (U13, n = 8, mean age: 12.61 ± 0.65 years; U15, n = 8, 14.86 ± 0.47 years) were selected as participants. In six independent sessions, participants performed the three SSGs each during 10-min periods. Teams’ defensive performance was analysed at every instant ball possession was regained through the variables: ball-recovery type, ball-recovery sector, configuration of play and defence state. Multinomial logistic regression analysis used in this study revealed the following significant main effects of scoring mode and age: (1) line goal (vs. central goal) increased the odds of regaining possession through tackle and in the defensive midfield sector, and decreased the odds of successful interceptions; (2) double goal (vs. central goal) decreased the odds of regaining possession through turnover won and with elongated playing shapes; (3) the probability of regaining possession through interception significantly decreased with age. Moreover, as youth players move forward in age groups, teams tend to structurally evolve from elongated playing shapes to flattened shapes and, at a behavioural level, from defending in depth to more risky flattened configurations. Overall, by manipulating the scoring mode in SSGs, coaches can promote functional and coadaptive behaviours between teams not only in terms of configurations of play, but also on the pitch locations that teams explore to regain possession.  相似文献   

国外金钱心理研究综述   总被引：1，自引：0，他引：1  

杜林致  乐国安 《西北师大学报》2002,39(2):61-65

综合考察、分析了国外金钱心理研究的理论和实验成果，勾勒出金钱心理研究的背景、意义、理论基础、结构维度及其实践价值。通过分析发现，金钱并不仅仅是一种交换工具，它隐藏着人们对人性的深刻认识，反映着人们的人格特点和价值期待，并由此影响到人们的思想、情感和行为。对金钱心理的研究，既有深刻的理论价值，又有很强的实践指导作用。  相似文献   

对高校后勤社会化中政府职能的思考   总被引：1，自引：0，他引：1  

王皆炜 《徐州师范大学学报(哲学社会科学版)》2001,27(4):159-161

在深化高校后勤社会化改革的过程中，政府行为的作用至关重要。高校后勤服务社会化只是整个社会服务社会化的一部分，是分享社会分工成果的一种表现形式。在这个过程中，政府主导、社会参与，既表现为有序地牵动整个社会，也反映了靠一个或几个学校解决这一问题的难度。因此，只有政府发挥主导作用，并使之成为各种资源实体发挥效能的连续点，才能保证高校后勤社会化的有序进行。  相似文献   

The Reported Effects of a Systematic Professional Learning Program on the Knowledge,Skills, and Concerns of Australian Early Childhood Educators who Support Young Children Displaying or at Risk of Challenging Behaviours     

Michael Arthur-Kelly  Genevieve Farrell  Tania De Bortoli  Gordon Lyons  Frank Hinchey  Fuk Chuen Ho 《International Journal of Disability, Development & Education》2017,64(2):131-149

High-quality early childhood education is a vital experience for young children with and without disabilities. Social and communication experiences in the context of play represent a core curriculum that sets a foundation for later learning and participation. Using a new self-report instrument, this article describes data collected in a large-scale professional learning project in NSW, Australia, that aimed to support early childhood teachers, paraprofessionals and other personnel who directly work with young children, including individuals who present or are at risk of challenging behaviours. Using a case application model of remote and direct coaching support and intervention centred on the input of expert practitioners, the reports of participants were collected before and after a series of three sequential workshops with embedded action research processes for participants. The program was designed to increase social and communicative exchanges and reduce the likelihood of challenging behaviours, by providing a systematic and practical framework for the introduction of functional behavioural assessment and positive support planning. Respondents indicated significant improvements in knowledge and skills after the program, along with decreased concerns in some areas. The paper concludes by discussing potential areas for an expanded research agenda into the professional learning needs of personnel in this field and more broadly within early childhood support systems and services.  相似文献   

School principals’ evaluations of their instructional leadership behaviours: realities vs. ideals     

Mahmut Kalman  Mustafa Cüneyt Arslan 《School Leadership & Management》2016,36(5):508-530

The purpose of the current study was to examine primary and middle school principals’ evaluations of their own instructional leadership behaviours, and thereby pay closer attention to the ideal instructional leadership behaviours suggested in the related literature and the realities of principals’ instructional leadership behaviours. Although studies in the instructional leadership literature have vastly examined instructional leadership and its relationship with various variables, few studies have focused on school principals’ evaluations of their instructional leadership behaviours using a qualitative approach. This study was framed to contribute to gain an insight into the essential characteristics of instructional leadership in Turkey and to suggest some educational implications for school leadership in a Turkish context. The researchers conducted a qualitative case study in a large city in South-eastern Turkey in the academic year of 2012–2013. The study group consisted of 11 primary and middle school principals chosen via a maximum variation sampling technique. It was found that some of the school principals painstakingly tried to improve school-related factors which may potentially increase positive student outcomes. However, they were not able to display some instructional leadership behaviours such as change management, promoting teachers’ professional growth, collaborating with teachers and forming a positive learning environment due to multifarious reasons. The study concludes by presenting implications for the development of school principals as instructional leaders in Turkey.  相似文献   

Role of health-promoting behaviours for on-campus and distance education students     

Lisa Beccaria  Cath Rogers  Lorelle Burton  Gavin Beccaria 《Distance Education》2016,37(1):22-40

University students are likely to experience high rates of stress, which has the potential to negatively affect academic performance and their experience of study. Research with on-campus students has found positive benefits of health-promoting behaviours such as stress reduction and academic achievement; yet no research has examined these relationships with distance education students (and in comparison with on-campus students). Distance education students are a growing cohort in Australia higher education and elsewhere. This paper aims to redress this imbalance by comparing the relationships between stress, strain and coping, academic outcomes, and health-promoting behaviours in tertiary students (on-campus and distance education students). The study involved 242 on-campus and 399 distance education students at a regional Australian university. A path model was developed comparing both cohorts, and relationships were found to be similar, indicating no significant difference. Online interventions for distance education students which could be used to enhance coping are discussed.  相似文献   

Initial psychometric testing of the coach-adapted version of the empowering and disempowering motivational climate questionnaire: A Bayesian approach     

Bård Erlend Solstad  Andreas Stenling  Yngvar Ommundsen  Bente Wold  Jean-Philippe Heuzé  Philippe Sarrazin 《Journal of sports sciences》2020,38(6):626-643

ABSTRACT

The present study examined the psychometric properties of the coach-adapted version of the Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ) using Bayesian structural equation modelling (BSEM). The sample included 780 (M_age = 36.4; SD = 10.8; males n = 698; females n = 54; 28 participants did not report sex) youth sport coaches representing five European countries (i.e., England, France, Greece, Norway, and Spain). The results did not support a 34-item five-factor, hierarchical, a two-factor BSEM, or a bifactor BSEM model across the participating countries. However, the results supported a reduced 19-item first-order, two-factor BSEM model that largely showed approximate metric invariance, but not approximate scalar invariance across the five countries. The pool of items constituting empowering and disempowering motivational climates should be refined to further enhance the empirical operationalisation of the coach-adapted version of the EDMCQ. Advancing the quality of translation-back-translation procedures across cultures and conducting multi-national pilot testing seems warranted as well. These recommendations may help to identify the distinctive aspects of each underlying sub-dimension of the EDMCQ, where coaches are the respondents, and pave the way for further examination of the proposed hierarchical multidimensional factor structure and the cross-cultural equivalence of the EDMCQ for this population.  相似文献   

Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours,psychological empowerment and work-related outcomes     

《Teaching and Teacher Education》2014

This study examined the predictive relationships among teachers' perceptions of principal's and immediate supervisor's empowering behaviours, teachers' psychological empowerment and three teachers' work-related outcomes in terms of job satisfaction, organisational commitment and professional commitment. 304 teachers in Singapore participated in this study. Results from path analysis indicated that the four dimensions of psychological empowerment (i.e. ‘meaning’, ‘competence’, ‘autonomy’, and ‘impact’) mediated the relationships between teachers' perceptions of immediate supervisor's empowering behaviours and teachers' work-related outcomes. However, only ‘meaning’, ‘autonomy’ and ‘impact’ dimensions of psychological empowerment mediated the relationships between teachers' perceptions of principal's empowering behaviours and teachers' work-related outcomes.  相似文献   

What hinders teachers from translating their beliefs into teaching behaviors: The case of teaching generic skills in Vietnamese universities     

《Teaching and Teacher Education》2017

This article re-visits the relationship between teacher beliefs and teaching behaviours and analyses factors influencing the translation of teacher beliefs into teaching behaviours using the case of developing generic skills for university students. Through interviews with 16 teachers of skills subjects and 25 teachers of specialised subjects of the Business Administration programs in six different Vietnamese universities, it was shown that there was an indirect relationship between teacher beliefs and their teaching behaviours. The analysis showed that institutional leadership and teachers' personal motivation could strongly influence the translation of their beliefs into actual teaching behaviours.  相似文献