SUDDEN CHANGE IN THE WORLD

Abstract. The suddenness of phase change is examined as an example of a discontinuity in nature, in which an apparently random microscopic event can trigger a macroscopic change of state such as the crystallization of a liquid. Recent advances in nucleation theory that have helped to quantify but not eliminate this randomness are described, and analogies with the modes of God's action in the world are explored.     

老虎保护公众意识态度变化研究

本研究以问卷调查的方式对上海市中学生,中医药大学生、和普通公众的老虎保护意识进行了对比调查和纵向调查,以评估国际野生生物保护协会亚洲保护交流项目的“拯救虎虎”公众意识宣传教育活动的效果。     

INERTIA IN COGNITIVE PROCESSES: THE ROLE OF ACCUMULATED INFORMATION IN ATTITUDE CHANGE

Research evidence is presented to support a new and simple theory of attitude formation and change. This theory posits that the attitude of any individual converges over time on the arithmetic mean of the attitude-pertinent information received by the individual. Consequently, the stability of an attitude is dependent on the number of messages out of which that attitude was formed. This formulation also implies that the emotional state or feelings of an individual and the degree of heterogeneity of influences to which he or she was exposed are unrelated to attitude change. Using a multi-stage, multi-time procedure, and instruments designed to detect and measure interpersonal influence, data provided by 135 high school students over a six-month interval support these hypotheses.     

THE MIDDLE AGES: CHANGE IN WOMEN'S PERSONALITIES AND SOCIAL ROLES

It has been argued that the predominant focus of midlife personality development is generativity; other research has found that social roles influence both its onset and its expression. In this article, we examine women's midlife personality development and its relationship to career and family commitments. Results for a sample of 90 women indicated that commitment to particular social projects in early midlife was associated with different patterns of identity, intimacy, and generativity levels at age 62. In addition, women who added social projects to existing projects during adulthood expressed similar levels of identity, intimacy, and generativity at age 62 as women whose social project commitments had stayed the same. For smaller subsamples of women in the study, longitudinal analyses assessed changes in personality development within middle age as well as the relationship between personality and the maintenance or addition of social projects. These results highlight important variation among women who followed different adult life paths.     

ON THE ROLE OF THE RESEARCH AGENDA IN EPISTEMIC CHANGE

The standard way of representing an epistemic state in formal philosophy is in terms of a set of sentences, corresponding to the agent’s beliefs, and an ordering of those sentences, reflecting how well entrenched they are in the agent’s epistemic state. We argue that this wide-spread representational view – a view that we identify as a “Quinean dogma” – is incapable of making certain crucial distinctions. We propose, as a remedy, that any adequate representation of epistemic states must also include the agent’s research agenda, i.e., the list of question that are open or closed at any given point in time. If the argument of the paper is sound, a person’s questions and practical interests, on the one hand, and her beliefs and theoretical values, on the other, are more tightly interwoven than has previously been assumed to be the case in formal epistemology.     

EXPLICATING THE IMPLICIT: THE LOCAL LEVEL AND THE MICROPROCESS OF CHANGE IN THE ANALYTIC SITUATION

This paper proposes a method of examining the micro-events of the analytic process that borrows heavily from developmental research. The increasing importance of illuminating the microprocess of interaction to understanding the process of change in analytic treatment is emphasised. A set of constructs and terminology is proposed for the study of the moment-to-moment interactive process in psychoanalytic therapy referred to as the local level. A theory of therapeutic action based on 'local-level' process is then explicated. Its central element involves a step-by-step process of 'fitting together', which leads to changes in implicit knowing through alteration of emotional procedures.     

CHANGE AND THE ETERNAL PART OF THE MIND IN SPINOZA

Spinoza insists that we can during the course of our lives increase that part of the mind that is constituted by knowledge, but he also calls that part of the mind its eternal part. How can what is eternal increase? I defend an interpretation on which there is a sense in which the eternal part of the mind can become greater without changing intrinsically at all.     

THE INFLUENCE OF BEHAVIOR PRECEDING A REINFORCED RESPONSE ON BEHAVIOR CHANGE IN THE CLASSROOM1

The influence of behavior that immediately precedes a reinforced target response on the effectiveness of a reinforcement contingency was examined in two experiments with mentally retarded children in a special-education classroom. Two reinforcement schedules were examined in each experiment. For each schedule, a prespecified period of attentive behavior served as the target response. The schedules differed in whether inattentive or attentive behavior was required immediately to precede the target response. These schedules were examined with one child in a simultaneous treatment design using praise as the reinforcer (Experiment I), and with two children in separate reversal designs using tokens as the reinforcer (Experiment II). While attentive behavior increased under each schedule, the increase was greater when attentive rather than inattentive behavior preceded the reinforced response. The results indicated that the effect of a contingency may be determined not only by the specific response reinforced but also by the behavior that immediately precedes that response.     

THE TROUBLE WITH CHANGE:

Abstract— Past approaches to the self have emphasized people's desire for positive evaluations I suggest that this emphasis overlooks another powerful and important motive, the desire for evaluations that verify self-views. Among people with negative self-views, this desire for self-verification can override the desire for positive evaluations. For example, people with negative self-views seek relationship partners who view them negatively, elicit unfavorable evaluations from partners, and "see" more negativity in the reactions of others than is actually there Although these self-verification processes ordinarily impede progress in therapy, awareness of these processes can allow therapists to either circumvent them or actually use them in the service of fostering self-concept change.     

MISSING LINKS IN THE PUBLIC SCHOOL CURRICULUM: FOUR DIMENSIONS FOR CHANGE

Our society is changing at a pace hardly imagined a century, even a few decades ago. The role of education is crucial in helping prepare our young people to both cope with and take responsibility for shaping these changes in ways consistent with the values of a free society. To this end, four overarching themes for change in curriculum are examined: (1) the competencies and attitudes needed to understand and engage in systems thinking; (2) the development of self and inter-personal knowledge and skills; (3) understanding of the connectiveness of knowledge; and (4) the ability to think critically.