排序方式: 共有49条查询结果,搜索用时 15 毫秒
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ANNA CRAFT 《创造性行为杂志》1998,32(4):244-257
This article describes a project undertaken with eighteen educators from diverse backgrounds. They were all students on an Open University accredited postgraduate course devised to support their capability in fostering learner creativity across the curriculum. An ethnomethodological approach was used to track the experiences and perceptions of the educators and to ground these in personal biography. The article reports themes arising from the data which throw light on educator perceptions of fostering creativity in learners. Finally the article suggests a number of elements highlighted by the project as potentially core to fostering educators' self-perception of their ability to foster learner creativity across the curriculum. 相似文献
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ANNA OLIVA DE CESAREI 《The International journal of psycho-analysis》2005,86(3):657-675
The analyst makes a series of considerations taken a posteriori from the analysis of a small number of patients. These patients have saved themselves from an early narcissistic catastrophe by developing precocious mental processes, while affective relationships rudimentarily repeat the impact with the original trauma. Primitive defences, essentially denial and vertical splitting, dissociate the tear in the psyche and structure a narcissism–autism bipolarity, revealed in aspects of the character which oblige the patient to automatically repeat a single matrix of experience. In therapy, it is necessary to construct a rst time of the trauma, by pending and linking threads of the primary relationship and strengthening them in the analytic relationship. This reconstruction of the background, a screen to project what had originally been rejected, is the prerequisite for coming out, in deferred action, from the hold of the pathological identifications. The author dedicates particular attention to the undifferentiated background, the nature‐environment torn by the trauma, and to the need to reconstruct this fabric of experience in the analytical relationship, as a fundamental element to the recomposition of the dissociated nuclei. In the clinical case, the analyst describes in particular how the analyst's words encounter an unbridgeable gap, a failure in the capacity for representation when opening the autistic nucleus. Through a regression lasting for about a year, a patient was able to live the experience of primitive agonies and that of an unbearable helplessness and, at the same time, was able to feel how the analyst supported her sense of existence. Subsequently, the patient was able to give shape, through visual images, to deep states of being and start the process of metabolising and symbolising the trauma. 相似文献
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KATE SMITH LEON FLICKER ANNA DWYER GAIL MARSH SADHANA MAHAJANI OSVALDO ALMEIDA NICOLA LAUTENSCHLAGER DAVID ATKINSON DINA LOGIUDICE 《Australian psychologist》2009,44(1):54-61
The Kimberley Indigenous Cognitive Assessment (KICA) was initially developed and validated as a culturally appropriate dementia screening tool for older Indigenous people living in the Kimberley. This paper describes the re‐evaluation of the psychometric properties of the cognitive section (KICA‐Cog) of this tool in two different populations, including a Northern Territory sample, and a larger population‐based cohort from the Kimberley. In both populations, participants were evaluated on the KICA‐Cog tool, and independently assessed by expert clinical raters blinded to the KICA scores, to determine validity and reliability of dementia diagnosis for both groups. Community consultation, feedback and education were integral parts of the research. for the Northern Territory sample, 52 participants were selected primarily through health services. Sensitivity was 82.4% and specificity was 87.5% for diagnosis of dementia, with area under the curve (AUC) of .95, based on a cut‐off score of 31/32 of a possible 39. for the Kimberley sample, 363 participants from multiple communities formed part of a prevalence study of dementia. Sensitivity was 93.3% and specificity was 98.4% for a cut‐off score of 33/34, with AUC = .98 (95% confidence interval: 0.97–0.99). There was no education bias found. The KICA‐Cog appears to be most reliable at a cut‐off of 33/39. 相似文献
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There is a long‐lasting dispute about development of students' creativity in the course of their university education. Both the duration and major field of study may represent the educational effects. To address the issue, the present study collected data (N = 859) from a series of surveys of students in Hong Kong to clarify educational effects by controlling a number of background characteristics and prior scores on creativity. Apart from measuring self‐reported creative traits and creative products, it measured divergent thinking with five tasks to elicit students' creative ideas, which led to scores of fluency, flexibility, novelty, innovativeness, and originality. Results indicate the trend of monotonic decline in creativity with years of study at university and the general superiority of verbal creativity among students of humanities and social sciences, whereas business students had the highest scores on self‐assessed creative traits and products. 相似文献
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ANNA CHRISTINA RIBEIRO 《美学与艺术评论杂志》2007,65(2):189-201
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