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41.
Audrey Collin 《British Journal of Guidance & Counselling》1996,24(1):67-81
Theory is a major element in professional knowledge. Doubts about its value reported by practitioners raise questions at a critical juncture in the careers field about the relevance of prevailing theories and how they are approached. The topic of the relationship between theory and practice is a sensitive one in the debate on competencies and an illuminating one in that on post-modernism. As recent studies demonstrate, problems in integrating theory and practice arise in training and may persist, but experienced practitioners achieve 'fusion' between them and become 'practical theorists'. Practice is improvisatory, and is refined by frameworks provided by theory, critical thinking and 'reflective practice'. However, theories are often tardy or irrelevant, and practitioners also need to be able to carry out their own research, including action research. This has implications for initial and in-service training, supervision and policy, and for the relationships between researchers, theorists and practitioners. 相似文献
42.
Patrick E. Shrout Glorisa J. Canino Hector R. Bird Maritza Rubio-Stipec Milagros Bravo M. Audrey Burnam 《American journal of community psychology》1992,20(6):729-752
Compared mental health characteristics of island Puerto Ricans to three groups from the Los Angeles Epidemiologic Catchment Area Study: Mexican American immigrants, U.S.-born Mexican Americans, and Non-Hispanic whites. The Diagnostic Interview Schedule was used to obtain both diagnostic and symptom scale information about affective disorders, alcohol abuse/dependence, somatization, phobic disorder, and psychotic disorder. Mexican American immigrants had the fewest mental health problems of all groups. Puerto Ricans had more somatization disorder, but less affective and alcohol disorders than U.S-born Mexican Americans or non-Hispanic whites. Results are considered in the light of selection factors, relative disadvantage of groups and methodological problems.
This research was supported by grants MH36230 and MH45763 from the National Institute of Mental Health, and made use of data from the Los Angeles site of the Epidemiologic Catchment Area Program, which is a series of five epidemiologic research studies performed by independent research teams in collaboration with staff of the Division of Biometry and Epidemiology of the National Institute of Mental Health. The NIMH principal collaborators were D. Regier, B. Locke, W. Eaton and J. Burke. The NIMH project officers were C. Taube and W. Huber. The principal investigators and coinvestigators from the five sites were Yale University: J. Myers, M. Weissman, G. Tischler; Johns Hopkins University: M. Kramer, E. Gruenberg, S. Shapiro; Washington University: L. Robins, J. Helzer; Duke University: D. Blazer, L. George; University of California at Los Angeles: M. Karno, R. Hough, J. Escobar, A. Burnam, D. Timbers. 相似文献
43.
The death and transfiguration of career-and of career guidance? 总被引:3,自引:0,他引:3
The predominant understanding of career in the industrial era has focused on progression within hierarchical work organisations. With the move into a post-industrial era, the possibility of such careers is rapidly receding. The concept of career, however, has always been broader than this, and other aspects of it are now claiming increased attention. They focus more upon individual experiences in terms of development in learning and work throughout life. The role of career guidance in relation to such experiences is potentially of much greater social significance. A number of implications for career guidance provision and practice are discussed. 相似文献
44.
Audrey Collin 《British Journal of Guidance & Counselling》1997,25(4):435-446
Mainstream career theories have been criticised for their scanty conceptualisation of the environment that influences individuals' careers. There are few foundations upon which to build an appropriate conceptualisation of the dramatically changing environment of career today. The implications of Pepper's contextualist world hypothesis are discussed. Compared with orthodox approaches, the world as seen from this perspective is as different as the Internet is from a library; its understanding of the environment, and indeed career, is also significantly different. The contextualist perspective upon career research, theory and practice is outlined and the possibility of its adoption in the mainstream of the career field is explored 相似文献
45.
Medin, Goldstone, and Markman (1995) recently described a series of parallel effects in similarity and choice. They suggested that similarity and choice are related in a nontrivial way such that choice may entail a similarity judgment to an explicit or constructed ideal. In this paper, the correspondences between similarity and choice were investigated with respect to a phenomenon in similarity known as thecoincidence effect. In coincidence (pronounced “coincide-ence”), two items that match on one dimension but have a large difference on another dimension receive a higher similarity rating than do two items that have only modest differences on both dimensions. We conducted five experiments in order to examine commonalities between similarity and choice processes with respect to coincidence. Four types of tasks were given: similarity ratings, desirability ratings, forced choice similarities (which of two items is most similar to a target), and forced choice preferences (which of two items one would prefer, given a target). We found a main effect for ratings as opposed to forced choices, with ratings showing greater coincidence effects than did choices. Similarity measures tended to produce more coincidence than did preference measures. The overall pattern of results suggests the presence of dimensional weighting processes sensitive to task characteristics and operating somewhat differently for similarity and decision making. 相似文献
46.
Audrey Nelson-Schneider 《Journal of psycholinguistic research》1983,12(3):263-273
This study attempted to assess the inductive explanation of language acquisition. It was predicted that inductive acuity, operationally defined by reference to Kagan's concept of Reflection-Impulsivity, would facilitate syntactic and semantic development. Results indicated that children who are superior inductors scored higher on semantic tests, but not on syntactic tests. It was suggested that distinct learning strategies may be involved in the acquisition of syntax and semantics. Various theoretical implications of these findings for models of language encoding were discussed. Suggestions for subsequent research were offered. 相似文献
47.
Audrey J. Hokoda Frank D. Fincham Carol I. Diener 《European journal of social psychology》1989,19(6):527-542
The present study investigates the effect of social comparison information on learned helpless and mastery-oriented children's attributions, behaviour, and affect following a failure experience. Ninety-one fifth grade children experienced failure in the context of high consensus or group failure feedback, low consensus or personal failure feedback or no social comparison feedback. The Jindings point to the robustness of the helpless and mastery response patterns: the behaviour of learned helpless children, as compared to mastery-oriented children, deteriorated following failure regardless of the social comparison feedback they recieved. However, the attributions made by the two groups of children differed. Mastery-oriented children appeared to use social comparison information more accurately in that they appropriately made higher task difficulty ratings when receiving group failure feedback than when receiving personal failure feedback. Learned helpless children were more likely to use a self-derogatory bias and made attributions to their low ability, even when presented with social comparison feedback that was contrary to their bias. These findings are discussed in terms of their implications for education and for intervention with learned helpless childrens. 相似文献
48.
49.
Gregory L. Murphy Audrey S. Kaplan 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》2000,53(4):962-982
Three experiments examined the interactions of category structure and prior knowledge in category learning.Experiment 1 examined the distribution of atypical or 'crossover' features in category learning. In real categories, crossover features may be unevenly distributed found primarily in very unusual examples of a category (like whales or ostriches). In contrast, in many psychology experiments, each item has exactly one crossover feature. Even versus uneven distribution of crossover features did not affect category learning when the features were neutral. However, when the features were connected by prior knowledge, it was much harder for subjects to learn the structure with the uneven distribution of crossover features. Experiments 2 and 3 found similar results with a slightly less uneven condition. We conclude that learning is a function of the interaction of category structure and prior knowledge rather than either one alone. Furthermore, knowledge benefits learning even when the category contains contradictions of the knowledge, so long as the contradictions are not very salient. 相似文献
50.
Audrey Bürki 《Psychonomic bulletin & review》2018,25(6):1973-2004
The pronunciation of words is highly variable. This variation provides crucial information about the cognitive architecture of the language production system. This review summarizes key empirical findings about variation phenomena, integrating corpus, acoustic, articulatory, and chronometric data from phonetic and psycholinguistic studies. It examines how these data constrain our current understanding of word production processes and highlights major challenges and open issues that should be addressed in future research. 相似文献