The Psychophysiology Of Intuition: A Quantum-Holographic Theory Of Nonlocal Communication

This work seeks to explain intuitive perception—those perceptions that are not based on reason or logic or on memories or extrapolations from the past, but are based, instead, on accurate foreknowledge of the future. Often such intuitive foreknowledge involves perception of implicit information about nonlocal objects and/or events by the body's psychophysiological systems. Recent experiments have shown that intuitive perception of a future event is related to the degree of emotional significance of that event, and a new study shows that both the brain and the heart are involved in processing a pre-stimulus emotional response to the future event. Drawing on this research and on the principles of quantum holography, I develop a theory of intuition that views the perception of things remote in space or ahead in time (nonlocal communication) as involving processes of energetic resonance connecting the body's psychophysiological systems to the quantum level. The theory explains how focused emotional attention directed to the nonlocal object of interest attunes the bio-emotional energy generated by the body's psychophysiological systems to a domain of quantum-holographical information, which contains implicit information about the object. The body's perception of such implicit information about things distant in space/time is experienced as an intuition.     

Emotion and narrative fiction: Interactive influences before,during, and after reading

Emotions are central to the experience of literary narrative fiction. Affect and mood can influence what book people choose, based partly on whether their goal is to change or maintain their current emotional state. Once having chosen a book, the narrative itself acts to evoke and transform emotions, both directly through the events and characters depicted and through the cueing of emotionally valenced memories. Once evoked by the story, these emotions can in turn influence a person's experience of the narrative. Lastly, emotions experienced during reading may have consequences after closing the covers of a book. This article reviews the current state of empirical research for each of these stages, providing a snapshot of what is known about the interaction between emotions and literary narrative fiction. With this, we can begin to sketch the outlines of what remains to be discovered.     

A Program Intervention for Pediatric Bipolar Disorder: Preliminary Results

The effectiveness of a behaviorally based day treatment program for young children diagnosed with Pediatric Bipolar Disorder (PBD) was evaluated using pretreatment and posttreatment mean scores from the Child Behavior Checklist (CBCL). Data were evaluated in aggregate and using the clinically significant change method for children diagnosed with PBD, Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Adjustment Disorder, and no diagnosis/clinical and subclinical groups. Significant effects were found for all groups except the no diagnosis/subclinical group on the Internalizing scale and for all groups on the Externalizing scale. Clinically significant change was supported for the PBD, ADHD, ODD, and Adjustment Disorder groups. Implications and limitations of the study are discussed.     

Parenting behaviors and learning of Singapore students: The mediational role of achievement goals

This study examined the mediational role of achievement goals between parental behaviors and learning outcomes. A sample of 1667 Singapore Secondary 3 students took the measures of parental involvement in learning, parental control, mastery approach and avoidance goals, performance approach and avoidance goals, as well as seven learning outcome variables in their math study. We conducted complex structural equation modeling analysis to take into account the hierarchical structure of the data and found a good fit for the hypothesized partial mediation model. More specifically, parental involvement in learning was associated with an adaptive learning profile (i.e., self-regulated engagement in learning activities, low anxiety, high perceived competence, and high achievement), partially or mainly through its positive relationship with mastery approach goals. Parental control predicted a maladaptive coping orientation (i.e., low persistence and high anxiety) and low achievement partially through its positive relationship with mastery and performance avoidance goals. The findings are discussed in the academic context of Singapore.     

Polarity and Inseparability: The Foundation of the Apodictic Portion of Aristotle's Modal Logic

Modern logicians have sought to unlock the modal secrets of Aristotle's Syllogistic by assuming a version of essentialism and treating it as a primitive within the semantics. These attempts ultimately distort Aristotle's ontology. None of these approaches make full use of tests found throughout Aristotle's corpus and ancient Greek philosophy. I base a system on Aristotle's tests for things that can never combine (polarity) and things that can never separate (inseparability). The resulting system not only reproduces Aristotle's recorded results for the apodictic syllogistic in the Prior Analytics but it also generates rather than assumes Aristotle's distinctions among ‘necessary’, ‘essential’ and ‘accidental’. By developing a system around tests that are in Aristotle and basic to ancient Greek philosophy, the system is linked to a history of practices, providing a platform for future work on the origins of logic.     

A Market Response Model for Sales Management Decision Making

Abstract

Sales managers are faced with a variety of decisions that require the evaluation of the probable response of the market to feasible decision alternatives. A conceptual model of market response is presented to offer management a framework for understanding the market response relationships in their selling situation and to provide an operational approach for evaluating the potential effect of decision alternatives. An empirical test illustrates the usefulness of the model and suggests several improvements in market response modeling. Future research directions are identified and important management implications are discussed.     

An examination of premarital sexual behavior among college students in hong kong

Abstract

This study examined the determinants of Hong Kong Chinese college students' intentions to engage in premarital sexual behavior. Fishbein and Ajzen's (1975) theory of reasoned action (TOFA) and Ajzen's (1985) perceived behavioral control were used as the theoretical framework for our investigation. Two hundred and thirty eight students completed a questionnaire designed to measure constructs of the two theories. Results from the regression analysis: (a) support the applicability of TORA in predicting these students' intentions to engage in premarital sex; (b) suggest that while attitudes toward engaging in premarital sex were more important in predicting male students' intentions, subjective norms were more important for female students; (c) reveal that the additional prediction contributed by the behavioral control components was relatively weak. Other findings were basically consistent with premarital sex research conducted in Western societies. Given the fact that promoting abstinence is one way to stop the transmission of the AIDS virus, both the theoretical and applied implications of our results for health intervention are discussed.     

Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre‐service teachers

Background and Aims. The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre‐service teachers. Our objective was to investigate if pre‐service teachers’ personal goals predicted their intended classroom goal structures. Sample. Participants were 125 elementary and 175 secondary school pre‐service teachers from two Western Canadian universities. Method. Structural equation modelling was used to examine if the structural relationships and latent means of personal and intended classroom goal structures differed for elementary and secondary school pre‐service teachers. Results. The results revealed that personal goals predicted the goal structures that pre‐service teachers intended to establish; however, the relationships and means differed between elementary and secondary school pre‐service teachers. Specifically, personal mastery‐approach goals positively predicted classroom mastery goals much more strongly at the elementary than the secondary level. Furthermore, elementary pre‐service teachers had significantly higher latent mean scores on personal mastery‐approach goals than their secondary counterparts. Conclusions. It seems possible that the currently documented differences between classroom goal structures noted for elementary compared to secondary school may be based on the personal goals endorsed as pre‐service teachers. The results are further discussed in terms of alignment with research on practising teachers’ personal and classroom goals and implications for teacher education.