Executive Career Counselling

Executive career counselling is relatively new. Some of its implications are examined and a three-tiered approach by organisations is advocated. Executives are verbally fluent, and this highlights the importance of the 'opening paragraph' of words they use in counselling. Neuro-linguistic programming offers a useful set of tools to the executive career counsellor. Left-handedness, probably overlooked in most types of counselling, is briefly considered. However, counselling is not only about problems, but also offers executives a welcome chance to review their lives and careers.     

Beliefs and inferences: A test of a rational-emotive hypothesis 1. Performing in an academic seminar

Subjects were asked to imagine that they were going to present an academic seminar. They were further asked to imagine (a) that they adhered to a rational belief or an irrational belief; (b) that they had made or had not made an effort in preparing for the seminar and (c) that their performance counted or did not count towards their final examination grade. Whilst in role, subjects were asked to make inferences about various aspects of their performance and the responses of others. While the results supported the hypothesis that imagining that one is holding an irrational belief leads to more negative inferences than holding a rational belief, it was also found that not making an effort in preparing for the siminar led subjects to make more negative inferences than making an effort. In addition, there were several two-way and three-way significant interactions between the independent variables. The results supported Ellis's (1985) recent formulation concerning the complex relationship between events and inferences (A), beliefs (B) and emotional and behavioral consequences of beliefs (C).Windy Dryden PhD is Senior Lecturer in the Department of Psychology, Goldsmiths' College, University of London, England. Julia Ferguson is Research Assistant in the Department of Psychology, Goldsmiths' College, University of London, England. Tony Clark was an Undergraduate Student in the Department of Psychology, Goldsmiths' College, University of London, England. He graduated in 1987.     

四组中国被试的归因在维度上相对位置的评定

本文研究了中国被试对十项归因(心境、技巧、知识、机会、努力、帮助、能力、任务、偏好和运气)在五个维度(基源性、稳定性、控制性、预见性和普遍性)上相对位置的评定。并与钱德拉等人(Cbandler & Spies,1984),用美国被试所得的结果进行了比较。实验结果表明中国被试与美国被试评定的一致性达62%。此外,没有一项归因的评定是在维度的极端等极(1.0-2.0或6.0-7.0)。     

Grading the ‘cultural literacy’ project

The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise.     

Referenzsemantik in der Partnermodellierung

How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation.     

合作学习对小学生同伴关系、成就动机和成就影响的研究

旨在探讨在我国开展合作学习教学的可行性,以及合作学习对小学生同伴关系、成就动机和成就水平的影响,运用自然实验和测量相结合的方法,选择了北京师范大学实验小学三年级两个班进行实验研究,其中一个班为实验班（ｎ＝３５）,另一个班为控制班（ｎ＝３７）．实验为期三个月。结果表明：合作学习在小学教学中不但是可行的,而且效果较为显著;合作学习对同伴关系的改善有着积极的影响,学生间的接纳度和被接纳度都有普遍的提高;合作学习在较大程度上激发了学生的成就动机水平,学生对合作学习的课程兴趣明显提高．成绩较差的学生表现得更为明显;合作学习对提高学生的学习成绩有一定的促进作用。