Relationality in Kohut's psychology of the self

In this essay, I will posit that Kohut's psychology of the self portrays relationality and that its relationality can be categorized into the explicit aspects. I will also put forth the six aspects of relationality contained in Kohut's psychology of the self as relational, dynamic, wholistic, unilateral, mutual, and doxological and they can be summarized as following: (1) Relational: Narcissism is not self-love but is a particular kind of object relationship; (2) Dynamic: The most central self is dynamic or agentic and not defined in substantival attributes; (3) Wholistic: The whole of the self is important; (4) Unilateral: In order for one's self to develop, one is in need of and at the receptive end of another's empathy; (5) Mutual: Others’ empathy is needed in maintaining the health of the developed selves; and (6) Doxological: Joy and thanksgiving are natural expression of developed selves.     

The Indirect Effect of Teachers’ Creative Mindsets on Teaching Creativity

Understanding how teachers’ implicit beliefs promote and inhibit students’ creativity has important implications for fostering creativity in the classroom. This study investigated whether the effect of teachers’ fixed creative mindset on their self‐efficacy for teaching creativity was mediated by their perceptions of students’ potential and the degree to which this indirect effect varied by level of growth creative mindset. A sample of educators (N = 119) completed an online survey containing questions regarding creative mindsets, perceptions of students’ potential, self‐efficacy for teaching creativity, and a set of relevant covariates. A moderated mediation analysis indicated that the more teachers believed creativity to be innate, the less teachers tended to perceive every student to possess creative potential. Consequently, teachers’ confidence in their ability to teach for creativity was diminished. Results from the corresponding tests of simple indirect effects indicated that this negative indirect effect of a fixed creative mindset was lessened by teachers’ growth creative mindset. Taken together, the findings suggest the likely significant role of teachers’ fixed and growth creative mindsets for fostering creativity in classroom.     

The effectiveness of Dry Bed Training for nocturnal enuresis in adults

Nine enuretic adults were successfully treated by the Dry Bed Training in a fairly short time (means = 15 weeks) including the retraining period for 3 Ss who relapsed after the therapy. There were no differences between primary and secondary (nocturnal) enuretics. The few relapses were neutralized by a short retraining. The study shows that this minimal intervention treatment is effective and efficient.     

Philosophy of Technology and Macro-ethics in Engineering

The purpose of this paper is to diagnose and analyze the gap between philosophy of technology and engineering ethics and to suggest bridging them in a constructive way. In the first section, I will analyze why philosophy of technology and engineering ethics have taken separate paths so far. The following section will deal with the so-called macro-approach in engineering ethics. While appreciating the initiative, I will argue that there are still certain aspects in this approach that can be improved. In the third, fourth, and fifth sections, I will point out three shortcomings of engineering ethics in terms of its macro-level discourse and argue that a number of certain insights taken from the study of philosophy of technology could be employed in overcoming those problems. In the concluding section, a final recommendation is made that topics of philosophy of technology be included in the curriculum of engineering ethics.     

Trends of Religious Identification in Korea: Changes and Continuities

Korea's religious context is not simple. According to the 2005 Korean Census, the Korean population consists of 23 percent Buddhists, 18 percent Protestants, and 11 percent Catholics, with 47 percent nonreligious. To accurately describe Korean religion in recent periods, we have used 1985, 1995, and 2005 Korean Censuses. We found that Korean people became more religious from 1985 to 1995, but that change was stalled from 1995 to 2005. The percentages of Buddhists and Protestants exhibited little change, and Buddhism continues to be an important religion in the lives of Koreans. Only the number of Catholics increased from 5 percent in 1985 to 11 percent in 2005, and the increasing percentage of Catholics occurred within all subgroups, regardless of age, gender, education, home ownership, and urbanicity.     

Underlying mechanisms of initial feelings of knowing in children

Past research has pointed to two contrasting mechanisms behind feeling‐of‐knowing judgments (FOKs). The trace‐based account proposes a direct internal monitor that detects the presence or non‐presence of a target item. The inferential account dictates that judgments are actually based on cues external to the memory trace, such as familiarity; FOKs could therefore be based on sometimes misleading information. Thus, while a direct mechanism will lead to good learning strategies (i.e. successful searches), an inferential process could potentially lead to less optimal strategies (i.e. search for unknown target information). The question posed in this research was: What processes underlie the judgments children make prior to fully retrieving a target item? We used a simplified version of Reder and Ritter's (1992 ) game show paradigm to investigate the accuracy (and mechanism) of children's initial FOKs. The experiment found that initial FOKs were largely driven by familiarity of the cues. These data have important implications for strategies children utilize in educational settings.     

Teachers’ Beliefs of Creative Children

Teachers’ beliefs about characteristics of creative children do not always align with how creative children actually behave. Understanding these misaligned beliefs—defined as misconceptions—is important because teachers’ misconceptions can undermine efforts to foster children's creative development. This study aimed to identify teachers’ beliefs about the characteristics of creative children with an emphasis on their misconceptions about characteristics as either indicative or contraindicative of creative children. We analyzed responses of 136 teachers to 29 characteristics, indicating or contraindicating creative children, on Gough's (1979). Creative Personality Scale using the Rating Scale Model. Results revealed that teachers tended to have more misconceptions about characteristics contraindicative of creative children than characteristics indicative of creative children while teachers were able to accurately recognize certain characteristics when compared with explicit theories of creativity. In both the indicative and contraindicative characteristics, misconceptions appeared to increase if characteristics were desirable in the classroom. Teachers’ misconceptions may conceal creative potential in children who do not manage their undesirable characteristics in constructive ways. Findings provide practical implications to aid teachers and teacher educators in correcting misconceptions about the characteristics of creative children.     

Contextualization in Perspective

In this article, we examine the hypothesis that problem comprehension and computational processes interact during the solving of an arithmetic word problem. Two experiments tested subjects on a series of addition and subtraction word problems, the content of which varied on the basis of problem type and on the magnitude of the numbers involved (problem size). Performance data are presented and analyzed in terms of solution reaction times and error patterns. Results confirmed the main effects of problem size and problem type as factors determining reaction times but failed to show any significant interaction between the two factors. These results suggest that the cognitive processes involved in understanding an arithmetic word problem and in performing the required computations are best explained by a serial processing model. The absence of an interaction between problem comprehension and computational processes questions the notion that automatized retrieval facilitates problem solving and assertions suggesting that increasing computational requirements can interfere with problem-solving performance.     

Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation

ObjectiveAn earlier study (Cheon, Reeve, & Moon, 2012) showed wide-ranging benefits from a training program designed to help teachers be more autonomy-supportive toward students during PE instruction. The present study collected a follow-up data set to determine whether those earlier-observed benefits endured one year later.DesignWe used an experimentally-based 3-wave longitudinal design. The experimental group consisted of 8 PE teachers from the original teacher training study and their 470 middle- and high-school students; the control group consisted of 9 matched PE teachers and their 483 students. Dependent measures included 3 manipulation checks, 3 measures of student motivation, and 6 course-specific outcomes.MethodTrained raters scored teachers' instructional behaviors at mid-semester, while students reported perceptions of their teachers' motivating style and their own course-related motivation and outcomes at the beginning, middle, and end of the semester. We tested our hypotheses using hierarchical linear modeling to account for the hierarchical structure of data in which repeated measures were nested within students who were nested within teachers.ResultsCompared to teachers in the control group, teachers in the experimental group were scored by raters and perceived by students as more autonomy supportive and less controlling. Their students consistently reported greater motivation and more positive outcomes than did the students of teachers in the control group. All 8 teachers in the experimental group reported being significantly more autonomy supportive than a year earlier.ConclusionTeacher- and student-related benefits from the earlier autonomy-supportive training program endured.