Defining and Assessing Problem‐Solving Style: Design and Development of a New Tool

VIEW: An Assessment of Problem Solving Style (Selby, Treffinger, & Isaksen, 2002) is a new instrument for assessing problem‐solving style, for use with individuals from ages 12 through adult. It measures three dimensions of style relating to creative problem solving and change management. In this article, we discuss the construction of the instrument, the initial evidence supporting the instrument's reliability and validity, and a very brief overview of the instrument's foundations. Our reliability data involve both stability and internal consistency. We report evidence for the criterion‐related validity, based on correlational studies with relevant measures of learning style, cognitive style, and psychological type. We also conducted principal components factor analyses that support our three‐factor structure. Researchers and practitioners studying and applying Creative Problem Solving and change management methods can use VIEW in several ways. Finally, we identify several research directions that will contribute to the refinement and development of the instrument as well as to a better understanding of the “problem‐solving style” construct.     

FORMATIVE EVALUATION: AN INTEGRATIVE PRACTICE MODEL AND CASE STUDY

Training evaluation research and practice has been dominated by a focus on outcomes of completed training programs, or on methods used to assess these outcomes. This focus has largely neglected formative evaluation, which involves evaluating training during design and development. The purpose of this paper is to review existing models of formative evaluation and suggest an integrative practice model that is specifically targeted at improving training delivered in work organizations.     

Social Group and Moral Orientation Factors as Mediators of Religiosity and Multiple Attitude Targets

Although there is a tradition of examining generalized discrimination against multiple targets, recent studies have tended to consider race and homosexuality as separate targets without considering their relationship with each other. Recent studies have also argued for a moral dimension in attitudes to homosexuality, but this has not yet been explicitly modeled as an explanation for patterns of social attitudes. In a questionnaire study of practicing Australian Christians (N= 143), we examined the relationship of religious orientation and ideology (intrinsic, extrinsic, fundamentalism, orthodoxy, and quest) with four attitude targets (Aboriginal Australians, women, homosexual persons, and abortion). Using structural equation modeling (SEM), we develop a two‐factor model, incorporating group and moral orientation factors, which completely mediates the relationships between the religiosity variables and the social attitudes. Religiosity variables exhibit different patterns of correlation with the two factors. The two‐factor model provides a useful framework for further exploration of socially and politically contested attitudes.     

A Pentecostal Way of Doing Theology: Method and Manner

Abstract:  Pentecostalism as a Christian religious movement has been given much attention by historians, sociologists and even biblical scholars yet little attention has been given to the development of a Pentecostal theology. This article emphasizes the necessity of doing Pentecostal theology by means of an integrative methodology and in a narrative manner that flows out of Pentecostal identity. Pentecostal theology must move beyond the impasse created by subsuming its identity under the rubric of 'Evangelical' in order for it to articulate a vibrant fully orbed mature Pentecostal theology. This can be accomplished only when 'Pentecostal' is taken seriously as an authentic Christian tradition with its own view of reality. I argue that one very important way of articulating a Pentecostal theology in keeping with its identity is to ground it pneumatologically and organize it around the Five-fold Gospel.     

Executive working memory processes in dyslexia: Behavioral and fMRI evidence

Beneventi, H., Tønnessen, F. E., Ersland, L. & Hugdahl, K. (2010). Executive working memory processes in dyslexia: Behavioral and fMRI evidence. Scandinavian Journal of Psychology, 51, 192–202. Dyslexia is an impairment in learning to read and write, primarily associated with a phonological core deficit. However, the manifestation of symptoms in dyslexia also includes impaired working memory (WM). The aim of this study was to investigate cortical activation related to verbal WM in dyslexic and normal readers aged around 13 years, controlling for phonological awareness processing. We used a modified WM n‐back task where the participants remembered the first or last speech segment (phonemes) of the names of common objects shown as pictures. Dyslexic readers were impaired compared with the control group. Compared with the dyslexic readers, controls showed increased fMRI activation in the left superior parietal lobule and the right inferior prefrontal gyrus. Unlike controls, dyslexics did not show a significant increase in activation in WM areas with increased memory load. These findings provide support for a specific working memory deficit in dyslexic individuals.