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441.
This paper is concerned with the ways in which reflective practice is learnt, taught and assessed within the profession of occupational therapy. It utilises individual experiences of reflection of both students and staff members in university and practice placement settings. The discussion places reflection within learning a profession’s way of being and individual learner’s relation to this ‘sense of being’. It concludes that the ‘rote’ way in which reflection is currently used to demonstrate evidence of reflective practice is detrimental to the development of a reflective professional, in this instance, an occupational therapist. 相似文献
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Ken J. Rotenberg Pamela Qualter Nicola L. Holt Rebecca A. Harris Peter Henzi Louise Barrett 《Journal of abnormal child psychology》2014,42(6):967-980
One hundred and forty-nine 8–11 year-old children (86 males; M?=?9 years - 4 months and SD?=?7 months) from the UK were administered the Trust Beliefs in Peers scale and were observed in the playground over one school year. Quadratic relations were found between trust beliefs in peers and peer interaction, which varied by gender. Compared to girls with the middle range of trust beliefs, girls with very low beliefs and those with very high beliefs (a) were less accepted/more rejected by the peer group (i.e., lower group interaction, and greater negatively received bids), (b) showed greater indirect aggression (engaged in and received), (c) showed greater non-engagement (i.e., being alone), and (d) showed greater concomitant distress. Compared to children with the middle range of trust beliefs, children with those extreme trust beliefs in peers demonstrated greater direct aggression (engaged in and received) and showed passive behavior (for boys only). The findings supported the conclusion that children, primarily girls, who trust peers too little and those who trust too much are at risk for psychosocial maladjustment. 相似文献
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Ken Daley 《Philosophical Studies》2010,150(3):349-372
Jerry Fodor (Concepts: Where cognitive science went wrong. New York: Oxford University Press, 1998) famously argued that lexical concepts are unstructured. After examining the advantages and disadvantages of both the classical
approach to concepts and Fodor’s conceptual atomism, I argue that some lexical concepts are, in fact, structured. Roughly
stated, I argue that structured lexical concepts bear a necessary biconditional entailment relation to their structural constituents. I develop this account of the structure of lexical concepts within the framework
of Pavel Tichy’s (The foundations of Frege’s logic. Berlin, New York: De Gruyter, 1988) theory of constructions. I argue that concepts are constructions which can be combined by way of Tichy’s construction-forming
operations of composition and closure and an additional operation, simplification, which I propose in section 6. The last of these construction-forming operations plays a central role in my account of lexical
concept structure. Stated generally, structured lexical concepts are a result of simplifying their structural constituents. 相似文献
446.
The Pearson correlation coefficient can be translated to a common language effect size, which shows the probability of obtaining a certain value on one variable, given the value on the other variable. This common language effect size makes the size of a correlation coefficient understandable to laypeople. Three examples are provided to demonstrate the application of the common language effect size in interpreting Pearson correlation coefficients and multiple correlation coefficients. 相似文献
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