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171.
Personal meaning and ethics in engineering 总被引:3,自引:3,他引:0
Martin MW 《Science and engineering ethics》2002,8(4):545-560
The study of engineering ethics tends to emphasize professional codes of ethics and, to lesser degrees, business ethics and technology studies. These are all important vantage points, but they neglect personal moral commitments, as well as personal aesthetic, religious, and other values that are not mandatory for all members of engineering. This paper illustrates how personal moral commitments motivate, guide, and give meaning to the work of engineers, contributing to both self-fulfillment and public goods. It also explores some general frameworks for thinking about these commitments and calls for further exploration of them. 相似文献
172.
Mike W. Martin 《The Journal of medical humanities》2001,22(2):95-114
If we are responsible for taking care of our health, are we blameworthy when we become sick because we failed to meet that responsibility? Or is it immoral to blame the victim of sickness? A moral perspective that is sensitive to therapeutic concerns will downplay blame, but banishing all blame is neither feasible nor desirable. We need to understand the ambiguities surrounding moral responsibility in four contexts: (1) preventing sickness, (2) assigning financial liabilities for health care costs, (3) giving meaning to human suffering, and (4) interacting with health care professionals. We also need to distinguish different kinds of blame, explore the interplay of justice and compassion in avoiding unjustified blaming of victims, and work toward a unified moral-therapeutic perspective that encourages individuals to accept responsibility while avoiding destructive forms of blaming. 相似文献
173.
Drugs education in the UK is in its infancy. Government strategies have highlighted parents as an important aspect of children's drugs education. This paper reports on research that has explored parents' and children's perception of drug issues as well as the experience of communication about drugs within the family. The research has drawn on a number of humanistic theoretical perspectives but rests principally upon George Kelly's Personal Construct Psychology. Data has been collected using focus group discussions with parents and children from 13-15 years old, and a key phase of this work is the use of the self-characterization to facilitate communication between parents and children about drugs and their related issues. The results of the study have highlighted the need for young people to establish a sense of self and to fulfil a meaningful life, which has been identified as being a spiritual need. This paper examines these findings from a range of literature on spirituality and explores spirituality from a Kellyan perspective and develops some clear implications for further lines of research in this area. 相似文献
174.
Rholes WS Simpson JA Tran S Martin AM Friedman M 《Personality & social psychology bulletin》2007,33(3):422-438
Testing predictions derived from attachment theory, this research investigated how adult attachment orientations are associated with selective exposure to information about the self, one's partner, and one's relationship. The results of two studies revealed that (a) more avoidantly attached individuals have limited interest in knowing their partner's intimate thoughts and feelings, (b) more anxiously attached individuals selectively prefer information on intimate topics pertaining to their partner and relationship and focus on information that highlights their own as well as their partner's shortcomings, and (c) regardless of attachment orientation, individuals express interest in learning about the negative relationship behaviors and characteristics of their insecurely attached partners. These findings suggest that selective information seeking may have important effects on relationships and may help explain how attachment orientations affect important relationship outcomes. 相似文献
175.
The authors introduce a screening instrument that assesses cognitive-function domains across adulthood over the telephone. The authors administered the Cognitive Telephone Screening Instrument (COGTEL) to 81 younger adults (M = 25.6 years) and 83 older adults (M = 66.9 years). Each participant completed the COGTEL twice, once over the telephone and once in a face-to-face assessment. The authors (a) analyzed the degree of agreement between face-to-face and telephone COGTEL scores, (b) developed a COGTEL Total score that reflects global cognitive functioning, and (c) examined concurrent validity. The method of administration did not largely influence mean levels, rank orders, or factor structure as revealed by confirmatory factor analysis. Moreover, age differences were not modulated by the form of administration. The distribution of COGTEL Total scores followed a Gaussian function, which prevents COGTEL from being limited by ceiling effects. The results provide evidence for the validity and reliability of the COGTEL to assess cognitive functioning in large-scale epidemiological studies, longitudinal studies, and clinical follow-up among healthy adults. 相似文献
176.
Gareth Roberts Timothy W. Jones Elizabeth A. Davis Trang T. Ly Mike Anderson 《Cognitive, affective & behavioral neuroscience》2014,14(4):1356-1374
Configuring the mind to perform a novel task is an effortful process and one that is related to differences in general intelligence. Previous research has suggested that when participants are given instructions for a future task, representations of the rules contained in the instructions can influence subsequent behavior, even when the rules are not necessary to perform the upcoming task. One hypothesis for the continued activation of rule representations suggests that the practice trials participants perform before the experimental trials may instantiate the unnecessary task rules into participants’ mental model of the task (i.e., the task space). To test this hypothesis, EEGs were recorded as participants (N = 66) completed a multirule task designed to contrast the effects of increasing task structure complexity and practice trial exposure. The results showed that, as was predicted, performance is significantly poorer when more task rules are specified in the task instructions. Practice trials with the extra rule did not affect task performance, indicating that an unacted verbal instruction is sufficient to incorporate the rule into participants’ mental model of the task. The EEG results showed that instruction complexity was linked to a phasic increase in frontal theta synchronization but reduced posterior alpha and beta desynchronization. These changes in synchronization occurred during a time period of low intertrial phase coherence and suggest that participants were “checking the task rules” amidst a trial. This transient neural activity may reflect compensatory mechanisms for dealing with increased mind-wandering that is more likely to occur in complex tasks. 相似文献
177.
Mike W.-L. Cheung 《Behavior research methods》2014,46(1):29-40
Meta-analytic structural equation modeling (MASEM) combines the ideas of meta-analysis and structural equation modeling for the purpose of synthesizing correlation or covariance matrices and fitting structural equation models on the pooled correlation or covariance matrix. Cheung and Chan (Psychological Methods 10:40–64, 2005b, Structural Equation Modeling 16:28–53, 2009) proposed a two-stage structural equation modeling (TSSEM) approach to conducting MASEM that was based on a fixed-effects model by assuming that all studies have the same population correlation or covariance matrices. The main objective of this article is to extend the TSSEM approach to a random-effects model by the inclusion of study-specific random effects. Another objective is to demonstrate the procedures with two examples using the metaSEM package implemented in the R statistical environment. Issues related to and future directions for MASEM are discussed. 相似文献
178.
David White Richard I. Kemp Rob Jenkins A. Mike Burton 《Psychonomic bulletin & review》2014,21(1):100-106
People are typically poor at matching the identity of unfamiliar faces from photographs. This observation has broad implications for face matching in operational settings (e.g., border control). Here, we report significant improvements in face matching ability following feedback training. In Experiment 1, we show cumulative improvement in performance on a standard test of face matching ability when participants were provided with trial-by-trial feedback. More important, Experiment 2 shows that training benefits can generalize to novel, widely varying, unfamiliar face images for which no feedback is provided. The transfer effect specifically benefited participants who had performed poorly on an initial screening test. These findings are discussed in the context of existing literature on unfamiliar face matching and perceptual training. Given the reliability of the performance enhancement and its generalization to diverse image sets, we suggest that feedback training may be useful for face matching in occupational settings. 相似文献
179.
Mike Prentice PhD Candidate Marc Halusic Kennon M. Sheldon 《Social and Personality Psychology Compass》2014,8(2):73-85
Two conceptions of psychological needs predominate within contemporary motivational science. Motive disposition theory conceives of needs as behavioral motives which direct behavior (needs‐as‐motives), while self‐determination theory conceives of needs as universally required experiences for optimal functioning (needs‐as‐requirements). Until recently, these perspectives on psychological needs have proceeded without much intersection, despite the fact that they address the same fundamental concept. Here we summarize the Two Process Model of Psychological Needs, which attempts to bridge these two conceptions. We argue that psychological needs are best defined as tendencies to seek out certain basic types of psychosocial experiences, to a somewhat varying extent across individuals, and to feel good and thrive when those basic experiences are obtained, to the same extent across individuals. We suggest that this definition allows a reconciliation of needs‐as‐motives and needs‐as‐requirements perspectives and a more consilient science of human motivation. Empirical support for the TPM is also summarized. 相似文献
180.