Systemy S4 I S5 Lewisa a spójnik identyczności

Allatum est die 28 Septembris 1970     

O klasach normalnych i nienormalnych na terenie języka potocznego

Problematyka i glówne tezy tej pracy pochodz od pierwszego autora. Udzial drugiego autora sprowadza sie do propozycji utosamienia jeezyka potocznego z formalizmem logiki zda i logiki nazw oraz do pewnych sugestii odnonie systematyzacji materialuAllatum est die 2 Octobris 1965     

O teorii stosunków zbudowanej na teorii przedmiotów

Allatum est die 3 Decembris 1960     

Motivation to comply with task rules and multitasking performance: The role of need for cognitive closure and goal importance

In three studies, we examined the role task rules play in multitasking performance. We postulated that rules should be especially important for individuals highly motivated to have structure and clear answers, i.e., those high on need for cognitive closure (NFC). High NFC should thus be related to greater compliance with task rules. Specifically, given high goal importance, NFC should be more strongly related to a multitasking strategy when multitasking is imposed by the rules, and to a mono-tasking strategy when monotasking is imposed by the rules. This should translate into better multitasking or mono-tasking performance, depending on condition. Overall, the results were supportive as NFC was related to a more mono-tasking strategy in the mono-tasking condition (Studies 1 and 2 only) and more dual-tasking strategy in the dual-tasking condition (Studies 1–3). This translated into respective differences in performance. The effects were significant only when goal importance was high (Study 1) and held when cognitive ability was controlled for (Study 2).     

Perceptions of Divine Figures Among Polish People Struggling with Homelessness or Alcohol Addiction

This study aimed to investigate antecedents of positive perceptions of divine agents and the optimistic assumption that the world is meaningful, basically good and trustworthy, as found in Polish men and women who struggle with homelessness or alcohol addiction. In the largely understudied groups of people who were homeless (n = 111) or alcohol addicted (n = 120), we confirmed that communal orientation is a consistent precursor of beliefs in supernatural agents such as God, the Devil and angels, as well as positive perceptions of both God and guardian angels. The antecedents of basic trust varied across participant groups. However, among them were positive attitudes toward God, communal orientation, and a deferring problem-solving style. Additionally, we found asymmetric links between perceptions of divine agents and both duration of addiction and duration of therapy in the addicted group. The former was related to a less positive perception of guardian angels and less perceived collaboration with God, whereas the latter was linked to a more positive perception of angels and more collaboration with God in problem-solving. We discuss the significance of a positive concept of divine beings for people who are homeless or alcohol addicted.     

Four mediation models of teacher expectancy effects on students’ outcomes in mathematics and literacy

The study tested 4 direct and 28 indirect teacher expectancy effects on students’ results in the mathematics and literacy sections of the matriculation test, and their final marks in the 12th-grade mathematics and literacy class. The following were considered as mediators: student self-esteem, their self-expectancy, and time spent learning mathematics and literacy. The study involved 1374 first year college students. Conducted path analyses revealed: (1) the total teacher expectancy effects was the strongest for final marks in mathematics, followed by test results in mathematics, test results in literacy, and final marks in literacy; (2) the direct effect was stronger than the total indirect teacher expectancy effects in the case of mathematics, while for literacy outcomes, the order of the effects was reversed; (3) the direct teacher expectancy effects were positive; the indirect effects reversed after including student self-esteem/student self-expectancy into relations between teachers’ expectancy and mathematics and literacy outcomes; (4) teachers’ expectancy was mediated most strongly by student self-esteem, time spent learning, and student self-expectancy, or by student self-expectancy and time spent learning, respectively for mathematics and literacy outcomes; (5) the impact of teachers’ expectancy was stronger than student self-expectancy for mathematics, but was the same or weaker for literacy outcomes, respectively. The obtained results were discussed in the light of the theory and results of studies concerning teacher expectancy effects.