The museum can be visitor-centered: an intern’s reflection

Within a personal narrative reflection method and social constructivism theory, a former intern reflects on their time at The Ringling Museum in Sarasota Florida. The article focuses on the intern’s experience, which consisted of several roadblocks and high points. Much of these situations presented themselves within a context at odds with the intern’s former teaching experiences and learning experiences within his own graduate program. Being placed within the busy museum world proved to be effective only after the intern accepted a collaborative visitor-centered mindset, involving a focus on the visitor and their connection to the object, collaboration across the entire staff, a certain level of risk-taking, and evaluation. The intern urges museum educators and curators willing to accept the visitor-centered approach to collaborate together as they look for new ways for visitors to experience museums.     

Dissecting the expanded cognitive reflection test: an item response theory analysis

This study presents a psychometric evaluation of the Expanded Cognitive Reflection Test (CRT7) based on item response theory. The participants (N?=?1204) completed the CRT7 and provided self-reported information about their cognitive styles through the Preference for Intuition and Deliberation Scale (PID). A two-parameter logistic model was fitted to the data to obtain the item difficulty and discrimination parameters of the CRT7. The results showed that the items had good discriminatory power (αs?=?.80 ? 2.92), but the range of difficulty was restricted (βs ranged from ?.60 to .32). Moreover, the CRT7 showed a pattern of correlations with the PID which was similar to that of the original CRT. When taken together, these results are evidence of the adequacy of the CRT7 as an expanded tool for measuring cognitive reflection; however, one of the newer items (the pig item) was consistently problematic across analyses, and so it is recommended that in future studies it should be removed from the CRT7.     

Teaching and learning the esoteric: an insight into how reflection may be internalised with reference to the occupational therapy profession

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.     

Peer review of teaching (PRoT) in higher education – a practitioner’s reflection

Peer review of teaching (PRoT) is recommended to both develop and assure the quality of teaching practices in Higher Education. An institutional implementation of a peer review process can be viewed as a genuine desire to improve teaching quality or as an instrument of accountability and performativity. There are many approaches to the peer review of teaching operating. This article documents the impact, advantages and disadvantages of direct participation in three peer review of teaching processes.     

科学划界视域下心理学学科焦虑与学科自觉

心理学科学划界是心理学发展史上的根本问题,构成了心理学发展历史研究的出发点和逻辑起点。心理学科学划界观点多样,争论不休,导致心理学处于学科焦虑当中。当前,心理学需要以文化文思促进学科自觉,这其中隐含的不仅仅是对心理学科学化追求道路的深入思考,同时,也是实现心理学话语方式转换以及与科学关系的深刻把握。     

向死存在对智慧的影响:观点、机制及评价

向死存在对智慧产生了怎样的影响?三种观点及相关证据回答了这个问题,并提供了解释机制:(1)向死存在助推智慧,使人谦卑、超越、利他、公平和宽容等,其主要解释机制是创伤后成长理论;(2)向死存在阻碍智慧,引起心理不健康、自我服务偏见、内群体偏见、贪婪、物质主义等,其主要解释机制是恐惧管理理论;(3)向死存在是否助推智慧受到如自尊、权力感、自我构念、政治信念、宗教信仰等多种因素的调节。文末评价了过去研究中存在的问题,即概念界定问题、向死存在的心理阶段性问题和文化世界观的内涵问题,并提出了化解之道。     

Reflectivity, Reflection, and Counter-Education

This article sets forward a new concept of reflection, to be contrasted with more usual reading of the concept for which we use the term `reflectivity'. The contrast is related to a distinction between normalizing education and counter-education. We claim that within the framework of normalizing education there is no room for reflection, but only for reflectivity. In contrast to reflectivity, reflection manifests a struggle of the subject against the effects of power which govern the constitution of her conceptual apparatus, her knowledge, her consciousness and her limitations and possibilities for successful functioning. Reflectivity re-presents the hegemonic realm of self-evidence and the productive violence of social and cultural order. Reflection, by contrast, aims to challenge the supposedly self-evident and the present order of things. Reflection aims at transcendence and represents a moral commitment in respect of the otherness of the Other, which power relations in every realm of self-evidence oblige us to neglect, to destroy or consume. Transcendence is a concrete utopia, and so is the subject in her nonrepressive communication with the Other: they are part and parcel of our present possibilities, sometimes in microscopic arenas, struggled for, and from time to time even realized.     

The professional engineer: Virtues and learning

The ethical codes of the professional engineering bodies identify the responsibilities of the engineer. Of equal importance to the codes are the virtues which enable the engineer to fulfil these responsibilities. After briefly reviewing such virtues this paper argues that the systematic learning of virtues is possible in a formal way through learner centred learning. Central to this learning experience is the development of integrity which focuses the other major virtues and enables reflection upon them. A review of undergraduate courses suggests how this can be achieved. Rev’d. Dr. Simon Robinson is a lecturer in the Centre for Business and Professional Ethics at the University of Leeds.     

Revisiting the effect of incentivization on cognitive reflection: A meta-analysis

The effect of performance-based incentives on judgment biases is a controversial issue. A recent extensive meta-analysis of Brañas-Garza et al. (2019, https://doi.org/10.1016/j.socec.2019.101455 ) found no effect of incentives on performance in the cognitive reflection test (CRT), a test commonly used for assessing heuristic versus deliberative judgments. We conducted a meta-analysis of studies that directly compared an incentive versus no-incentive conditions (n = 2836) and found a small positive effect of incentivization (Cohen's d = .21) on CRT performance. In addition, we re-examined the Brañas-Garza et al. (2019) dataset (n = 39,385), taking into consideration not only whether incentivization was used but also the nominal and fiscal size of the incentive. The results show that surprisingly when including only studies that used monetary incentives, the effect of incentivization and incentive size are significant, even when taking into consideration other aspects of the studies. The results thus suggest a small but robust effect of incentives on judgment biases.     

Counsellors' use of reflective space

While reflection on practice is a frequent and essential aspect of counselling, what exactly this process entails is not completely clear. This paper describes a study of counsellors ‘caught in the act’ of reflecting, and uncovers various ways counsellors made use of a reflective space.