排序方式: 共有13条查询结果,搜索用时 15 毫秒
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MICHAEL D. MUMFORD CASSIE BLAIR LESLEY DAILEY LYLE E. LERITZ HOLLY K. OSBURN 《创造性行为杂志》2006,40(2):75-109
The generation of new ideas is a complex demanding activity involving multiple processing operations. As is the case in other forms of complex cognition, biases in process execution can induce errors that limit peoples' ability to generate viable new ideas. In the present effort, the nature of these biases, and their impact on creative thought, are examined. It is noted that these biases arise from multiple sources including knowledge, limitations in processing capacity, patterns of information use, and the strategies applied in process execution. The implications of these observations for enhancing creative performance are discussed along with potential strategies for error remediation. 相似文献
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HOLLY A. STADLER KAREN L. WILLING MARK G. EBERHAGE WESLEY H. WARD 《Journal of counseling and development : JCD》1988,66(6):258-260
The issue of impairment has not been adequately addressed in the professional counseling literature. The authors explore the issue of impairment in the counseling profession, drawing from the literatures of medicine and psychology in discussing the prevalence of impairment, several views of the topic, responses to the problem, and related ethical considerations. Recommendations for the analysis and resolution of impairment issues in counseling are presented. 相似文献
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ROD M. McCORMICK HARLY NEUMANN NORMAN E. AMUNDSON HOLLY B. McLEAN 《Journal of Employment Counseling》1999,36(4):167-176
Guidelines for using the First Nations Career/Life Planning Model with youth are outlined along with suggestions for future practice regarding recruitment of participants, the counseling process, and postsession considerations. One session is described in detail to exemplify how the model is used in practice. 相似文献
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A META-ANALYSIS OF THE RELATIONS AMONG TRAINING CRITERIA 总被引:6,自引:0,他引:6
GEORGE M. ALLIGER SCOTT I. TANNENBAUM WINSTON BENNETT JR HOLLY TRAVER ALLISON SHOTLAND 《Personnel Psychology》1997,50(2):341-358
An augmented framework for training criteria based on Kirkpatrick's (1959a, 1959b, 1960a, 1960b) model divides training reactions into affective and utility reactions, and learning into post-training measures of learning, retention, and behavior/skill demonstration. A total of 34 studies yielding 115 correlations were analyzed meta-analytically. Results included substantial reliabilities across training criteria and reasonable convergence among subdivisions of criteria within a larger level. Utility-type reaction measures were more strongly related to learning or on-the-job performance (transfer) than affective-type reaction measures. Moreover, utility-type reaction measures were stronger correlates of transfer than were measures of immediate or retained learning. These latter findings support recent concurrent thinking regarding use of reactions in training (e.g., Warr & Bunce, 1995). Implications for choosing and developing training criteria are discussed. 相似文献
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