Suchergebnisse

The relationship between children's self-perceptions, children's perceptions of others' appraisal (i.e., reflected appraisals) and others' actual appraisals reported by mothers, fathers and teachers were examined. The Self-Description Questionnaire 1 (Marsh, 1988)
was presented to 428 children. Parents and teachers were given an adapted form. Additionally, children were asked for reflected appraisals of their mothers, fathers and teachers according to the scales of the SDQ1. Results suggest that the reflected appraisal process is in fact more complicated
than originally assumed by the theorist of symbolic interactionism. Thus, besides direct effects from actual appraisal on reflected appraisal and reflected appraisal on selfappraisal, there are also indications of an effect by actual appraisals on self- and reflected appraisals, especially
for academic self-concept. Furthermore, results indicate that different significant others have a different impact on the self-perceptions of preadolescent children.

The recession in the UK is coming to an end, with a gradual recovery expected in the second half of the year. It now seems that stocks of goods and materials were run down sharply in the first half of the year. This is a common occurrence at the low point of the economic cycle, leading to a spontaneous upturn once the stock adjustment is complete.This time the recovery is being helped by a rise in exports. Looking ahead to the first half of next year we expect the recovery to be reinforced by renewed growth in consumer spending, but we may have to wait rather longer for fixed investment to pick up as well.

THIS PAPER STUDIES THE EXPERIENCE OF A SAMPLE OF SCOTTISH LOCAL AUTHORITIES THAT HAVE INTRODUCED A FORMALIZED SYSTEM OF MANAGEMENT APPRAISAL FOR SENIOR STAFF AT THE DIRECTORATE LEVEL WITHIN A DEPARTMENT OR COUNCIL. IT IS BASED ON ORIGINAL DOCUMENTS, A POSTAL QUESTIONNAIRE TO APPRAISERS AND APPRAISEES, AND INTERVIEWS WITH INDIVIDUALS INVOLVED IN THE DEVELOPMENT OF THE APPRAISAL PROCESS.

Reviews the basic objectives, methods and benefits of traditional
development appraisals. Outlines and comments on the cash flow approach,
which is beginning to find favour among both developers and their
advisers.

This paper reports the first empirical investigation of the hypothesis that epistemic appraisals form part of the structure of concepts. To date, studies of concepts have focused on the way concepts encode properties of objects and the way those features are used in categorization and in other cognitive tasks. Philosophical considerations show the importance of also considering how a thinker assesses the epistemic value of beliefs and other cognitive resources and, in particular, concepts. We demonstrate that there are multiple, reliably judged, dimensions of epistemic appraisal of concepts. Four of these dimensions are accounted for by a common underlying factor capturing how well people believe they understand a concept. Further studies show how dimensions of concept appraisal relate to other aspects of concepts. First, they relate directly to the hierarchical organization of concepts, reflecting the increase in specificity from superordinate to basic and subordinate levels. Second, they predict inductive choices in category-based induction. Our results suggest that epistemic appraisals of concepts form a psychologically important yet previously overlooked aspect of the structure of concepts. These findings will be important in understanding why individuals sometimes abandon and replace certain concepts; why social groups do so, for example, during a "scientific revolution"; and how we can facilitate such changes when we engage in deliberate "conceptual engineering" for epistemic, social, and political purposes.

This paper reports the first empirical investigation of the hypothesis that epistemic appraisals form part of the structure of concepts. To date, studies of concepts have focused on the way concepts encode properties of objects and the way those features are used in categorization and in other cognitive tasks. Philosophical considerations show the importance of also considering how a thinker assesses the epistemic value of beliefs and other cognitive resources and, in particular, concepts. We demonstrate that there are multiple, reliably judged, dimensions of epistemic appraisal of concepts. Four of these dimensions are accounted for by a common underlying factor capturing how well people believe they understand a concept. Further studies show how dimensions of concept appraisal relate to other aspects of concepts. First, they relate directly to the hierarchical organization of concepts, reflecting the increase in specificity from superordinate to basic and subordinate levels. Second, they predict inductive choices in category-based induction. Our results suggest that epistemic appraisals of concepts form a psychologically important yet previously overlooked aspect of the structure of concepts. These findings will be important in understanding why individuals sometimes abandon and replace certain concepts; why social groups do so, for example, during a "scientific revolution"; and how we can facilitate such changes when we engage in deliberate "conceptual engineering" for epistemic, social, and political purposes.

This paper reports the first empirical investigation of the hypothesis that epistemic appraisals form part of the structure of concepts. To date, studies of concepts have focused on the way concepts encode properties of objects, and the way those features are used in categorisation and in other cognitive tasks. Philosophical considerations show the importance of also considering how a thinker assesses the epistemic value of beliefs and other cognitive resources, and in particular, concepts. We demonstrate that there are multiple, reliably judged, dimensions of epistemic appraisal of concepts. Four of these dimensions are accounted for by a common underlying factor of how well people believe they understand a concept. Further studies show how dimensions of concept appraisal relate to other aspects of concepts. First, they relate directly to the hierarchical organization of concepts, reflecting the increase in specificity from superordinate to basic and subordinate levels. Second, they predict inductive choices incategory-based induction. Our results suggest that epistemic appraisals of concepts form a psychologically important yet previously overlooked aspect of the structure of concepts. These findings will be important in understanding why individuals sometimes abandon and replace certain concepts; why social groups do so, for example during a 'scientific revolution'; and how we can facilitate such changes when we engage in deliberate 'conceptual engineering' for epistemic, social and political purposes.