Critical thinking in social and psychological inquiry.

Yanchar, Slife, and their colleagues have described how mainstream psychology's notion of critical thinking has largely been conceived of as “scientific analytic reasoning” or “method-centered critical thinking.” We extend here their analysis and critique, arguing that some version of the one-sided instrumentalism and confusion about tacit values that characterize scientistic approaches to inquiry also color phenomenological, critical theoretical, and social constructionist viewpoints. We suggest that hermeneutic/dialogical conceptions of inquiry, including the idea of social theory as itself a form of ethically motivated human practice, give a fuller account of critical thinking in the social disciplines. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Identifying the complexities within clients' thinking and decision making.

Discusses and extends Gelatt's (see record 1989-27162-001) conceptualization of decision making in counseling. I agree that we need a broader view of human reasoning, one that includes highly complex, intermittent, rational, irrational, logical, and intuitive processes. In addition to needing new research tools in this area, I advocate that we examine how clients think, feel, and behave as they process information during their struggles with their problems throughout counseling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Critical thinking and the end(s) of psychology.

Critical thinking always involves logical and metacognitive skills. However, different modes of thinking critically with regard to psychology evince diverse sensibilities, that is, different ways of envisioning what might be wrong with a project or approach and how it could be improved. Fostering critical thinking thus is about developing distinctive modes of responsiveness and discernment, of which there can be more than one type. Literature on critical thinking for psychologists can be parsed into several ideal types. Critical-thinking-in-psychology texts display a sensibility that accords great legitimacy and status to forms of psychological inquiry that emulate a certain vision of the natural sciences, as well as what Max Weber called formal rationality. Texts that advocate “critical thinking about psychology” or identify themselves as “critical psychology” all argue that psychologists need to analyze and challenge fundamental assumptions that usually go unquestioned in the conventional literature, but they also diverge significantly from one another. They generally embody one or more of four distinctive sensibilities: experiential, relational, emancipatory-activist, or emancipatory-ironic. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

以创新思维构建高职高专人才培养模式

高等职业教育在人才培养上,要树立职业教育的核心就是促进人的全面发展的理念、明确高职院校的定位和方向,树立正确的高职教育教学质量意识、创新专业特色,推行工学结合、校企合作的培养模式,创新师资队伍特色,以创新思维来构建人才培养模式,办一流的高等职业教育。     

Internship recruitment and the VA Psychology Training Program.

A survey of 13 accredited and 12 nonaccredited VA internship centers indicates a flexible and varied administration of the program at the local level as to stipends, training hours, and training rotations. Responses to an anonymous questionnaire by 115 intern applicants who rejected VA internship offers indicated that the rejecting interns had a positive image of the VA, but they wanted a more heterogeneous patient population and a greater academic atmosphere for their internship than they thought the VA could provide. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Critical thinking, health policy, and the Hmong culture group, Part II

The Hmong are an Asian cultural group originating primarily in the northern hills of Laos. During the Vietnam conflict, they fought and died for the U.S. during a secret Laotian war. The U.S. gained their support in exchange for protecting them from their enemies in Laos regardless of the war's outcome. When North Vietnam took over Laos, hundreds of thousands of Hmong fled to Thailand's refugee camps; from there, over 100,000 Hmong refugees relocated to the U.S. (Heu, 1996). With them, the Hmong brought culture, language, and healthcare beliefs and rituals, as well as distinct challenges to U.S. communities, policy makers, and healthcare professionals. This article is the second in a two-part series on critical thinking and health policy and the Hmong culture group.     

Purpose and guidelines for toxicokinetic studies within the National Toxicology Program

Urogenital mycoplasmal infections could affect use of primates as models for reproductive system studies and could affect reproduction in captive primates, but could be useful as animal models of similar human infections. We conducted a pilot study to assess detection of urogenital mycoplasmal infections in primates by use of polymerase chain reaction (PCR). Healthy animals were anesthetized, and vaginal, cervical, or endometrial and urethral swab specimens were collected from females and males, respectively. Specimens were tested by PCR supplemented with dot blotting and nonradiolabeled oligonucleotide probing for 16S rRNA sequences conserved among mollicutes. Specimens with positive results were tested by species-specific PCRs with primers for 16S rRNA sequences of Ureaplasma urealyticum and Mycoplasma hominis and for adhesin gene sequences of Mycoplasma genitalium. Spiked duplicate reactions were included as internal controls for each reaction. Results for 232 specimens from 166 animals indicate that naturally acquired urogenital infections are readily detected and suggest that urogenital mycoplasmal infections are common in laboratory primates (48/166 [29%] overall). M. hominis and U. urealyticum appeared to be common among the studied primates overall and especially in chimpanzees. Mycoplasmas other than M. genitalium, M. hominis, and U. urealyticum appeared to be at least as common as these three, with specimens from 18 of 48 animals (38%) having positive "generic" PCR results, but no positive results in species-specific PCRs.     

新建本科院校应用型人才培养方案构建研究

提出了制定应用型人才培养方案应遵循的原则和程序,阐述了以应用能力培养为主线的理论教学、实践教学和素质拓展课程体系的基本内容和要求.认为培养应用型人才应坚持知识、能力、素质协调发展的原则,以应用能力培养为主线,整体优化人才培养方案,塑造和突出各专业的人才培养特色.     

Effects of college residence on perceived norms for alcohol consumption: An examination of the first year in college.

Studied 126 college students' perceived social norms for alcohol use prior to enrollment and across the 1st yr in college. Questionnaires assessed perceptions of the quantity and frequency of typical drinking for members of different residential groups and perceived disapproval of alcohol-related practices and problems by friends. Results provided mixed support for the hypothesis that residence in fraternities (FTs) or sororities (STs) creates or differentially maintains extreme social norms for alcohol consumption. Members of FTs and STs rated all drinking norms as more extreme and perceived fraternity drinking as particularly heavy, but these beliefs existed before entry into college. An unexpected pattern of decreasing acceptance of drinking was reported over the 1st yr in college. Variation in this pattern suggests that residents of FTs and STs maintain more acceptance of specific drinking practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in the Schools Training Program at the University of Minnesota.

Describes the 30-yr history of the Psychology in the Schools Training Program at the University of Minnesota in Minneapolis. It is reported that a stable base of local professional support and national trends in favor of school psychology combined to create a healthy climate for training school psychologists as scientists and practitioners. The model includes assessment, intervention, research and evaluation, and applied experiences. The nature of the curriculum, the roots of current beliefs, and changes in future directions are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

公共教育学教学中批判性思维的培养

公共教育学(简称"教育学")教学面向未来教师,培养批判性思维具有长远的意义.批判性思维包括批判精神和批判性思维技能,批判精神的人格特质可以在培养批判性思维技能的过程中形成和强化.围绕教科书的观念和言说,教育学教学可以从四个方面指导学生思考教科书文本,发展批判性思维.     

Drinking motives and college students: Further examination of a four-factor model.

The purposes of this study were to examine the reliability and validity of a 4-factor model of the Drinking Motives Measure and to assess year in school and ethnic differences on different types of motives. Data were collected on 441 volunteer college students. Results indicated that fit indices for the 4-factor model were acceptable; fit indices were also better for the 4-factor model than they were for alternative models. Freshman students and students of color had higher scores on the Conformity motives subscale than senior and White students did, respectively. Additionally, differences in the correlation between Conformity motives and alcohol use existed based on year in school, such that the relationship was significantly smaller for freshmen than it was for other students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal examination of the psychosocial costs of racism to Whites across the college experience.

This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White students across college and thus may be useful to counseling psychologists and educators who design and implement programs and policies to enhance diversity education. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

物联网技术专业人才培养方案的研究

近年来,我国的物联网产业崛起速度非常快,从而导致短期内人才供需矛盾集中爆发.为了加紧给国家进行物联网技术的人才储备,我国有条件的高校应尽早开设物联网技术新专业.其中,人才培养方案的构建在保障人才培养质量上有着至关重要的作用.文章从培养目标、基本要求和课程体系建设等几个方面对该专业的人才培养方案进行了阐述,介绍了校企合作式的联合办学情况,以期对物联网技术新专业的筹建提供有意义的参考.     

Impulsive versus realistic thinking: An examination of the distinction between primary and secondary processes in thought.

The nature of the distinction between primary and secondary processes, as described by Freud, has relevancy for both a cognitive psycholoy and a psychology of motivation. Several issues arising from an examination of the 2 processes are examined. Possible empirical approaches to the basic problems are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Identifying the complexities within clients' thinking and decision making": Response to Heppner.

Agrees with P. P. Heppner (see record 1989-27164-001) that counseling needs to enhance its capacity to empower clients, in spite of the uncertainty of the future. Accepting the uncertainty will be the 1st step. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessing reliability: Critical corrections for a critical examination of the Rorschach Comprehensive System.

J. M. Wood et al (see records 84-17678 and 84-17679) argued that the Rorschach Comprehensive System (CS) lacked many essential pieces of reliability data and that the available evidence indicated that scoring reliability may be little better than chance. Contrary to their assertions, the author suggests why rater agreement should focus on responses rather than summary scores, how field reliability moves away from testing CS scoring principles, and how no psychometric distinction exists between a percentage correct and a percentage agreement index. Also, after reviewing problematic qualities of kappa, a meta-analysis of published data is presented indicating that the CS has excellent chance-corrected interrater reliability (Estimated κ, M?=?.86, range?=?.72–.96). Finally, the author notes that Wood et al ignored at least 17 CS studies of test-retest reliability that contain many of the important data they said were missing. The author concluded that Wood et al's erroneous assertions about the more elementary topic of reliability make suspect their assertions about the more complex topic of validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-complexity, self-evaluation, and depression: An examination of form and content within the self-schema.

Six studies examined the relationship between self-complexity and variables related to self-evaluation. Self-complexity was found to comprise two components: positive self-complexity and negative self-complexity. Positive self-complexity was sensitive to methodological factors, namely, variations in stimulus materials used for self-ratings. Negative self-complexity was relatively stable in the face of different rating stimuli and tasks and was related to trait measures of self-evaluation, psychic distress, and psychopathology. These findings were observed and replicated. Higher negative self-complexity was associated with increases in depression symptoms over time. Higher negative self-complexity also predicted a poorer prognosis and less complete recovery from depression in a clinical sample. Results are discussed in light of related research and possible social–cognitive mechanisms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)