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1
Posvistak, Olesia. "BEHAVIOURISTIC APPROACH TO FAMILY: SPECIFICITY AND BASIC CONCEPTS." Science and Education 20, no. 7 (July 2016): 111–17. http://dx.doi.org/10.24195/2414-4665-2016-7-19.
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O’Toole, Leah, Claire Regan, and Agnieszka Nowak-Łojewska. "„To learn with” as an alternative voice for children’s education. Introduction to a European Project: Teaching for Holistic, Relational and Inclusive Early Childhood Education (THRIECE)." Kwartalnik Pedagogiczny 64, no. 1(251) (April 24, 2019): 175–82. http://dx.doi.org/10.5604/01.3001.0013.1858.
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Th e issue of the text focuses on the category of learning. The analysis of the term “learning” in the behaviouristic, humanistic and the interpretive aspects serves as a point of departure. The latter approach is exploited for further analyses in order to select the category “to learn with…”. This category is described in terms of the European Project THRIECE – Teaching for Holistic, Relational and Inclusive Early Childhood Education and presents its potential for children’s education in cognitive, emotional and social aspects.
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Schulz, Martin. "Stereotypic Movements and Music Therapy." Journal of British Music Therapy 1, no. 2 (December 1987): 11–16. http://dx.doi.org/10.1177/135945758700100203.
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Three main objectives are pursued with this study. The first is to summarise some current ideas about the origin and nature of stereotypic movements. The second is to present some music-therapeutic approaches to the phenomenon: different examples with a behaviouristic background are given; an educational approach is touched on; and Nordoff-Robbins' work is represented with a practical example. Thirdly, I discuss a case from my personal experience. My practical experience with stereotypies in music therapy was at the time of writing limited to one child. I am grateful to her for encouraging me to take some steps into a world that is, at first sight, quite bizarre and not very attractive, but one that holds some valuable possibilities for music therapeutic work.
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Akkaya, Burcu. "The Analysis of Metaphorical Perceptions of Teachers Related to Teachers in terms of Teaching Approaches They Adopt." Journal of Education and Learning 10, no. 5 (August 30, 2021): 109. http://dx.doi.org/10.5539/jel.v10n5p109.
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This research aimed to determine the metaphorical perceptions of class teachers and reveal whether these perceptions are affected by the teaching approaches they adopt. Because teachers’ opinions were collected in written form, this study is a descriptive survey model study. The participants of the study consisted of 64 class teachers chosen through the maximum variety sampling method. A data collection tool consisting of two open-ended questions was developed to determine the metaphors and educational approaches teachers adopt. According to research results, teacher metaphors are highlighted in two categories as “metaphors giving active roles to the teacher” and “metaphors giving passive roles to the teacher”. Generally, teachers adopted one of the behaviouristic, cognitive, and constructivist approaches. This study revealed that participants who adopted behavioural and cognitive educational approaches produced metaphors giving active roles to the teacher. Participants who adopted the constructivist educational approach produced metaphors giving passive roles to the teacher. It was determined that there is a strong significant relationship between the metaphors that teachers produce and the educational approach they adopt.
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Heinrich, Lutz J., and René Riedl. "Understanding the Dominance and Advocacy of the Design-Oriented Research Approach in the Business Informatics Community: A History-Based Examination." Journal of Information Technology 28, no. 1 (March 2013): 34–49. http://dx.doi.org/10.1057/jit.2013.1.
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The objective of this article is to explain the dominance and advocacy of the design- oriented research approach in Wirtschaftsinformatik (Business Informatics or BI), one of the major Information Systems (IS) communities. To this end, we employed a research approach based on autobiographical material. Sixteen well-known BI scholars served as informants, and provided career autobiographies in which they document their perceptions and observations regarding the genesis and development of BI. The average age of this sample of contemporary witnesses is 70 years, signifying a rich body of experience. Based on an interpretive analysis of the data, we find that the design of IS is deeply rooted in BI's history, and our results also show that there have always been close relationships with practice. As a consequence, we conclude that the success of BI as an academic community is inseparably associated with systems design, implementation, and engineering. Against this background, we argue that it is unlikely that BI will weaken its design orientation in the future, although external forces signify a shift to a more behaviouristic research approach. In order to balance the internal strength of the community and the external forces, we suggest a ‘theory-driven design approach’ as a viable strategy for the future orientation of the community.
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Morselli, Daniele. "Teaching a sense of initiative and entrepreneurship with constructive alignment in tertiary non-business contexts." Education + Training 60, no. 2 (February 12, 2018): 122–38. http://dx.doi.org/10.1108/et-06-2017-0093.
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Purpose The purpose of this paper is to focus on a course in entrepreneurship education for students studying for a Masters in Educational Sciences at a Finnish university. The course was structured around the principles of constructive alignment and aimed to move beyond reflection on entrepreneurship towards action Design/methodology/approach The course was delivered in alignment with intended learning outcomes, teaching and learning activities, and assessment. Along with lectures, group work and peer-review activities, students prepared a career development plan as the course progressed, undertook a homework assignment, wrote a reflective journal, and sat the GET2 test twice. Findings Quantitative and qualitative analysis suggests that students developed more enterprising attitudes as result of participating in the course. This paper makes an argument in favour of entrepreneurship as a subject for all, a transformative experience capable of shaping the mindset in all who participate. Originality/value This paper shows how a course on entrepreneurial education based on a “through” approach can be taught at a tertiary level in places other than economics faculties or business schools. Most tertiary courses rely on “about” and “for” approaches to entrepreneurial education, are teacher-centred, and follow a behaviouristic or cognitive learning paradigm of knowledge transmission, as opposed to the student-centred constructivist approach deployed and described here.
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Laesser, Christian, Jieqing Luo, and Pietro Beritelli. "The SOMOAR operationalization: a holistic concept to travel decision modelling." Tourism Review 74, no. 3 (June 12, 2019): 613–31. http://dx.doi.org/10.1108/tr-06-2018-0069.
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Purpose Most state-of-the-art approaches for the analysis of the process of travel decision-making follow Woodworth’s neo-behaviouristic S–R (stimulus–response) or S–O–R (stimulus–organism–response) model. However, within this model, scholars primarily focus on the S–R relationship, investigating specific decisions by describing or explaining an outcome as the result of an input of several stimuli. There is a lack of investigation into the “O” dimension of the S–O–R model. This paper aims to contribute towards closing of this gap by conceptually and holistically expanding existing models with new perspectives and components. Design/methodology/approach The authors base the conceptual process on a subjective/interpretative research paradigm, by combining outcomes from different theories and concepts into a new, more holistic approach; and challenging this approach by seeking counterarguments as well as supportive arguments at three conferences and workshops. Findings The paper expands the body of literature by positing a generic conceptual operationalization model focusing on the organism (“O”) domain of decision-making. To achieve this, and further to operationalize the S–O–R model, the paper proposes to integrate an M–O–A (motivation–opportunity–ability) approach. Originality/value The analysis of the body literature reveals that there is still a lack of analytical and especially workable models/approaches for the analysis of the process of tourist decision-making. The paper contributes to that discussion by offering an alternative and generic operationalization of the tourist decision-making process by inducing a theoretical framework from the deductions gleaned from a number of existing theories.
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Kohn, Kurt. "MY English: a social constructivist perspective on ELF." Journal of English as a Lingua Franca 7, no. 1 (March 26, 2018): 1–24. http://dx.doi.org/10.1515/jelf-2018-0001.
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Abstract In this article, I address issues, concepts and empirical insights that have profoundly shaped my view of English as a lingua franca (ELF) and of the pedagogical lessons to be learned for English Language Teaching (ELT). Starting from discrepancies in my ELF identity as a speaker of English with ELT roots in a German secondary school, I argue for the social constructivist concept of MY English as a basis for understanding ELF competence development and the tensions surrounding the relationship between ELT and ELF. Continually shaped by speakers’ participation in ELF communication, relevant dimensions of their MY English profiles include linguistic-communicative-communal repertoires and requirements of performance, individual and social identity orientations, and confidence in their ELF creativity. Against this backdrop, I discuss topics I consider relevant for a much-needed pedagogical reconciliation of ELT with ELF. Special attention is given to teachers’ ELF apprehension and the distinction between a “strict” (quasi-behaviouristic) and an “open” (social constructivist) target language orientation, speaker satisfaction as a criterion of success in ELF communication, and teaching towards ELF competence from awareness raising to comprehension, production and interaction to non-native speaker emancipation. Successful ELF implementation in both ELT practice and ELT teacher education requires extensive and authentic involvement of students and teachers in ELF communication. Intercultural telecollaboration provides innovative means for creating a space for ELF communication in the ELT classroom. Pedagogical case studies about video and text chat conversations strongly support the assumption that using their common target language as a lingua franca significantly enables learners of English to develop an emancipated non-native speaker identity and thus to become speakers of English in their own right. And what is more, the pedagogical lingua franca approach can be successfully transferred to other foreign target languages as well. I conclude my article with a brief contextualization of the MY English concept in relation to translingual practice and ELF languaging.
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Murphy, Nada J. "Do Australian Behaviourists Have a Heart?" Behaviour Change 9, no. 1 (March 1992): 32–37. http://dx.doi.org/10.1017/s0813483900006549.
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Are Australian behaviourists compassionate and caring? Do we bother to find out what our consumers want? Do our consumers find our approach acceptable or are we running the risk of becoming an endangered species? These questions are considered along with how we might approach the problems the species of Australian behaviourists face so that our heart can beat steadily well in to the nineties.
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Carr, Janet. "Giving Away the Behavioural Approach." Behavioural Psychotherapy 16, no. 2 (April 1988): 78–84. http://dx.doi.org/10.1017/s014134730001288x.
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It is accepted that for reasons of economy and efficacy the behavioural approach needs to be “given away” to those in day-to-day contact with clients. These new behaviourists may need special help if they are to use their skills to best advantage but can make a valuable contribution both to their clients and to practical knowledge in the area.
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Jorion, Paul J. M. "A methodological behaviourist model for imitation." Behavioral and Brain Sciences 21, no. 5 (October 1998): 695. http://dx.doi.org/10.1017/s0140525x98341746.
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Byrne & Russon's target article displays all the difficulties encountered when one fails to take a methodological behaviourist approach to imitation. Their conceptual apparatus is grounded in a mixture of introspection and folk psychology. Their distinction between action-level and program-level imitation falters on goal imputation for sequential acts. In an alternative gradient descent model, behaviour can be simulated as a frustration/satisfaction gradient descent in the animal's “potentiality space,” as defined by knowledge, inventiveness, and the surrounding environment.
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Robottom, Ian. "Matching the Purposes of Environmental Education with Consistent Approaches to Research and Professional Development." Australian Journal of Environmental Education 8 (1992): 133–46. http://dx.doi.org/10.1017/s0814062600003347.
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The aim of this paper is to address the issue of the coherence of three dimensions of environmental education activities - its substantive purposes; the research informing its policy, organisation and practices; and the professional development processes supporting its practitioners. It will be argued (i) that the purposes of environmental education are socially transformative, (ii) that the dominant approach to research in the field is behaviourist and deterministic, and (iii) that within a context of socially transformative environmental education, the role that the dominant behaviourist approach to research plays in professional development needs to be critically examined. The paper outlines a current international project in environmental education which includes in its aims an exploration of the relationships among environmental education purposes, research and professional development.
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Bennett, Roger. "Relationship formation and governance in consumer markets: Transactional analysis versus the behaviourist approach." Journal of Marketing Management 12, no. 5 (July 1996): 417–36. http://dx.doi.org/10.1080/0267257x.1996.9964425.
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Roberts, Simon, and Paul Potrac. "Behaviourism, Constructivism and Sports Coaching Pedagogy: A Conversational Narrative in the Facilitation of Player Learning." International Sport Coaching Journal 1, no. 3 (September 2014): 180–87. http://dx.doi.org/10.1123/iscj.2014-0097.
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To develop our understanding about how learning theory can help to make sense of and inform the facilitation of player learning, this article presents a fictitious discussion, which takes place following a postgraduate sports coaching lecture on learning theories, pedagogy and practice. Following the lecture, Coach Educator (CE) joins two group members for a coffee to listen to their thoughts, experiences, and coaching practices in relation to pertinent player learning theory. Behaviourist Coach (BC) discusses his approach to coaching and how he has come to coach in this way; and his practices that conform to behaviourist learning theory. When BC has finished sharing his views and practices, CE then invites the other student to contribute to the discussion. Constructivist Coach (CC) recognises that his philosophical beliefs about the facilitation of player learning are vastly different to those of BC. As such, CC decides to share his approach to coaching, which aligns itself with constructivist learning theory. It is hoped that this dialogue will not only further theorise the facilitation of player learning, but do so in a way that helps coaching practitioners make the connection between learning theory and coaching practice.
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Gerdes, Anne, and Peter Øhrstrøm. "Issues in robot ethics seen through the lens of a moral Turing test." Journal of Information, Communication and Ethics in Society 13, no. 2 (May 11, 2015): 98–109. http://dx.doi.org/10.1108/jices-09-2014-0038.
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Purpose – The purpose of this paper is to explore artificial moral agency by reflecting upon the possibility of a Moral Turing Test (MTT) and whether its lack of focus on interiority, i.e. its behaviouristic foundation, counts as an obstacle to establishing such a test to judge the performance of an Artificial Moral Agent (AMA). Subsequently, to investigate whether an MTT could serve as a useful framework for the understanding, designing and engineering of AMAs, we set out to address fundamental challenges within the field of robot ethics regarding the formal representation of moral theories and standards. Here, typically three design approaches to AMAs are available: top-down theory-driven models and bottom-up approaches which set out to model moral behaviour by means of models for adaptive learning, such as neural networks, and finally, hybrid models, which involve components from both top-down and bottom-up approaches to the modelling of moral agency. With inspiration from Allen and Wallace (2009, 2000) as well as Prior (1949, 2003), we elaborate on theoretically driven approaches to machine ethics by introducing deontic tense logic. Finally, within this framework, we explore the character of human interaction with a robot which has successfully passed an MTT. Design/methodology/approach – The ideas in this paper reflect preliminary theoretical considerations regarding the possibility of establishing a MTT based on the evaluation of moral behaviour, which focusses on moral reasoning regarding possible actions. The thoughts reflected fall within the field of normative ethics and apply deontic tense logic to discuss the possibilities and limitations of artificial moral agency. Findings – The authors stipulate a formalisation of logic of obligation, time and modality, which may serve as a candidate for implementing a system corresponding to an MTT in a restricted sense. Hence, the authors argue that to establish a present moral obligation, we need to be able to make a description of the actual situation and the relevant general moral rules. Such a description can never be complete, as the combination of exhaustive knowledge about both situations and rules would involve a God eye’s view, enabling one to know all there is to know and take everything relevant into consideration before making a perfect moral decision to act upon. Consequently, due to this frame problem, from an engineering point of view, we can only strive for designing a robot supposed to operate within a restricted domain and within a limited space-time region. Given such a setup, the robot has to be able to perform moral reasoning based on a formal description of the situation and any possible future developments. Although a system of this kind may be useful, it is clearly also limited to a particular context. It seems that it will always be possible to find special cases (outside the context for which it was designed) in which a given system does not pass the MTT. This calls for a new design of moral systems with trust-related components which will make it possible for the system to learn from experience. Originality/value – It is without doubt that in the near future we are going to be faced with advanced social robots with increasing autonomy, and our growing engagement with these robots calls for the exploration of ethical issues and stresses the importance of informing the process of engineering ethical robots. Our contribution can be seen as an early step in this direction.
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Cullen, Chris. "Radical Behaviourism and its Influence on Clinical Therapies." Behavioural Psychotherapy 19, no. 1 (January 1991): 47–58. http://dx.doi.org/10.1017/s0141347300011502.
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The philosophy of radical behaviourism continues to be misunderstood and the ways in which it influences therapy are still not widely appreciated. This paper shows that radical behaviourists do not ignore peoples' thoughts and feelings; that we consider people and their behaviour as part of the context in which they live; and that clinical problems are as much our concern as broader social problems. To illustrate the influence of radical behaviourism on clinical therapies Goldiamond's constructional approach and Hayes' comprehensive distancing are described.
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Byrne, R. W. "A Formal Notation To Aid Analysis of Complex Behaviour: Understanding the Tactical Deception of Primates." Behaviour 127, no. 3-4 (1993): 231–46. http://dx.doi.org/10.1163/156853993x00038.
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AbstractA formal notation is argued to be useful in representing theories of complex animal behaviour. This "production system" approach, originally derived from artificial intelligence, is explained with a series of examples of tactical deception in primates. These examples are controversial, since they might suggest intentionality and thinking in non-humans, and their interpretation is not straightforward. The ease of representing competing explanations of sophisticated behaviour (for instance those used in behaviourist psychology, animal ethology, and cognitive science) in the single formalism of production systems, may eventually aid a rapprochement between disciplines with interests in the evolution of intelligence.
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Torrisi-Steele, Geraldine, and Guido Carim Jr. "An Adult-Learner Approach to the Learning Design of Safety Management System Training in Aviation." International Journal of Adult Vocational Education and Technology 10, no. 3 (July 2019): 39–53. http://dx.doi.org/10.4018/ijavet.2019070103.
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The goal of training is to improve employee performance, and ultimately support organizational success. However, training does not always effectively transfer to workplaces to positively affect work practices, particularly because of disconnect between behaviourist approaches and contemporary work arrangements. The transfer of training to the workplace remains problematic. The present article is motivated by the need to challenge the status quo of training design and draw greater attention to learning design, beyond the confines of behaviourism. The aim of the article is to provoke critical discussion around learning theories and training design. We propose Knowles' adult learning principles and Mezirow's transformative learning theory, useful guide for the learning design of training. The learning design of a university-based safety management systems training course in aviation is discussed from the vantage point of the proposed guiding philosophy. Six specific strategies are presented supported by the evaluation of the course effectiveness conducted after the first iteration.
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Seager, Martin. "Healing Psychology's Own Motivational Conflicts: A Comment on Miller's “Ethics of Motivational Intervention”." Behavioural and Cognitive Psychotherapy 23, no. 4 (October 1995): 341–43. http://dx.doi.org/10.1017/s1352465800016453.
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In an earlier edition of this journal (vol. 22, 111–123) William R. Miller persuasively defends his motivational interviewing approach (Miller, 1983) against the claim that it is “manipulative”, at least in the pejorative sense of that term. This critique of Miller's methods and his response to it is explored as a new manifestation of a longstanding conflict between (cognitive) behaviourism and psychoanalysis, a conflict that seems to lie at the very heart of psychological science, restricting the professional development of us all. It is argued that our own discipline could benefit from some form of motivational intervention to enable cognitive-behaviourists and psychodynamicists to communicate genuinely and more fully with each other. Some suggestions for steps in this direction are provided.
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Ames, Kate. "Distance Education and ‘Discovery Learning’ in First-year Journalism: A Case in Subject Improvement." Asia Pacific Media Educator 26, no. 2 (December 2016): 214–25. http://dx.doi.org/10.1177/1326365x16669196.
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This article examines the implications of adopting a discovery learning education model for distance education students in a first-year undergraduate journalism subject. It reviews subject enhancement strategies against learning theory and analyzes the ways students are engaged with subject content and assessment. Results of subject redesign included increased student satisfaction, greater retention and higher grades despite the increase in overall assessment requirements. It demonstrates that discovery learning based on group work and social engagement can be adopted in a distance education environment with positive outcomes. This article maps how a subject designed initially to align with a cognitivist/behaviourist model progressed to adopting a social constructivist approach. It concludes with a discussion of the issues associated with that transition.
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Pykett, Jessica. "Representing Attitudes to Welfare Dependency: Relational Geographies of Welfare." Sociological Research Online 19, no. 3 (September 2014): 237–45. http://dx.doi.org/10.5153/sro.3453.
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This article outlines the recent circulation of media images and discourse relating to characters pre-figured as ‘welfare dependents’ and reaction to Benefits Street. The article provides a brief overview of sociological analyses of such representations of apparently spiralling ‘cultures of dependency’ and proposes an alternative relational geography approach to understanding existing welfare dynamics. It describes a shift from putative welfare dependency, to dependency on geographically uneven employment opportunities, low-wage dependency and dependency on a new migrant division of labour. It then contrasts this relational geography approach with the increasingly behaviourist overtones of contemporary welfare reform, which began under New Labour and have accelerated under the Coalition government since 2010. Such policies are in part reliant on the aforementioned media images in securing public acceptance. The article concludes by speculating on the apparent importance of Benefits Street in marking the possible ‘end times’ for the welfare state as we knew it.
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Álvarez Faedo, María José. "Teaching Legal English for Company Law: A Guide to Specialism and ELP Teaching Practices and Reference Books." Revista Alicantina de Estudios Ingleses, no. 28 (November 15, 2015): 15. http://dx.doi.org/10.14198/raei.2015.28.02.
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This article discusses one of the less mainstream areas of ESP teaching, that of legal English for students of company law. The author begins by analysing the approach used by subject-domain specialists themselves and the current criticism regarding the conservative textbook approach which continues to dominate teaching theory in this area. To this effect, she presents the results of a study carried out from October 2014 to March 2015 regarding subject-domain textbooks most used in Law Schools in Australia, Britain, Canada and the USA. The paper then addresses the question of teaching legal English to students of company law. After a brief outline of the three main theories underlying language teaching –behaviourist, cognitive and communicative– the author provides a critical guide to the main course books available to teachers in this rarefied area of specialised language learning, listing the types of exercises proposed, and evoking their overall strengths and weaknesses. To conclude, she suggests means of supplementing course book material.
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RENGGER, NICHOLAS, and BEN THIRKELL-WHITE. "Still critical after all these years? The past, present and future of Critical Theory in International Relations." Review of International Studies 33, S1 (April 2007): 3–24. http://dx.doi.org/10.1017/s0260210507007371.
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Twenty-five years ago, theoretical reflection on International Relations (IR) was dominated by three broad discourses. In the United States the behavioural revolution of the 1950s and 1960s had helped to create a field that was heavily influenced by various assumptions allegedly derived from the natural sciences. Of course, variety existed within the behaviourist camp. Some preferred the heavily quantitative approach that had become especially influential in the 1960s, while others were exploring the burgeoning literature of rational and public choice, derived from the game theoretic approaches pioneered at the RAND corporation. Perhaps the most influential theoretical voice of the late 1970s, Kenneth Waltz, chose neither; instead he developed his Theory of International Politics around an austere conception of parsimony and systems derived from his reading in contemporary philosophy of science.
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Copsey, Olivia. "Eco-Schools Indian Ocean: Relating Contemporary ESD Theory to Real Change on the Ground." Discourse and Communication for Sustainable Education 9, no. 1 (June 1, 2018): 128–42. http://dx.doi.org/10.2478/dcse-2018-0010.
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Abstract Several high-level strategies devote special priority to Education for Sustainable Development (ESD) in Small Island Developing States (SIDS). Given the seriousness of the ESD agenda in SIDS, it is vital that ESD programmes perform at a level where potential positive impacts on schools and communities can be realised. Contemporary literature on ESD has shed light on the most effective educational approaches for addressing the types of complex sustainability problems facing islands. This study set out to identify the types of changes which Indian Ocean ESD professionals are working towards on the ground, and how these relate to contemporary ESD theory. Despite the practical and urgent issues facing Indian Ocean SIDS, this research reveals a general rejection of traditional expert-driven instrumental/behaviourist approaches in favour of a dominant emancipatory approach and full grasp of the need for transformative change and a holistic ‘whole institution approach’ to ESD among ESD professionals in the Indian Ocean. The study goes on to illuminate how the professionals believe transformative change can be recognisable in Indian Ocean schools, and finally proposes four indicators for evaluation.
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Meares, Russell. "The Psychology of Self: An Update." Australian & New Zealand Journal of Psychiatry 30, no. 3 (June 1996): 312–16. http://dx.doi.org/10.3109/00048679609064991.
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The psychology of self is gaining increasing influence, particularly in the treatment of personality disorder. Kohut's work has revived interest in an intellectual tradition that was made peripheral during the positivist-behaviourist era. Kohut's concepts, the most important of which is the selfobject, are the core of an evolving body of theory that is open to findings in such fields as child development and neurophysiology. Kohut saw severe personality disorder as the manifestation of a disruption in the development of self. Recent contributions to the theory include: (i) attempts to make an adequate definition of self, which Kohut was unable to do, using the work of William James; (ii) an approach to the development of self which follows this definition; and (iii) the use of current memory research in understanding the traumata which have impeded this development and which leave their imprint on the psychic system.
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Tomlinson, Maisie. "Measuring ephemera: finding the “qualitative” in Qualitative Behaviour Assessment as a “whole-animal” science of animal welfare." HoST - Journal of History of Science and Technology 13, no. 2 (December 1, 2019): 60–85. http://dx.doi.org/10.2478/host-2019-0013.
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Abstract Qualitative Behaviour Assessment (QBA) emerged in the early 2000s as a way of evaluating the expressive quality of animal behaviour and emotions using qualitative descriptors, such as “playful” or “depressed.” Developed in response to the scepticism of behaviourist attitudes to animal emotions, QBA is now an internationally respected methodology, if still contentious in some circles for what is perceived as an “anthropomorphic” approach. This article results from a research period spent with a UK university laboratory team who were developing species-specific QBA descriptors for the welfare assessment of laboratory mice. The case of the search for a “calm mouse” illuminates the difficulties sometimes encountered in finding the “qualitative” in QBA. It suggests that welfare assessments of animals are epistemologically multiple. Through a historical account of QBA’s emergence, drawing on Cristina Grasseni’s concept of an “ecology of practice,” I argue that different modes of perceiving animal behaviour have emerged through socially and historically inscribed practices.
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Ravenscroft, Andrew. "Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning." International Review of Research in Open and Distributed Learning 12, no. 3 (March 25, 2011): 139. http://dx.doi.org/10.19173/irrodl.v12i3.934.
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Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2004) implies, in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches, based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.
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Navaneedhan, C. Girija, and T. J. Kamalanabhan. "What Is Meant by Cognitive Structures? How Does It Influence Teaching –Learning of Psychology?" IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 2 (May 28, 2017): 89. http://dx.doi.org/10.21013/jems.v7.n2.p5.
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<div><p><em>Cognitive structures are the basic mental pattern people use to process any information. Metaphorical thinking being one of the mental tool present innate in human beings which when practiced consciously could help developing cognitive structures in turn help to process information. According to Jean Piaget and William Perry learning is facilitated by the mechanism comprising symbolic representations of the mental processes that is actively constructed by the learners based on the existing cognitive structures. Therefore, teaching/learning process should focus on the development of existing intellectual framework. Unlike the behaviourist approach, knowledge is acquired by the learner through intentional mental representations derived from past learning experiences. Teacher’s role is to facilitate the learners with resources to build new knowledge to old and to modify the old to accommodate the new. The present paper focuses on how cognitive structures help in processing information by implementing metaphorical thinking statements in teaching/leaning process.</em></p></div>
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Dziuba, P., and K. Shtogrin. "HOME BIAS AS A KEY BEHAVIORAL DEVIATION OF PORTFOLIO INVESTORS DECISIONS." Actual Problems of International Relations, no. 145 (2020): 72–82. http://dx.doi.org/10.17721/apmv.2020.145.1.72-82.
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The comparative analysis of the main approaches to the reasons for the home bias is explored. The main factors of home bias are identified. The reasons for the existence of home bias are determined on the basis of systematization of the existing discourse. The main stages of the evolution of approaches to determining the reasons for home bias are identified. It was found that the most promising approach is the behaviourist approach, as well as the institutional approach and the transaction costs approach. The historical and current dynamics of the home bias in the investment portfolios of different countries is studied. A comparative analysis of the home bias for different groups of countries according to their level of economic development is carried out. It was found that developed countries have the lowest share of local market assets in the portfolio. The evolution of approaches to the home bias has been studied. The main scientific publications on the issue of home bias in the historical perspective are analysed and systematized. The main quantitative dimensions of the expression of home bias are highlighted. The main forms of quantitative expression of home bias, which received relative expression in the form of indices, are studied. The qualitative and quantitative composition of modern investment portfolios of the countries with the largest shares in the world market capitalization is studied and analysed. It has been found that there are countries with traditionally low and high levels of international diversification, such as China and Luxembourg, respectively.
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Edgar, Fiona, Alan Geare, and Jing A. Zhang. "Accentuating the positive." International Journal of Manpower 39, no. 7 (October 1, 2018): 954–70. http://dx.doi.org/10.1108/ijm-05-2017-0112.
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Purpose The positive psychology movement suggests organisational behaviourists should accentuate the positive by increasing the attention paid to the enhancement of employee wellness. This fits comfortably with the ethos of human resource management which is rooted in notions of social exchange, reciprocity and mutual gain. The purpose of this paper is to inject some positivity into HRM research by examining the mediating role of positive emotions in the HRM–performance relationship. Design/methodology/approach To examine the role played by positive emotions in the relationship between HRM and citizenship behaviours, the authors surveyed a sample of 250 employees from 14 organisations in New Zealand service industries. Sobel and bootstrapping tests were used to examine the mediation model. Findings Results show positive emotional states, both personal and job-related, to positively and partially mediate the HRM–contextual performance relationship. Research limitations/implications Theoretically, this finding opens up HRM’s black box affording support for the inclusion of a wider range of psychological states than those presently studied. Practical implications Support is provided for HRM approaches which are more progressive than remedial in nature. Originality/value Emotions are malleable and this study suggests that fostering positive emotional states might hold the key to performance, unlocking desirable employee behaviours.
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Keck Frei, Andrea, Mirjam Kocher, and Christine Bieri Buschor. "Second-career teachers’ workplace learning and learning at university." Journal of Workplace Learning 33, no. 5 (January 11, 2021): 348–60. http://dx.doi.org/10.1108/jwl-07-2020-0121.
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Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.
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Greenhalgh, Trisha, Deborah Swinglehurst, and Rob Stones. "Rethinking resistance to ‘big IT’: a sociological study of why and when healthcare staff do not use nationally mandated information and communication technologies." Health Services and Delivery Research 2, no. 39 (November 2014): 1–86. http://dx.doi.org/10.3310/hsdr02390.
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BackgroundNationally mandated information and communication technology (ICT) systems are often locally resented and little used. This problem is sometimes framed in behaviourist terms, depicting the intended user of technology as a rational actor whose resistance stems from Luddism and/or ignorance, and viewing solutions in terms of training, incentives and sanctions. The implication is that if we get the ‘rewards’ and ‘punishments’ right, people will use technologies. Previous research in the social sciences, notably sociotechnical systems theory, actor–network theory and normalisation process theory, have considered the human, social and organisational context of technology use (and non-use). However, these have all had limitations in explaining the particular phenomenon of resistance to nationally mandated ICT systems.ObjectiveTo develop a sociologically informed theory of resistance to nationally mandated ICT systems.Theoretical approachWe drew on Anthony Giddens’ notion of expert systems (comprising bureaucratic rules and classification systems delivered through technology) as well as theories of professional roles and ethical practice. A defining characteristic of expert systems is that they can produce ‘action at a distance’, allowing managerial control to be exerted over local practice. To the extent that people use them as intended, these systems invariably ‘empty out’ social situations by imposing rules and categories that are insensitive to local contingencies or the unfolding detail of social situations.Study design and settingSecondary analysis of data from case studies of three nationally mandated ICT systems in the English NHS, collected over the period 2007–10.ResultsOur analysis focused mainly on the Choose and Book system for outpatient referrals, introduced in 2004, which remained unpopular and little used throughout the period of our research (i.e. 2007–13). We identified four foci of resistance: to the policy of choice that Choose and Book symbolised and purported to deliver; to accommodating the technology’s sociomaterial constraints; to interference with doctors’ contextual judgements; and to adjusting to the altered social relations consequent on its use. More generally, use of the mandated system tended to constrain practice towards a focus on (the efficiency of) means rather than (the moral value of) ends. A similar pattern of complex sociological reasons for resistance was also seen in the other two technologies studied (electronic templates for chronic disease management and the Summary Care Record), though important differences surfaced and were explained in terms of the policy inscribed in the technology and its material features.Conclusion‘Resistance’ is a complex phenomenon with sociomaterial and normative components; it is unlikely to be overcome using atheoretical behaviourist techniques. To guide the study of resistance to ICT systems in health care, we offer a new theoretical and empirical approach, based around a set of questions about the policy that the technology is intended to support; the technology’s material properties; the balance between (bureaucratic) means and (professional) ends; and the implications for social roles, relationship and interactions.We suggest avenues for future research, including methodology (e.g. extending the scope and scale of ethnographic research in ICT infrastracture), theory development (e.g. relating to the complexities of multi-professional team working) and empirical (e.g. how our findings might inform the design and implementation of technologies that are less likely to be resisted).FundingThe National Institute for Health Research Health Services and Delivery Research programme.
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Hassoulas, Athanasios, Eliana Panayiotou, Srinjay Mukhopadhyay, Ravanth Baskaran, and Nan Zhang. "Supporting mental health during the COVID-19 pandemic: implementation of an e-guide." BJPsych Open 7, S1 (June 2021): S192. http://dx.doi.org/10.1192/bjo.2021.517.
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AimsThe COVID-19 pandemic has caused significant disruption to activities of daily living, which in turn has had a profound impact on the mental wellbeing of the public. An e-guide was designed to provide remote support to the general public through the application of a Behavioural Activation approach. Interactive, brief evidence-based exercises were included in the e-guide, along with mood ratings after each exercise to assess any improvements observed.MethodThe e-guide was designed using the Xerte On- Line Toolkits open source software. Videos and interactive exercises were embedded within the resource, forming part of the brief intervention based on cognitivist and behaviourist principles. Information and further support was also provided for young people and parents. Videos from the public highlighting their experiences during the pandemic were also sourced and included (with consent). A pilot was launched to assess the impact of the e-guide. Participants were recruited from Cardiff University, mental health services and a local charity.ResultThe e-guide was piloted on a sample of volunteers (n = 3), who completed a brief survey after engaging with the resource. Following the results of the pilot, the e-guide was promoted by the university's marketing team and made available to the public. At the 6-month mark, the e-guide had been accessed by 3228 individuals throughout the UK.ConclusionThe e-guide has since been disseminated by support services for young people, places of employment and eduction institutions. The national impact of the e-guide is evidenced from the number of people accessing the resource exceeding 3000. With the long-term effects of the pandemic taking hold, it remains crucial to support the wellbeing of the general public through such initiatives that are administered remotely
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Yuniarsih, Tjutju, and Mochammad Dudih Sugiharto. "HUMAN RESOURCE MANAGEMENT MODEL TO CREATE SUPERIOR PERFORMANCE." International Journal of Education 9, no. 1 (August 30, 2016): 72. http://dx.doi.org/10.17509/ije.v9i1.3721.
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<p>This research is motivated by the empirical conditions related to poor performance of human resources in various institutions in Indonesia. This research focuses on the uneven gains of competitive human resources due to workers’ characters which still prioritize routines and the fact that quality-oriented work culture has not been strongly established.. The solution offered is a model of human resource management that emphasizes the interaction between personal and situational factors that are directed at the creation of improved performance and productivity, as stated in behaviourist theory. Based on the above explanation, the aim of this second year research is to measure the effects of the two previously mentioned factors on performance. The research adopted quantitative approach with explanatory survey method. First year research was focused on an exploration with inductive approach to map the determining factors for variables that will build a model of human resource management in achieving superior performance. Second year research used explanatory survey, combining multiple regression analysis techniques to test the causal relation between variables, while the third year research will use Research and Development method to test the hypothetical model. The subjects of this research were employees in educational institutions (Indonesia University of Education and Bandung State Polytechnic ), banks (West Java-Banten Bank and Indonesian People’s Bank), business institutions (Advent Hospital), and government institutions (Local Government Agencies in Bandung). The size of the samples was taken proportionally from each work unit by using proportionate random sampling. The number of units of analysis was 239 respondents determined by Solvin formula. The instruments of this research consisted of questionnaires, interview guide, and documentary study. The instruments were validated by expert judgment. The data were processed with the aid of SPSS version 21 and AMOS to find the causal relationship between variables, and regression analysis to identify variables forming superior performance. Based on the findings, it can be concluded that all personal aspects and situational aspects were proven to have significantly positive effects and contributions to create superior performance. The hypothetical model developed in this first and second year research will be tested in the next year’s research.<br /><br /></p>
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Skavronskaya, Liubov, Noel Scott, Brent Moyle, Dung Le, Arghavan Hadinejad, Rui Zhang, Sarah Gardiner, Alexandra Coghlan, and Aishath Shakeela. "Cognitive psychology and tourism research: state of the art." Tourism Review 72, no. 2 (June 19, 2017): 221–37. http://dx.doi.org/10.1108/tr-03-2017-0041.
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PurposeThis review aims to discuss concepts and theories from cognitive psychology, identifies tourism studies applying them and discusses key areas for future research. The paper aims to demonstrate the usefulness of cognitive psychology for understanding why tourists and particularly pleasure travellers demonstrate the behaviour they exhibit. Design/methodology/approachThe paper reviews 165 papers from the cognitive psychology and literature regarding pleasure travel related to consciousness, mindfulness, flow, retrospection, prospection, attention, schema and memory, feelings and emotions. The papers are chosen to demonstrate the state of the art of the literature and provide guidance on how these concepts are vital for further research. FindingsThe paper demonstrates that research has favoured a behaviourist rather than cognitive approach to the study of hedonic travel. Cognitive psychology can help to understand the mental processes connecting perception of stimuli with behaviour. Numerous examples are provided: top-down and bottom-up attention processes help to understand advertising effectiveness, theories of consciousness and memory processes help to distinguish between lived and recalled experience, cognitive appraisal theory predicts the emotion elicited based on a small number of appraisal dimensions such as surprise and goals, knowledge of the mental organisation of autobiographical memory and schema support understanding of destination image formation and change and the effect of storytelling on decision-making, reconstructive bias in prospection or retrospection about a holiday inform the study of pleasurable experience. These findings indicate need for further cognitive psychology research in tourism generally and studies of holiday travel experiences. Research limitations/implicationsThis review is limited to cognitive psychology and excludes psychoanalytic studies. Practical implicationsCognitive psychology provides insight into key areas of practical importance. In general, the use of a cognitive approach allows further understanding of leisure tourists’ behaviour. The concept of attention is vital to understand destination advertising effectiveness, biases in memory process help to understand visitor satisfaction and experience design and so on. Use of cognitive psychology theory will lead to better practical outcomes for tourists seeking pleasurable experiences and destination managers. Originality valueThis is the first review that examines the application of concepts from cognitive psychology to the study of leisure tourism in particular. The concepts studied are also applicable to study of travellers generally.
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Randma, Tiia, and Urve Venesaar. "Does the general education school curriculum support the development of enterprising people?" Baltic Journal of Management 11, no. 2 (April 4, 2016): 142–66. http://dx.doi.org/10.1108/bjm-02-2015-0029.
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Purpose – The purpose of this paper is to investigate whether the national education standard (curriculum, NC) supports the development of enterprising behaviour and the constructivist approach to learning at the general education level? Design/methodology/approach – New methodology was designed based on the assessment of the evidence and frequency of the incidence of the indicators supporting enterprising behaviour in the text of the NC. A content analysis method is used to systematically code and categorize the target indicators from the text of the NC. According to the frequency of indicators that support enterprising behaviour the extent of support is assessed in different parts of the NC. Findings – The findings of this study show that, while the general part of the NC fully reflects the development of attitudes and skills related to enterprising behaviour, in the competences and learning outcomes of the other parts of the NC, some indicators of enterprising behaviour have only moderate support. This shows that entrepreneurial attitudes are not fully recognized as an educational aim in general education, and for the purposes of moving from a behaviourist to a constructivist educational approach, rethinking and reformulating the learning outcomes in the NC is necessary. Research limitations/implications – The critical aspects are: first, NC formats may differ between countries, and hence, the suggested analysis may suffer from limited replicability; second, the most critical aspect is that the present work analyses only the learning outcomes of the written NC, which is the basis for real action in the classroom. Practical implications – The contribution of the current study may be summed up in three main issues: first, methodology for evaluating the extent to which the NC supports the development of enterprising behaviour; second, the need to rethink and reformulate the learning outcomes in the NC (e.g. for natural sciences); and third, evidence of the conflict between the expectations of society and the aims of education. The research results are providing objective feedback to educational experts, policymakers and practitioners to help schools innovate and support the education of enterprising people in general education. Social implications – The research is an initiative supported by society and directed to support the learning of entrepreneurial behaviour of pupils at the schools of general education and use of constructivist learning approach. Originality/value – The current study is contributing to the methodology of analysing the written national curricula at the general education level for identification the evidence and frequency of the indicators of enterprising behaviour in different parts of curriculum. The methodology elaborated and the results of this study may be considered applicable for the analysis of NC in other countries. In the future, the NC in connection with real teaching practice should be studied, focusing on finding new solutions to support the education of enterprising people in schools.
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Gibson, Jenny L., Emma Pritchard, and Carmen de Lemos. "Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review." Autism & Developmental Language Impairments 6 (January 2021): 239694152110158. http://dx.doi.org/10.1177/23969415211015840.
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Background and aims Play is used by practitioners from across disciplinary backgrounds as a natural and enjoyable context for providing intervention and support in early childhood. In the case of autism interventions, many therapies are based on the association between social play and the development of social skills, language development, and communication skills, as these are often particular areas of challenge for autistic children. However, play is a wide-ranging concept and the extant literature on play-based interventions is large and heterogeneous. This means it is challenging for practitioners and families to navigate the evidence base and make choices about differing intervention strategies. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform clinical decision-making. Methods An initial stakeholder consultation confirmed the relevance of the topic to practitioners and autistic people. A scoping review methodology (preregistered) was used to identify relevant literature. We systematically searched seven databases to find peer-reviewed primary intervention studies of play-based approaches targeting language, social and communication outcomes for autistic children aged 2-8 years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs). The literature was summarised according to a range of characteristics, including study design, population characteristics, agent of intervention and outcomes measured, among others. These summaries were then used to develop a framework for some key considerations for practitioners appraising play-based approaches. Results 388 studies met inclusion criteria. Approximately 21% of studies were RCTs, and over 50% had ≤10 participants. Over 45% of studies reported multiple relevant outcomes, with social play skills being the most common single intervention target. Girls and minority background groups are under-represented. A range of intervention types were identified, and some high-level categorisations are proposed. Main contribution: On the basis of the evidence synthesis we suggest important dimensions for appraisal of play-based interventions, including the role of play within an intervention (as a context, a key developmental mechanism, or a component of a larger approach), the underpinning philosophy (e.g. behaviourist or developmental), and the role of the practitioner (providing parent feedback, 1:1 intervention, group facilitation). Conclusions The wide range of approaches uncovered by this review is a testament to the wonderful diversity inherent to both play and autism. However, research could usefully focus on consolidating the evidence base for existing approaches, rather than aiming for further diversification. Implications: The conceptual framework proposed in this review can help practitioners appraise the literature and aid their advice to families when making shared intervention decisions.
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Brinker, Leonie Violetta, and Julia Eisenberg. "Dividend optimisation: A behaviouristic approach." Insurance: Mathematics and Economics, August 2021. http://dx.doi.org/10.1016/j.insmatheco.2021.08.008.
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Faik, Jürgen. "A Behaviouristic Approach for Measuring Poverty: The Decomposition Approach - Empirical Illustrations for Germany 1995-2009." SSRN Electronic Journal, 2011. http://dx.doi.org/10.2139/ssrn.1868896.
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Wungrotjanarut, Chawannuch, and Olimpia C. Racela. "Further investigation of behavioural intention towards LCAs: multi-group analyses of air traveller behaviouristics." Journal of Asia Business Studies ahead-of-print, ahead-of-print (June 30, 2021). http://dx.doi.org/10.1108/jabs-10-2020-0394.
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Purpose This study investigated an appended belief-attitude-intention (BAI) model, which included two antecedent beliefs of attitude and two marketing factors as additional determinants of air traveller behavioural intentions towards low-cost airlines (LCAs). The hypothesized relationships were compared across different behaviouristic groups based on flying frequency, travel purpose and travel party size. Design/methodology/approach Survey data from 331 air travellers intercepted at a major international airport in Thailand were analysed using structural equation modelling and bootstrapping multiple-group comparisons to investigate the hypothesized mediation and moderation effects. Findings Results indicate that behavioural intention towards LCAs is largely influenced by perceived price, followed by attitude towards LCAs and subjective norm and not determined by airport accessibility. Antecedent beliefs of perceived service quality and uncertainty avoidance influence behavioural intention, as mediated by attitude towards LCAs. The role of subjective norm varied among air traveller groups. Practical implications Managers can manage price perceptions by focusing on LCA affordability and they should closely scrutinize these air traveller behaviouristic groups to identify opportunities to appeal to the distinctive cognitive responses of traveller segments. Originality/value This study tested an appended BAI model across three different air traveller behavioural characteristics, a multi-group analytical approach that can reveal meaningful implications, yet has been underused in LCA research.
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Purnomo, Try Wahyu. "Rhythm and Tempo Learning Through The Use of Recorder with Behavioristic Approach (A Case Study In Class V-C At YWKA Bandung Elementary School)." Panggung 27, no. 3 (November 15, 2017). http://dx.doi.org/10.26742/panggung.v27i3.281.
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Abstrak Ritme dan tempo merupakan unsur musik yang sangat penting untuk dipahami peserta didik. Pendekatanbehavioristik melalui pembelajaran rekorder yang dibarengi dengan pemahaman terhadap unsur musik (ritme dan tempo) merupakan tindakan untuk membantu mencapai hasil belajar yang lebih baik. Penelitian ini merupakan penelitian evaluatif yang bertujuan untuk merancang, menyempurnakan, dan menguji pelaksanaan pembelajaran. Program pembelajaran yang dirancang merupakan strategi untuk membantu keterampilan peserta didik dalam bermain rekorder serta memahami unsur ritme dan tempo.Seluruh data yang dikumpulkan dianalisis secara deskriptif. Konsep ritme dan tempo diberikan malalui latihan tepuk tangan dan tepuk paha serta mengaplikasikan konsep ritme kedalam bentuk notasi balok. Selanjutnya teknik tiup biasa, legato dan stacato serta pencapaian terhadap nada tinggi (C”-G”) dalam memainkan rekorder juga menjadi tujuan dalam pembelajaran ini. Pemberian penguatan (reinforcement) secara searah dan terkontrol melalui pengulangan dan latihan terhadap bentuk perilaku ternyata dapat mencapai tujuan pembelajaran.Peserta didik dapat mempraktikkan konsep ritme yang diaplikasikan kedalam simbol notasi dan selanjutnya secara keseluruhan peserta didik dapat memainkan variasi melodi yang dibentuk oleh peneliti ke dalam media rekorder dengan tempo yang tepat.Kata kunci: ritme dan tempo, rekorder, behavioristik.Abstract Rhythm and tempo are the most important musical elements that students should understand. Behaviouristic approach through recorder learning accompanied by the understanding of the musical elements (i.e. rhythm and tempo) refers to an action performed to increase a better result of learning. This study, classified as evaluative study, aims at designing, perfecting, and testing the running of learning program.The design program is defined as a strategy functions to help students play recorder as well as understand the elements of rhythm and tempo. The collected data are analysed descriptively. The concepts of rhythm and tempo are given through the practices of hands and thighs claps; the rhythm concept is also implemented in the form of notation. Furthermore, the common inflatable techniques- namelylegato andstacato-and the achievement of high pitch (C”-G”) in playing recorder are considered as the other aims of this study. Directed and controlled reinforcement through repetitions and practices towards behavioural form, in fact, can achieve the learning goals. The students can practice the rhythm concept by implementing it into notation symbols and after that, the students can completely play variety of melodies which have been formed by the researcher into recorder in a high tempo.Keywords: rhythm and tempo, recorder, behaviouristic
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Lamola, Kingston Xerxes Theophilus Lamola. "Modelling owner’s physiognomies & incitements for the adoption of enterprise application architecture for supply chain management in small and medium enterprises: A case of Capricorn District Municipality." Business and Management Review 12, no. 01 (June 10, 2021). http://dx.doi.org/10.24052/bmr/v12nu01/art-22.
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The adoption of enterprise application architecture (EAA) for supply chain management (SCM) in small and medium enterprises (SMEs) is influenced by the Owner’s Physiognomies & Incitements on a routine basis. EAA is essential for optimum SCM performance since it enlightens and enhances enterprise services, software, and hardware. The purpose of this study is to examine the Owner’s Physiognomies & Incitements for using EAA for SCM in SMEs in the Capricorn District Municipality. The empirical analysis is presented using data from a dissertation for a master's degree in commerce from 2018 to 2020. The study employs a quantitative approach based on a linear regression model. Cronbach's Alpha, descriptive statistics on the normality test, the Kolmogorov-Smirnov, Pearson Correlations, analysis of variance (ANOVA), Pearson's Coefficients, and linear regression are all included. Empirical investigation demonstrates that both the Owner’s Physiognomies & Incitements are directly associated with EAA adoption. Overall, the model accounts for a substantial proportion of the variation in EAA adoption for SCM in SMEs. This work leads to the conclusion that there is a positive correlation between variables. The findings of this study will confirm the positive and negative impact of owner physiognomies and incitements on the adoption of EAA for SCM in SMEs. More research is required to examine the links between psychographic and behaviouristic owner incitements.
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"The Impression of Emotional Intelligence on University Students’ Academic Performance." International Journal of Recent Technology and Engineering 8, no. 3 (September 30, 2019): 2171–78. http://dx.doi.org/10.35940/ijrte.c4583.098319.
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In the present contemporary society, the Emotional Intelligence is a nominal character that has become the part of the debate nowadays, and which acts as the source of most logistic litigation of the one’s character. Emotional Intelligence, though contemplates about one’s behaviouristic approach towards knowledge, skills, and attitude that epitomizes the worth efficiency of the students in the University and that can lead to the optimum utilization of the worth-full resources so that the aims and objectives can be fulfilled and that standard of thinking proceedings can be optimized to a great extent. The role of emotional intelligence in the process of elevating the academic performances of the students has been reviewed in many of the countries and through many of the authors. But, it has been found in this study that there is no to a very limited number of studies who all have investigated the role of emotions in the process of capturing better academic scores through education. The author thus, elucidated about the scenario which states the effect of Emotional Intelligence (EI) on the academic performance of the University Students. The study also assesses the prevailing scenario in-order to suggests some points that excavate the situation to the next level and is targeted at finding the correlation that exists between each of the factors of the Emotional Intelligence. The data that is collected through the well-structured and closed-ended questions that are found to be reliable enough as per statistics. The authors have done the analysis through various tests, i.e., Factor Analysis, Correlation, and MANOVA. After testing, positive and strong correlation is been found between each of the factors of Emotional Intelligence and it leads to the conclusion that the academic performance of the students is affected from Emotional Intelligence on. The resources used for data collection were limited as per the range of access of researcher’s leading to an analysis which can’t be to the complete world. Also, the cross-sectional data is been collected because of time constraint. The whole circumstances state that the different attributes of correlation are matched to the Emotional Intelligence of the University students and though it has been proved that Emotional appearance of the students is the key to understand the permutation and combination of the Intellectual complexities of the work over a period of the time.
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Marchionatti, Roberto, and Fiorenzo Mornati. "Pareto’s Trattato di Sociologia Generale: a behaviourist ante litteram approach." Cambridge Journal of Economics, September 11, 2020. http://dx.doi.org/10.1093/cje/beaa044.
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Abstract The paper deals with the changing relationship between economics and sociology in Pareto’s thought and suggests a new interpretation of this relationship. Pareto’s opus magnum in the field, the Trattato di Sociologia Generale (1916, French ed. 1917), is usually considered the result of the abandonment of economics by the late Pareto in favour of another field of interest, sociology—the realm of the analysis of non-rational actions—and on the basis of this interpretation it has been largely neglected by economists. This paper maintains that the sociology of the Trattato has to be considered not as an abandonment of interest in economics, but rather as a programme for the reconstruction and transformation of economics in a perspective that today could be called ‘behaviourist’.
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Ambreen Ansar, Aisha Rafi, Robina Mushtaq Rizvi, and Admin. "Is behaviourism really dead? a scoping review to document the presence of behaviourism in current medical education." Journal of the Pakistan Medical Association, November 21, 2020, 1–19. http://dx.doi.org/10.47391/jpma.830.
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Behaviourism is the underpinning learning theory of many teaching and assessment tools utilized to enhance the effectiveness of learning. Feedback, reinforcements, motivation, learning outcomes and objectives are few among many which are implied by the medical teachers while teaching both basic and clinical sciences to the students. The claim of Behaviourism being redundant or dead is not based on realities. Behaviourist approach is and will remain the most powerful theory to be implied in educational processes for gaining successful outcomes.
Keywords: Behaviourism, Implications, Medical Education, dead, learning.
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Ramachandra, Sureshchandra, and Paul Wells. "Coping with COVID-19: a reflection on learning challenges and coping strategies – the case of an accounting conversion masters degree in New Zealand." Accounting Research Journal ahead-of-print, ahead-of-print (November 30, 2020). http://dx.doi.org/10.1108/arj-09-2020-0299.
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Purpose The purpose of this paper is to document both, the challenges faced by a cohort of postgraduate students undertaking capstone research projects in an Accounting Conversion Master Degree Programme (ACMP), and the strategies used by teachers in response to those challenges during the COVID-19 lockdown period. Design/methodology/approach Written communications originating from students were analysed to identify areas of difficulties faced by them. These communications were thematically grouped and reflected upon through the lens of constructivist and behaviourist perspectives of learning. Findings The study found that students were severely challenged in sense-making with conceptual, application and judgement-related issues and understanding of the administrative requirements of the module. Innovative strategies used by teachers to resolve each of these issues were documented. While some strategies can be replicated in future periods, some are not sustainable as they have ramifications on other aspects of teaching and learning. Originality/value There are no known studies in this genre, conducted especially during a pandemic period.
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Fulconis, François, and Raphael Lissillour. "Toward a behavioral approach of international shipping: a study of the inter-organisational dynamics of maritime safety." Journal of Shipping and Trade 6, no. 1 (July 16, 2021). http://dx.doi.org/10.1186/s41072-021-00092-4.
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AbstractClassification societies play a major role in maritime safety and the regulation of the international shipping market. They have a dual mission, namely the classification and certification of ships. Paradoxically, the academic literature on the strategic behaviour of classification societies remains very limited. More often than not, the scope of prior research has been limited to the definition of their missions in the shipping ecosystem with an emphasis on their changing legitimacy as maritime accidents occur. Consequently, this paper aims at providing a better understanding of the specific role of classification societies in maritime safety and within the inter-organisational dynamics of international shipping. The study is based on a conceptual framework provided by the behaviourist approach and applied to the inter-organisational dynamics of supply chains. This approach enables in-depth analysis of actors’ strategic behaviours by focusing on four dimensions: power, leadership, conflict and cooperation. The main results highlight the increasingly central and paradoxical role of classification societies. This role encompasses, on the national level, classification and certification processes, and, on the supranational level, the creation of new rules and regulations. The study highlights the importance of their ability to master the official framework and institutional vocabulary, which enable them to strengthen their power and leadership in the shipping market. This capacity helps them to limit conflicts between actors and to encourage certain cooperative behaviours based on relationships of dependence and inter-organisational interdependence.
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Novak, John. "Choice Theory: A New Psychology 0/ Personal Freedom. William Glasser. New York: Harper Perennial, 1998. The Language ofChoice Theory. William Glasser & Carleen Glasser. New York: Harper Perennial, 1999." Brock Education Journal 9, no. 1 (January 1, 1999). http://dx.doi.org/10.26522/brocked.v9i1.334.
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William Glasser has been around for a long time. For the last four decades he has been at the evolving forefront of the movement for therapeutic approaches to education. Starting out with a behavioural orientation in the 1960s, his first version of reality therapy was an intuitively rich but, by his own admission, a theoretically misguided perspective. At the end of that decade he applied this concept to creating "schools without failure" and gave new life to classroom meetings. In the 70s, with added enthusiasm, he extended his outlook and wrote about an identity society and the contentious concept of positive addictions as ways to move people towards pro-social behaviours. However, it was not until the 80s that he found a deeper theoretical orientation for his clinical intuitions. Disavowing his previous behaviourist perspective, he modified William Powers's (1973) cybernetic theory in order to develop a systematic perceptual approach to counselling (1981). This approach emphasized people's internal motivation and their desire to bring about a match between internal reference perceptions and external perceptions. Later that decade he applied this perceptual approach to education and management. In the early 90s he combined his perceptual approach with the born-again Deming movement and wrote about quality schools and teachers. Now, as that decade has come to an end, he has once again consolidated his theoretical work and become even more focused in its application.
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Ravenscroft, Andrew. "From conditioning to learning communities: implications of fifty years of research in e-learning interaction design." Research in Learning Technology 11, no. 1 (September 1, 2003). http://dx.doi.org/10.3402/rlt.v11i1.11281.
Full textAbstract:
This paper will consider e-learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e-learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely-Brown), socioconstructivist (Vygotsky), socio-cultural (Nardi and Engestrom) and community-based (Wenger and Preece). Emerging from this review is the argument that effective elearning usually requires, or involves, high-quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e-learning.DOI:10.1080/0968776030110302
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Lewis, Amelia. "A Biosemiotic Perspective on Reward-Based Animal Training Techniques." Biosemiotics, September 3, 2021. http://dx.doi.org/10.1007/s12304-021-09447-7.
Full textAbstract:
AbstractIn this paper, I examine the way humans interact with domestic companion animals, with a focus on ‘positive reward-based training’ methods, particularly for dogs. From a biosemiotic perspective, I discuss the role of animal training in today’s society and examine what binary reward- based reinforcement schedules communicate, semiotically. I also examine the extent to which reward-based training methods promote better welfare, when compared to the more traditional methods which rely on aversive stimuli and punishment, if and when they are relied upon excessively. I conclude that when used as the primary means of communication, they have the potential to be detrimental to animal welfare, because the underlying social signal is control and resource dominance. As an alternative view to behaviourist-based learning theory and conditioning, I outline how enactivist theories of cognition support a semiotic approach to interspecific human-animal communication. I therefore propose a move toward a dynamic semiosis and mutual understanding based upon Peirce’s phenomenology, resulting in a more balanced merging of Umwelten. The aim is to create rich and more complex semiospheres around humans and domestic animals, which allow for individual agency and autonomy.