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Journal articles on the topic 'Set of beliefs'

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Published: 4 June 2021

Last updated: 3 February 2022

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1

Battigalli, Pierpaolo, and Giacomo Bonanno. "The Logic of Belief Persistence." Economics and Philosophy 13, no. 1 (1997): 39–59. http://dx.doi.org/10.1017/s0266267100004296.

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The principle of belief persistence, or conservativity principle, states that ‘When changing beliefs in response to new evidence, you should continue to believe as many of the old beliefs as possible’ (Harman, 1986, p. 46). In particular, this means that if an individual gets new information, she has to accommodate it in her new belief set (the set of propositions she believes), and, if the new information is not inconsistent with the old belief set, then (1) the individual has to maintain all the beliefs she previously had and (2) the change should be minimal in the sense that every propositi

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PLANTINGA, ALVIN. "Swinburne and Plantinga on internal rationality." Religious Studies 37, no. 3 (2001): 357–58. http://dx.doi.org/10.1017/s0034412501225712.

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I took it that the definitions Swinburne quotes imply that all of a person's basic beliefs are (privately) rational; Swinburne demurs. It still seems to me that these definitions have this consequence. Let me briefly explain why. According to Swinburne, a person's evidence consists of his basic beliefs, weighted by his confidence in them. So presumably we are to think of S's evidence as the set of the beliefs he takes in the basic way, together with a sort of index indicating, for each of those beliefs, his degree of confidence in that belief. Now it is clear, first, that different basic belie

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Pollard, Dawn, and Sally Birdsall. "Who loves maths? Exploring ways to foster primary-aged learners’ positive emotions during maths Dawn Pollard and Sally Birdsall." Set: Research Information for Teachers, no. 1 (June 4, 2021): 28–35. http://dx.doi.org/10.18296/set.0194.

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Learning in maths is complex because it is a process that involves cognition and the affective domain. Indeed, learners experience many emotions during maths, both positive and negative, which influences their learning. In addition, the learner can believe that one’s capacity to do maths is static and cannot be changed. All these aspects are linked to mathematical learning outcomes. This small-scale inquiry investigated 11 Year 3 and Year 4 girls’ beliefs and attitudes towards maths and their maths learning. Findings showed that these girls held a range of beliefs and attitudes, and experience

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Rubie-Davies, Christine. "Great expectations: Pedagogical beliefs and instructional practices." Set: Research Information for Teachers, no. 3 (November 1, 2006): 34–38. http://dx.doi.org/10.18296/set.0583.

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5

McLeod, Mark S. "Can Belief in God be Confirmed?" Religious Studies 24, no. 3 (1988): 311–23. http://dx.doi.org/10.1017/s0034412500019399.

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A basic thrust behind Alvin Plantinga's position that belief in God is properly basic is an analogy between certain non-religious (and presumably justified) beliefs such as ‘I see a tree’ and theistic beliefs such as ‘God made this flower’. Each kind of belief is justified for a believer, argues Plantinga, when she finds herself in a certain set of conditions. Richard Grigg challenges this claim by arguing that while the non-religious beliefs are confirmed, beliefs about God are not. I wish to explore this challenge, clarify it and suggest that on one understanding it is irrelevant and on anot

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LEKEAS, PARASKEVAS V. "COALITIONAL BELIEFS IN COURNOT OLIGOPOLY TU GAMES." International Game Theory Review 15, no. 01 (2013): 1350004. http://dx.doi.org/10.1142/s0219198913500047.

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In cooperative games, due to computational complexity issues, deviant agents are not able to base their behavior on the outsiders' status but have to follow certain beliefs as to how it is in their strategic interest to act. This behavior constitutes the main interest of this paper. To this end, we quantify and characterize the set of coalitional beliefs that support cooperation of such agents. Assuming that they are engaged in a differentiated Cournot competition, for every belief of the deviants we define a TU-game, the solution to which characterizes the set of coalitional beliefs that supp

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Grigg, Richard. "The Crucial Disanalogies Between Properly Basic Belief and Belief in God." Religious Studies 26, no. 3 (1990): 389–401. http://dx.doi.org/10.1017/s0034412500020540.

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The antifoundationalist defence of belief in God set forth by Alvin Plantinga has been widely discussed in recent years. Classical foundationalism assumes that there are two kinds of beliefs that we are justified in holding: beliefs supported by evidence, and basic beliefs. Our basic beliefs are those bedrock beliefs that need no evidence to support them and upon which our other beliefs must rest. For the foundationalist, the only beliefs that can be properly basic are either self-evident, or incorrigible, or evident to the senses. Belief in God is none of these. Thus, says the foundationalist

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8

Hansson, Sven Ove. "Revising Probabilities and Full Beliefs." Journal of Philosophical Logic 49, no. 5 (2020): 1005–39. http://dx.doi.org/10.1007/s10992-020-09545-w.

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Abstract A new formal model of belief dynamics is proposed, in which the epistemic agent has both probabilistic beliefs and full beliefs. The agent has full belief in a proposition if and only if she considers the probability that it is false to be so close to zero that she chooses to disregard that probability. She treats such a proposition as having the probability 1, but, importantly, she is still willing and able to revise that probability assignment if she receives information that gives her sufficient reasons to do so. Such a proposition is (presently) undoubted, but not undoubtable (inc

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Fricke, Martin F. "Reasoning and Self-Knowledge." Análisis Filosófico 38, no. 1 (2019): 33–55. http://dx.doi.org/10.36446/af.2018.282.

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What is the relation between reasoning and self-knowledge? According to Shoemaker (1988), a certain kind of reasoning requires self-knowledge: we cannot rationally revise our beliefs without knowing that we have them, in part because we cannot see that there is a problem with an inconsistent set of propositions unless we are aware of believing them. In this paper, I argue that this view is mistaken. A second account, versions of which can be found in Shoemaker (1988 and 2009) and Byrne (2005), claims that we can reason our way from belief about the world to self-knowledge about such belief. Wh

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Maynard-Zhang, P., and D. Lehmann. "Representing and Aggregating Conflicting Beliefs." Journal of Artificial Intelligence Research 19 (September 1, 2003): 155–203. http://dx.doi.org/10.1613/jair.1206.

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We consider the two-fold problem of representing collective beliefs and aggregating these beliefs. We propose a novel representation for collective beliefs that uses modular, transitive relations over possible worlds. They allow us to represent conflicting opinions and they have a clear semantics, thus improving upon the quasi-transitive relations often used in social choice. We then describe a way to construct the belief state of an agent informed by a set of sources of varying degrees of reliability. This construction circumvents Arrow's Impossibility Theorem in a satisfactory manner by acco

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Sieber, Vanda, Lavinia Flückiger, Jutta Mata, Katharina Bernecker, and Veronika Job. "Autonomous Goal Striving Promotes a Nonlimited Theory About Willpower." Personality and Social Psychology Bulletin 45, no. 8 (2019): 1295–307. http://dx.doi.org/10.1177/0146167218820921.

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People who believe that willpower is not limited exhibit higher self-regulation and well-being than people who believe that willpower is a limited resource. So far, only little is known about the antecedents of people’s beliefs about willpower. Three studies examine whether autonomous goal striving promotes the endorsement of a nonlimited belief and whether this relationship is mediated by vitality, the feeling of being awake and energetic. Study 1 ( n = 208) showed that autonomous goal striving predicts a change in willpower beliefs over 4 months and that this change is mediated by vitality.

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Pavek, Karel. "Update the set of principles and beliefs." Journal of Hypertension 26, no. 2 (2008): 374. http://dx.doi.org/10.1097/hjh.0b013e3282efeb96.

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Mancia, Giuseppe, and Gianfranco Parati. "Update the set of principles and beliefs." Journal of Hypertension 26, no. 2 (2008): 374–75. http://dx.doi.org/10.1097/hjh.0b013e3282f3e3c8.

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Hudson, W. D. "Book Reviews : Religion as Set of Beliefs." Expository Times 102, no. 4 (1991): 126. http://dx.doi.org/10.1177/001452469110200431.

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Stecula, Dominik A., and Mark Pickup. "How populism and conservative media fuel conspiracy beliefs about COVID-19 and what it means for COVID-19 behaviors." Research & Politics 8, no. 1 (2021): 205316802199397. http://dx.doi.org/10.1177/2053168021993979.

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Research examining attitudes and behaviors of Americans during the COVID-19 pandemic has largely focused on partisanship as a lens through which many Americans see the coronavirus. Given the importance of partisan affiliation and the degree of partisan polarization in the American society, that is certainly an important driver of public opinion, and a necessary one to understand. But an overlooked set of predispositions might also shape COVID beliefs and attitudes: populism. It is a worldview that pits average citizens against “the elites” and, importantly in the context of a pandemic, it incl

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Epley, Nicholas, and Thomas Gilovich. "The Mechanics of Motivated Reasoning." Journal of Economic Perspectives 30, no. 3 (2016): 133–40. http://dx.doi.org/10.1257/jep.30.3.133.

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Whenever we see voters explain away their preferred candidate's weaknesses, dieters assert that a couple scoops of ice cream won't really hurt their weight loss goals, or parents maintain that their children are unusually gifted, we are reminded that people's preferences can affect their beliefs. This idea is captured in the common saying, “People believe what they want to believe.” But people don't simply believe what they want to believe. Psychological research makes it clear that “motivated beliefs” are guided by motivated reasoning—reasoning in the service of some self-interest, to be sure

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Katz, Leo. "Responsibility and Consent: The Libertarian's Problems with Freedom of Contract." Social Philosophy and Policy 16, no. 2 (1999): 94–117. http://dx.doi.org/10.1017/s0265052500002405.

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Libertarians believe certain things about rights and responsibilities, about when one person is to be held responsible for invading the rights of another. Libertarians also believe certain things about consent, about when someone should be held to a contract he has entered into. What they don't realize is that the first set of beliefs doesn't mix well with the second set of beliefs—that their intuitions about rights and responsibilities quite simply don't square with their intuitions about consent. Or so I shall be trying to show in this essay.

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Hashimoto, Hirofumi. "Interdependence as a self-sustaining set of beliefs." JAPANESE JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 50, no. 2 (2011): 182–93. http://dx.doi.org/10.2130/jjesp.50.182.

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Meynell, Hugo. "Aspects of the Philosophy of Kai Nielsen." Dialogue 25, no. 1 (1986): 83–92. http://dx.doi.org/10.1017/s0012217300042888.

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Kai Nielsen is perhaps the most prolific of contemporary philosophers in Canada, as well as one of the most interesting. There are three salient aspects of his philosophy: his Marxism, his anti-foundationalism, and his particular brand of atheism. (The point of that last phrase will become clear in due course.) Among a large number of objections which I have to Nielsen's arguments and conclusions, one in particular stands out. I do not see how anti-fideism can consistently be combined with anti-foundationalism. The essence offideismis that one does not deem it necessary to rationally justify o

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McCloud, Sean. "Beliefs and Habituated Bodies." Bulletin for the Study of Religion 40, no. 4 (2012): 2–5. http://dx.doi.org/10.1558/bsor.v40.i4.10727.

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EDMONDS, BRUCE. "MODELING BELIEF CHANGE IN A POPULATION USING EXPLANATORY COHERENCE." Advances in Complex Systems 15, no. 06 (2012): 1250085. http://dx.doi.org/10.1142/s0219525912500853.

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A simulation model that represents belief change within a population of agents who are connected by a social network is presented based on Thagard's theory of explanatory coherence. In this model there are a fixed number of represented beliefs, each of which are either held or not by each agent. These are conceived of existing against a background of a large set of (unrepresented) shared beliefs. These beliefs are to different extents coherent with each other — this is modeled using a coherence function from possible sets of core beliefs to [-1, 1]. The social influence is achieved through gai

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22

Hanany, Eran, Peter Klibanoff, and Sujoy Mukerji. "Incomplete Information Games with Ambiguity Averse Players." American Economic Journal: Microeconomics 12, no. 2 (2020): 135–87. http://dx.doi.org/10.1257/mic.20180302.

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We study incomplete information games with ambiguity averse players. Our focus is on equilibrium concepts satisfying sequential optimality—each player’s strategy is optimal at each information set given opponents’ strategies. We show sequential optimality, which does not make any explicit assumption on updating, is equivalent to sequential optimality with respect to beliefs updated using a particular generalization of Bayesian updating. Ambiguity aversion expands the set of equilibria compatible with players sharing common ambiguous beliefs. We connect ambiguity aversion with belief robustness

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Zhuang, Yifan, Hongwei Wang, and Xi Chen. "Heterogeneous belief formation method based on BP neural network." MATEC Web of Conferences 232 (2018): 01044. http://dx.doi.org/10.1051/matecconf/201823201044.

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The BDI model has always been the focus of subject modeling research, which includes three kinds of thinking states of the rational subject: Belief, Desire and Intention. Belief is the cognition of agent to the world; it is a collection of environmental information, other agent information, and its own information that the agent has; and it is also the basis of the agent's thinking activity. Due to differences in the individual's living environment and experience, the formation of heterogeneous beliefs is an important issue in the BDI model study. This article divides individual belief set int

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Wulandari, Heidy. "ENGLISH TEACHERS' CULTURAL BACKGROUND AND THEIR TEACHING BELIEF." Lire Journal (Journal of Linguistics and Literature) 3, no. 1 (2019): 43–52. http://dx.doi.org/10.33019/lire.v3i1.44.

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This paper is a non-research article which aims at elaborating the relation between teachers’ cultural background and their teaching beliefs. Way of thinking, behaviour, value, tradition, and belief in a society are taken into account as aspects of cultural background in this paper. Meanwhile belief is considered as unchangeable principle set in teachers’ personality which has impact on what they do in the classroom. The red line between cultural background and teachers’ beliefs has positive and negative side. Thus it is important for teachers to rely not only on their belief but also students

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Vlasceanu, Madalina, Michael J. Morais, and Alin Coman. "The Effect of Prediction Error on Belief Update Across the Political Spectrum." Psychological Science 32, no. 6 (2021): 916–33. http://dx.doi.org/10.1177/0956797621995208.

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Making predictions is an adaptive feature of the cognitive system, as prediction errors are used to adjust the knowledge they stemmed from. Here, we investigated the effect of prediction errors on belief update in an ideological context. In Study 1, 704 Cloud Research participants first evaluated a set of beliefs and then either made predictions about evidence associated with the beliefs and received feedback or were just presented with the evidence. Finally, they reevaluated the initial beliefs. Study 2, which involved a U.S. Census–matched sample of 1,073 Cloud Research participants, was a r

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Heller, Yuval, and Eyal Winter. "Biased-Belief Equilibrium." American Economic Journal: Microeconomics 12, no. 2 (2020): 1–40. http://dx.doi.org/10.1257/mic.20170400.

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We investigate how distorted, yet structured, beliefs can persist in strategic situations. Specifically, we study two-player games in which each player is endowed with a biased-belief function that represents the discrepancy between a player’s beliefs about the opponent’s strategy and the actual strategy. Our equilibrium condition requires that (i) each player choose a best-response strategy to his distorted belief about the opponent’s strategy, and (ii) the distortion functions form best responses to one another. We obtain sharp predictions and novel insights into the set of stable outcomes a

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Whibley, Daniel, Ross MacDonald, Gary J. Macfarlane, and Gareth T. Jones. "Constructs of health belief and disabling distal upper limb pain." Scandinavian Journal of Pain 13, no. 1 (2016): 91–97. http://dx.doi.org/10.1016/j.sjpain.2016.07.003.

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AbstractBackgroundMusculoskeletal pain in the distal upper limb is common and is a cause of disability and healthcare consultation. At the time of presentation individuals reporting similar pain severities may report different levels of related disability. The biopsychosocial model proposes that health beliefs may help explain this difference. The aim of this cross-sectional study was to identify underlying constructs of health belief in those referred to physiotherapy with pain in the distal upper limb and investigate whether these constructs moderated the relationship between pain severity a

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Lazrak, Ali, and Fernando Zapatero. "Efficient consumption set under recursive utility and unknown beliefs." Journal of Mathematical Economics 40, no. 1-2 (2004): 207–26. http://dx.doi.org/10.1016/s0304-4068(03)00088-0.

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SWINBURNE, RICHARD. "Swinburne and Plantinga on internal rationality." Religious Studies 37, no. 3 (2001): 357–58. http://dx.doi.org/10.1017/s0034412501215716.

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Plantinga defines S's belief as ‘privately rational if and only if it is probable on S's evidence’, and ‘publicly rational if and only if it is probable with respect to public evidence’, and he claims that ‘it is an immediate consequence of these definitions that all my basic beliefs are privately rational’. I made it explicitly clear in my review that on my account of a person's evidence (quoted and used by Plantinga) as ‘the content of his basic beliefs (weighted by his degree of confidence in them)’, that is not the case. I emphasize ‘weighted by his degree of confidence in them’. I wrote e

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Freeburg, Darin. "The openness of religious beliefs to the influence of external information." Journal of Information Science 44, no. 3 (2017): 363–76. http://dx.doi.org/10.1177/0165551516687727.

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Religious beliefs have important and wide-reaching impacts on society. They also tend to be viewed as impervious to the influence of information external to a religious setting. Eight focus groups were held with attendees of two United Church of Christ congregations. Participants were asked about their core religious beliefs, and transcripts were qualitatively coded for the interplay of belief and information. Analysis found that beliefs that were focused on people, processes and events external to the congregation showed the characteristics of being more open to external information. Specific

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Sutherland, Stewart. "Religion and Ethics—I." Royal Institute of Philosophy Supplement 31 (March 1992): 123–34. http://dx.doi.org/10.1017/s1358246100002162.

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It was, I believe, Thomas Arnold who wrote: ‘Educate men without religion and all you make of them is clever devils’. Thus the Headmaster of one famous school summarized pithily the view of the relationship between religion and ethics which informed educational theory and practice in this country for at least a further century. There is a confusion of two different assumptions usually to be found in this context. The first is that religious belief can provide an intellectual foundation (logical, or epistemological, or sometimes both) for moral belief; the second is that the effect of religious

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Madan, Shilpa, Shankha Basu, Aneeta Rattan, and Krishna Savani. "Support for Resettling Refugees: The Role of Fixed Versus Growth Mind-Sets." Psychological Science 30, no. 2 (2019): 238–49. http://dx.doi.org/10.1177/0956797618813561.

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In six studies ( N = 2,340), we identified one source of people’s differential support for resettling refugees in their country—their beliefs about whether the kind of person someone is can be changed (i.e., a growth mind-set) or is fixed (i.e., a fixed mind-set). U.S. and UK citizens who believed that the kind of person someone is can be changed were more likely to support resettling refugees in their country (Studies 1 and 2). Study 3 identified a causal relationship between the type of mind-set people hold and their support for resettling refugees. Importantly, people with a growth mind-set

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Boutilier, Craig. "Epistemic Entrenchment in Autoepistemic Logic." Fundamenta Informaticae 17, no. 1-2 (1992): 5–29. http://dx.doi.org/10.3233/fi-1992-171-203.

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A drawback of existing epistemic logics is their inability to deal with entrenchment of beliefs. All beliefs have equal status; none can be held more firmly than others. We present a bimodal logic that generalizes Levesque’s reconstruction of autoepistemic logic. In our system standard epistemic concepts can be represented, including the notion of only knowing, but elements of a belief set may be more or less entrenched. This has important implications for the distinction between epistemic defaults and subjunctive (and normative) defaults, both of which are representable in our system.

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Hunter, A., and J. P. Delgrande. "Iterated Belief Change Due to Actions and Observations." Journal of Artificial Intelligence Research 40 (January 30, 2011): 269–304. http://dx.doi.org/10.1613/jair.3132.

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In action domains where agents may have erroneous beliefs, reasoning about the effects of actions involves reasoning about belief change. In this paper, we use a transition system approach to reason about the evolution of an agent's beliefs as actions are executed. Some actions cause an agent to perform belief revision while others cause an agent to perform belief update, but the interaction between revision and update can be non-elementary. We present a set of rationality properties describing the interaction between revision and update, and we introduce a new class of belief change operators

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Kirkpatrick, Denise. "What's the Point? Changes in students' beliefs about academic work in transition from primary school to secondary school." Set: Research Information for Teachers, no. 1 (June 1, 1997): 1–4. http://dx.doi.org/10.18296/set.0889.

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Kivelson, Valerie, and Jonathan Shaheen. "Prosaic Witchcraft and Semiotic Totalitarianism: Muscovite Magic Reconsidered." Slavic Review 70, no. 1 (2011): 23–44. http://dx.doi.org/10.5612/slavicreview.70.1.0023.

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Studies of witchcraft belief and persecution in Russia have been profoundly, and to a significant degree mistakenly, shaped by European understandings of witchcraft as fundamentally demonic and integrally linked to the power of the devil. Gary Morson and Caryl Emerson's concepts of “prosaics” and “semiotic totalitarianism,” derived from their readings of M. M. Bakhtin, offer a productive way to set imported preconceptions aside and to comprehend the specificities of Muscovite witchcraft beliefs. Pre-Petrine ideas about witchcraft conformed to no uniform, overarching ideological or explanatory

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Diblasio, Frederick A. "Integrative Strategies for Family Therapy with Evangelical Christians." Journal of Psychology and Theology 16, no. 2 (1988): 127–33. http://dx.doi.org/10.1177/009164718801600201.

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If family therapists are to be more effective with evangelical Christian families, they must pay serious attention to the beliefs of these families and modify treatment approaches to account fully for faith issues. Peripheral treatment of faith issues promotes conflict and unnecessary resistance, as it prevents therapists from truly engaging and helping clients. Evangelical Christianity is much more than a religious life-style and set of beliefs. It is the primary focus and meaning of life for many evangelical Christians. This article presents the theological belief system of evangelical famil

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Reid, Shamari. "What does culturally relevant pedagogy have to offer with regard to teaching and learning during a time of physical distancing?" Journal for Multicultural Education 15, no. 2 (2021): 129–37. http://dx.doi.org/10.1108/jme-04-2020-0033.

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Purpose This conceptual paper, framed as a letter to educators, explores what the theory of culturally relevant pedagogy (CRP) offers us as we reimagine our approaches to teaching and learning amidst a pandemic and during a time of physical distancing. Design/methodology/approach To make my argument that CRP is a frame for teaching that is based in a particular set of beliefs and ideologies, I draw on my experience as a K-12 educator, teacher educator, and education researcher. In addition, I ground my argument in the extant research on the intimate interrelationship between teachers’ beliefs

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Thornton, Arland, Shawn Dorius, Jeffrey Swindle, Linda Young-DeMarco, and Mansoor Moaddel. "Middle Eastern Beliefs about the Causal Linkages of Development to Freedom, Democracy, and Human Rights." Sociology of Development 3, no. 1 (2017): 70–94. http://dx.doi.org/10.1525/sod.2017.3.1.70.

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This paper investigates the extent to which people in five Middle Eastern countries endorse key beliefs of developmental idealism that associate development with freedom, democracy, and human rights. Developmental idealism is a set of beliefs concerning the desirability of development, the methods for achieving it, and its consequences. The literature suggests that these beliefs have diffused worldwide among elites and lay citizens and posits that when such beliefs are disseminated they become forces for social and economic changes. Although developmental idealism research has primarily examin

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Mesman, Judi, Marinus van IJzendoorn, Kazuko Behrens, et al. "Is the ideal mother a sensitive mother? Beliefs about early childhood parenting in mothers across the globe." International Journal of Behavioral Development 40, no. 5 (2016): 385–97. http://dx.doi.org/10.1177/0165025415594030.

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In this article, we test the hypothesis that beliefs about the ideal mother are convergent across cultures and that these beliefs overlap considerably with attachment theory’s notion of the sensitive mother. In a sample including 26 cultural groups from 15 countries around the globe, 751 mothers sorted the Maternal Behavior Q-Set to reflect their ideas about the ideal mother. The results show strong convergence between maternal beliefs about the ideal mother and attachment theory’s description of the sensitive mother across groups. Cultural group membership significantly predicted variations i

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Jenkin, Zoe. "The Epistemic Role of Core Cognition." Philosophical Review 129, no. 2 (2020): 251–98. http://dx.doi.org/10.1215/00318108-8012850.

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According to a traditional picture, perception and belief have starkly different epistemic roles. Beliefs have epistemic statuses as justified or unjustified, depending on how they are formed and maintained. In contrast, perceptions are “unjustified justifiers.” Core cognition is a set of mental systems that stand at the border of perception and belief, and has been extensively studied in developmental psychology. Core cognition's borderline states do not fit neatly into the traditional epistemic picture. What is the epistemic role of these states? Focusing on the core object system, the autho

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Abdalla, Ikhlas A. H. "Work Values and Subjective Beliefs in Arabian Gulf Samples of Employees and Undergraduates." Psychological Reports 81, no. 2 (1997): 387–400. http://dx.doi.org/10.2466/pr0.1997.81.2.387.

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For 236 college students hierarchical structures of socially and personally desirable work values and subjective beliefs were studied and hierarchical structure of socially desirable values of a group of 96 public employees was also examined. Buchholz's 1978 Beliefs About Work Inventory was used to measure the socially desirable values of both students and employees. Measures based on the guidelines set by Ajzen and Fishbein in 1980 were used to measure the personally desirable values and subjective beliefs of the students only. The results showed that the relative importance assigned to the v

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Li, Bo, Jian Luo, and Jin Fa Zhuang. "Research of Decision-Making in the Multi-Agent System Based on Interactive Influence Diagrams." Key Engineering Materials 467-469 (February 2011): 1947–52. http://dx.doi.org/10.4028/www.scientific.net/kem.467-469.1947.

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Interactive influence diagrams(I-IDs) offer a transparent and representation for the decision-making in multiagent settings. In I-IDs, for the sake of predicting the behavior of other agent accurately, the modeling agent starts from an initial set of possible models for another agent and then maintains belief about which of those models applies. This initial set of models in the model node is typically a fully specification of possible agent types. Although such a rich space gives the modeling agent high accuracy in its beliefs, it will also incur high cost in maintaining those beliefs. In thi

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Elisifa Sam, Zelda. "Tanzanian Secondary School Learners’ Beliefs about EFL Learning, Teaching and Testing: Exploratory Account." Journal for the Study of English Linguistics 6, no. 1 (2018): 66. http://dx.doi.org/10.5296/jsel.v6i1.13234.

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The current study explored EFL secondary school learners’ beliefs about language teaching, learning and testing in Tanzania. Specifically, it sought to find out the EFL learners’ beliefs about language assessment, explore the EFL learners’ beliefs about language learning and establish degree of EFL learner variability in their beliefs about language teaching. The study involved 48 secondary school learners, 36 (75%) males and 12 (25%) females. From these 20 (all boys) (50%) were from a private secondary school in Temeke and the rest (16 boys and all 12 girls) from another secondary school in K

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Quinton, Tom St, and Julie A. Brunton. "The Identification of Salient Beliefs concerning University Students' Decisions to Participate in Sport." Recreational Sports Journal 42, no. 1 (2018): 48–63. http://dx.doi.org/10.1123/rsj.2016-0037.

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The aim of this study was to identify salient beliefs toward university-provided recreational sport in first-year undergraduate students. A purposive sample of 76 students (36 males, 40 females; mean age: 19.2 ± 1.7 years) undertaking various degree subjects at a higher education institution in the North of England, United Kingdom, was used in the study. The instrument was a theory-based open-ended questionnaire informed by the Theory of Planned Behavior, addressing behavioral, normative, and control beliefs. Thematic content analysis and coding was conducted on 30 randomly selected questionna

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Glas, Gerrit. "Heeft Het Theïsme Eigen Gronden? Alvin Plantinga Over de ‘Proper Basicality’ van Religieus Geloof." Philosophia Reformata 65, no. 2 (2000): 170–82. http://dx.doi.org/10.1163/22116117-90000197.

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The title of this article is ambiguous in the sense that it may direct the attention to either (a) theism as a system of beliefs of persons who are referring to particular facts that serve as external grounds for the foundation of theist beliefs (the foundationalist approach) or (b) to theism as a system of beliefs of persons who are convinced of theism’s truth on grounds that are intrinsic to their belief (the Pascalian approach). Traces of both conceptions of theism can be found in Alvin Plantinga’s thesis of the ‛proper basicality’ of religious belief, for instance in the distinction betwee

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Frank, Martha L. "What Myths About Mathematics are Held and Conveyed by Teachers?" Arithmetic Teacher 37, no. 5 (1990): 10–12. http://dx.doi.org/10.5951/at.37.5.0010.

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As teachers of mathematics, we want to help our students to develop a solid understanding of mathematical concepts and to become good problem solvers who are confident of their ability to do mathematics. Research on students' beliefs about mathematics reveals a set of mathematical beliefs, “math myths,” that can be counterproductive to achieving these goals. This article is a report on math myths believed by a group of preservice teachers. However. as you read, you might want to ask yourself these questions: Which of these myths do I believe? Which of them could my teaching methods convey to m

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Riegler, Alexander, and Igor Douven. "Extending the Hegselmann–Krause Model III: From Single Beliefs to Complex Belief States." Episteme 6, no. 2 (2009): 145–63. http://dx.doi.org/10.3366/e1742360009000616.

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ABSTRACTIn recent years, various computational models have been developed for studying the dynamics of belief formation in a population of epistemically interacting agents that try to determine the numerical value of a given parameter. Whereas in those models, agents’ belief states consist of single numerical beliefs, the present paper describes a model that equips agents with richer belief states containing many beliefs that, moreover, are logically interconnected. Correspondingly, the truth the agents are after is a theory (a set of sentences of a given language) rather than a numerical valu

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Janfeshan, Kamran. "Iranian EFL teachers' beliefs about how to Teach English Grammar." BELT - Brazilian English Language Teaching Journal 8, no. 2 (2017): 335. http://dx.doi.org/10.15448/2178-3640.2017.2.28633.

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The main purpose of this study is to investigate Iranian English teachers' beliefs about how to teach English grammar. For this purpose,forty-three teachers, eighteen females and twenty-five maleteachers from Kermanshah, Iran, participated in this study. To gather data in the studies about teacher beliefs, MacDonald Badger & White, (2001) questionnaire was used (TBQ). The questionnaire used for this study contained close-ended sections that required teachers to respond to statements on a five point Likert scale- as well as open-ended questions that invited teachers to describe or comment o

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Hodge, David R. "Equally Devout, but Do They Speak the Same Language? Comparing the Religious Beliefs and Practices of Social Workers and the General Public." Families in Society: The Journal of Contemporary Social Services 83, no. 5 (2002): 573–84. http://dx.doi.org/10.1606/1044-3894.56.

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While the profession is witnessing growing interest in addressing consumers' spiritual and religious strengths, no studies have explicitly sought to compare the religious values of social workers with those of the general public. This study uses a nationally representative data set, the General Social Survey, to compare the beliefs and practices of graduate-level (n = 53) and bachelor-level (n = 92) social workers with those of the lower, working, and middle classes. The results suggest that the contents of belief systems differ, particularly between graduate workers and the lower and working

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