scholarly journals Multiple perspectives on the self in SLA, Editors: Sarah Mercer and Marion Williams, Publisher: Multilingual Matters, 2014, ISBN: 978-1-78309-134-8, Pages: 188.

2015 ◽  
Vol 5 (1) ◽  
pp. 179-186
Author(s):  
Mirosław Pawlak

Book review

Author(s):  
Kathryn L. Bollich-Ziegler

Despite the strong intuition that people know themselves well, much research in self-perception demonstrates the biases present when evaluating one’s own personality traits. What specifically are these blind spots in self-perceptions? Are self-perceptions always disconnected from reality? And under what circumstances might other people actually be more accurate about the self? The self–other knowledge asymmetry (SOKA) model suggests that because individuals and others differ in their susceptibility to biases or motivations and in the information they have access to, self- and other-knowledge will vary by trait. The present chapter outlines when and why other-perceptions are sometimes more accurate than self-perceptions, as well as when self-reports can be most trusted. Also discussed are next steps in the study of self- and other-knowledge, including practical, methodological, and interdisciplinary considerations and extensions. In sum, this chapter illustrates the importance of taking multiple perspectives in order to accurately understand a person.


2015 ◽  
Vol 46 (3) ◽  
pp. 371-376
Author(s):  
Edna O. Schack ◽  
Molly H. Fisher ◽  
Jonathan N. Thomas

“Noticing matters” (p. 223). Through these words in the concluding chapter, Alan Schoenfeld succinctly captures the theme of this seminal book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes. The book received the American Education Research Association 2013 Exemplary Research in Teaching and Teacher Education Award. It addresses a variety of meanings and interpretations of teacher noticing from Dewey's earlier work of inner and outer attention to more specific variations such as that of professional noticing, as defined by Jacobs, Lamb, and Philipp. Chapter contributors have provided the foundation and framing of teacher noticing as a construct for studying and improving teaching.


1961 ◽  
Vol 42 (2) ◽  
pp. 88-88
Author(s):  
Natalie Dunbar
Keyword(s):  
The Self ◽  

2012 ◽  
Vol 73 (1) ◽  
pp. 221-222
Author(s):  
Matthew T. Powell
Keyword(s):  

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