scholarly journals Why Belief Statements Are Not Truth-Functional

2020 ◽  
Vol 10 (11) ◽  
Author(s):  
Keith Burgess-Jackson
Keyword(s):  
Belief Statements

The Problem of a Logical Theory of Belief Statements

1960 ◽  
Vol 27 (1) ◽  
pp. 88-95 ◽  
Author(s):  
Nicholas Rescher
Keyword(s):  
Logical Theory ◽  
Belief Statements

scholarly journals Teachers’ Beliefs About Classroom-Based Assessment

2020 ◽  
Vol 2019 (1) ◽  
pp. 547
Author(s):  
Adam Murray
Keyword(s):  
Self Efficacy ◽  
Language Use ◽  
Teaching Practice ◽  
Real Life ◽  
Effective Feedback ◽  
Early Stages ◽  
Language Tests ◽  
Teachers Beliefs ◽  
Belief Statements

In this paper, we report on the early stages of the development of the Classroom-Based Assessment Self-Efficacy Scale (CBA-SES), an instrument designed to examine how Japanese Teachers of English (JTEs) feel about classroom-based assessment. The questionnaire (31 items) consists of three sections: (a) teachers’ beliefs, (b) teachers’ self-efficacy, and (c) their own teaching practice. We pilot tested this instrument with 30 JTEs in order to assess its appropriateness and to get a better understanding of the tendencies and characteristics of JTEs. We found that the belief statements are suitable, but revision along with additional statements will be needed for self-efficacy and practice for the next version of the instrument. The participants believed language tests should resemble real-life language use. Notably, they were able to make such tests and were doing so in their teaching contexts. They also felt that effective feedback and the use of clear learning targets were important. 教室内評価の重要性が増しつつある中、日本人英語教師がそのような評価に対してどのように感じ、また実践しているのかを探るため、本研究では教師の自己評価を測る実験的な質問紙を作成し、現役の英語教師に回答を依頼した。質問紙は、信条（Belief）、自己効力感（Self-efficacy）、実践（Practice）の３セクションから成り、それぞれ、「評価はこうあるべき」、「このような評価を行うことができる」、「このような評価を実際に行っている」という側面の自己評価を測定した。その結果、信条に関する項目は適切であったが、自己効力感と実践に関するものについては次の本格的な実施に向けて修正や追加が必要であることが判明した。殆どの回答者が現実の言語使用を反映したテストの作成が重要と考え実践しようとしていること、また、明確な指導目標の設定と効果的なフィードバックの重要性を感じていることは注目すべきであった。

Irrational Thinking and Adjustment to Loss of Vision

1980 ◽  
Vol 74 (2) ◽  
pp. 57-61 ◽  
Author(s):  
Walter E. Needham ◽  
Marjy N. Ehmer
Keyword(s):  
Individual Differences ◽  
Irrational Beliefs ◽  
Irrational Belief ◽  
Blind People ◽  
Special Relationship ◽  
Loss Of Vision ◽  
Irrational Thinking ◽  
Self Worth ◽  
Belief Statements

Individual differences in adjusting to or coping with blindness appear related to the presence or absence of certain irrational belief statements about this disability. As a whole, these appear to constitute much of the mythology of blindness. The statements fall into four general categories: (1) Blind people are different from sighted people in their self-worth and value; (2) Blind people have a unique psychological constitution; (3) Blind people have a special relationship with other people and society in general; and (4) There are magical circumstances about blindness. Each statement is discussed and methods by which individuals can rid themselves of or be helped to eliminate these irrational beliefs are described.

What Psychology Students Know and Believe about Charles Darwin

1997 ◽  
Vol 81 (3_suppl) ◽  
pp. 1372-1374 ◽  
Author(s):  
Terry Knapp ◽  
Charles Rasmussen ◽  
Mary Jo Wagner
Keyword(s):  
Evolutionary Theory ◽  
Charles Darwin ◽  
Multiple Choice ◽  
Psychology Students ◽  
Advanced Students ◽  
The Status ◽  
Belief Statements

204 introductory and 154 advanced students in psychology were asked about their knowledge of Charles Darwin and endorsement of belief statements about the status of evolutionary theory. Advanced students had higher scores than introductory students on three of six multiple-choice knowledge items and differed from them on all six statements of belief as assessed by χ2 Advanced students appear to know more about evolutionary theory but may be less inclined to endorse its relevancy to psychology.

Belief statements and their logic

Analysis ◽  
1971 ◽  
Vol 31 (3) ◽  
pp. 104-105 ◽  
Author(s):  
F. H. George
Keyword(s):  
Belief Statements

Correlates and Predictors of Self-Reported Ethics among U.S. Public Relations Practitioners

1992 ◽  
Vol 70 (1) ◽  
pp. 259-267 ◽  
Author(s):  
Cornelius B. Pratt
Keyword(s):  
United States ◽  
Public Relations ◽  
Behavioral Intentions ◽  
The United States ◽  
Regional Study ◽  
Factor Solution ◽  
Public Relations Practitioners ◽  
The Public ◽  
And Behaviors ◽  
Belief Statements

This regional study used a two-factor solution from responses to 12 five-point belief statements to investigate the correlates and predictors of public relations practitioners' self-reported beliefs about and behaviors in unethical situations. Responses from 307 practitioners from the mid-Atlantic district of the United States indicate that practitioners' self-reported beliefs and behaviors correlate significantly with gender, accreditation by the Public Relations Society of America, age, and income, which are also significant predictors of practitioners' self-reported beliefs and behaviors. The implications of these results for the public relations practice are discussed within the context of the Ajzen and Fishbein behavioral-intentions model. Suggestions for research are offered.

Cultural Differences in Beliefs and Practices Concerning Talk to Children

2002 ◽  
Vol 45 (5) ◽  
pp. 916-926 ◽  
Author(s):  
Judith R. Johnston ◽  
M.-Y. Anita Wong
Keyword(s):  
Cultural Differences ◽  
Chinese Culture ◽  
Stepwise Regression ◽  
Verbal Interaction ◽  
Interaction Patterns ◽  
Regression Analyses ◽  
Beliefs And Practices ◽  
Child Interaction ◽  
Belief Statements ◽  
Culture Differences

Sporadic observations of non-Western culture groups have made it clear that the large literature on child-directed talk primarily describes Western parent-child interaction patterns. The current study used a survey instrument to contrast the childrearing beliefs and related verbal interaction practices of Chinese and Western mothers of preschoolers. Stepwise regression procedures indicated that culture differences in ratings for 6 belief statements and 5 interaction patterns accounted for 66–67% of the total variance. Discriminate functions derived from the regression analyses identified members of the two culture groups with 94–95% accuracy. The findings call into question the advice commonly given to parents of children with language delay and point to specific areas where practices more harmonious with Chinese culture could be recommended.

scholarly journals An Exploration of Ethical Decision Making with Intelligence Augmentation

2021 ◽  
Vol 10 (2) ◽  
pp. 57
Author(s):  
Niyi Ogunbiyi ◽  
Artie Basukoski ◽  
Thierry Chaussalet
Keyword(s):  
Decision Making ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Future Studies ◽  
Ethical Implications ◽  
High Profile ◽  
Financial Profile ◽  
Operational Decision Making ◽  
Different Characteristics ◽  
Belief Statements

In recent years, the use of Artificial Intelligence agents to augment and enhance the operational decision making of human agents has increased. This has delivered real benefits in terms of improved service quality, delivery of more personalised services, reduction in processing time, and more efficient allocation of resources, amongst others. However, it has also raised issues which have real-world ethical implications such as recommending different credit outcomes for individuals who have an identical financial profile but different characteristics (e.g., gender, race). The popular press has highlighted several high-profile cases of algorithmic discrimination and the issue has gained traction. While both the fields of ethical decision making and Explainable AI (XAI) have been extensively researched, as yet we are not aware of any studies which have examined the process of ethical decision making with Intelligence augmentation (IA). We aim to address that gap with this study. We amalgamate the literature in both fields of research and propose, but not attempt to validate empirically, propositions and belief statements based on the synthesis of the existing literature, observation, logic, and empirical analogy. We aim to test these propositions in future studies.

scholarly journals Pre-service Teachers’ Beliefs about Language Learning Inventory (BALLI) on Bilingualism: Getting Insights to Developing Knowledge

2020 ◽  
Vol 13 (9) ◽  
pp. 30
Author(s):  
Jian Liu ◽  
David Rutledge
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Educational Beliefs ◽  
Teachers Beliefs ◽  
Bilingual Classroom ◽  
Beliefs About Language Learning ◽  
Pre Service Teacher ◽  
Belief Statements

The goal of pre-service teacher (PST) programs is to provide students with pragmatic working experience and pedagogy that they need for becoming eligible teachers. In a bilingual classroom, however, some perspectives about second language learning (SLL) held by PSTs are too arbitrary. To assist PSTs in developing concepts of second language acquisition as related to educational settings and to cultivate PSTs’ burgeoning educational beliefs, this study was conducted using the Beliefs About Language Learning Inventory (BALLI). Seventeen PSTs who were enrolled in a university located along the southern U.S. border provided data for the present study. Three of the 27 belief statements included in the BALLI survey were critically analyzed. This critical analysis explored why certain PSTs’ beliefs about second language learning diverged from social reality at schools. Based on the analysis and results from our findings, suggestions about how to improve the bilingual education for PSTs are provided.

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