Persons in Process: Four Stories of Writing and Personal Development in College

Powell, Katrina M.; Herrington, Anne; Curtis, Marcia

doi:10.2307/359082

Cited by 19 publications

(8 citation statements)

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“…The reversal impairment following prefrontal lesions and thalamic mediodorsal nucleus lesions in non-human animals involved slowed acquisition of reversal contingencies. Rabbits were able to acquire the reversed discrimination but more slowly than normal animals [16,40]. The selective impairment in reversal learning in abstinent alcoholics is therefore in line with the animal literature [18,41].…”

Section: Discussionsupporting

confidence: 67%

Silent Trace Eliminates Differential Eyeblink Learning in Abstinent Alcoholics

Fortier

Maksimovskiy

Venne

et al. 2009

IJERPH

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Chronic alcoholism has profound effects on the brain, including volume reductions in regions critical for eyeblink classical conditioning (EBCC). The current study challenged abstinent alcoholics using delay (n = 20) and trace (n = 17) discrimination/reversal EBCC. Comparisons revealed a significant difference between delay and trace conditioning performance during reversal (t (35) = 2.08, p < 0.05). The difference between the two tasks for discrimination was not significant (p = 0.44). These data support the notion that alcoholics are increasingly impaired in the complex task of reversing a previously learned discrimination when a silent trace interval is introduced. Alcoholics’ impairment in flexibly altering learned associations may be central to their continued addiction.

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Section: Discussionsupporting

confidence: 67%

Silent Trace Eliminates Differential Eyeblink Learning in Abstinent Alcoholics

Fortier

Maksimovskiy

Venne

et al. 2009

IJERPH

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show abstract

“…Over the past decades, the social psychology models of self-regulation have proven very effective in training environments where limited resources underscore the value of efficient identification of factors that predict success in leadership training programs (Powell, 2002). Since one of the goals of the inclusion of the ATI is to apply knowledge about the management of uncertainty to cross-cultural training, the expansion of McCormick's (2001) leadership confidence model is practically relevant.…”

Section: Implications For Leadership Praxismentioning

confidence: 99%

“…Bandura's (1986Bandura's ( , 1997 individual and collaborative research efforts with his associates have provided empirical evidence and cogent argumentation for the powerful effects of self-efficacy on performance. In addition, over the past few decades, social psychology models of selfregulation have proven very effective in training environments where limits on time and money underscore the value of efficient process in the identification of relevant variables (Powell, 2002). Since one of the goals of ATI is to apply ATI knowledge to cross-cultural training as well as other leadership performance areas, selection of McCormick's leadership confidence model makes sense.…”

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confidence: 99%

The Ambiguity Tolerance Interface: A Modified Social Cognitive Model For Leading Under Uncertainty

Lane

Klenke

2004

Journal of Leadership & Organizational Studies

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This paper proposes a modification of McCormick's (2001) self-regulatory leadership confidence model by including an intervening variable referred to as the Ambiguity Tolerance Interface (ATI). After a review of theoretical approaches relevant to developing a framework of leadership at the interface of tolerance of ambiguity and uncertainty, we introduce the ambiguity tolerance interface (ATI) and discuss a number of variables we identified as focal constructs that comprise the proposed ATI cluster. These variables include ambiguity tolerance, spirituality, creativity, aesthetic judgment and mindfulness. The paper concludes with a discussion of instruments that can be used to operationalize the variables of interest and the implications of ATI for leadership theory and praxis. Finally, we refocused existing research to address the influence of uncertainty on leaders in the dynamic global environment.

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“…Grounded theory research begins with a general field of study and allows the theory to emerge from the data (Halim & Rouyan, n.d;Pace, 2012, p. 7). Earlier seminal longitudinal studies such as Caroll (2002), Haswell (2000), Herrington and Curtis (2000), McCarthy (1987), Rogers (2008), Sommers (2002), Sternglass (1997) and Watzke (2007) employed interviews, observations and assessments but not using a grounded theory approach. Against this background, Rogers (2009) supports the notion of longitudinal studies in writing research positing that for the emphasis on change over the time and across context have proven a particularly appropriate method in understanding writing development (p. 365).…”

Section: Introductionmentioning

confidence: 99%

Application of Grounded Theory Methodology Using CEFR in the Field of Language Testing

Goundar¹

2023

RES

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The use of grounded theory methodology (GTM) is rare in the field of language testing as indicated by the literature survey. However, this study used GTM in a study on first year undergraduate students writing skills in Fiji. The study used the Common European Framework for Reference (CEFR) to evaluate student writing skills successfully at a university in Fiji. The CEFR is one of the most comprehensive frameworks for language evaluation that has been widely used by language testing organisations mostly in Western countries. This paper takes a methodological position rather than looking at empirical data from the research to engage novice users of GTM to apply it to the field of linguistics, specifically to language testing research. It provides step-by-step guide and a discussion of relevant literature that attest to the use of GTM in linguistics. The methodological contributions and the unique data set of the study will advance scholarly and social policy conversations on this topic. The study makes an original contribution to the body of knowledge on how grounded theory research methodologies can be applied to a longitudinal language testing research context. At present, language testing in higher education relies on data from conventional formative and normative assessments. Approaches such as grounded theory and longitudinal research design have rarely been used. The paper will benefit novice researchers such as Masters and PhD scholars as well as policy makers in applying the methodology to their studies.

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Persons in Process: Four Stories of Writing and Personal Development in College

Cited by 19 publications

References 0 publications

Silent Trace Eliminates Differential Eyeblink Learning in Abstinent Alcoholics

Silent Trace Eliminates Differential Eyeblink Learning in Abstinent Alcoholics

The Ambiguity Tolerance Interface: A Modified Social Cognitive Model For Leading Under Uncertainty

Application of Grounded Theory Methodology Using CEFR in the Field of Language Testing

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