This study provides understanding as to how creative entrepreneurs' thinking processes affect their entrepreneurial decision-making, and the influencing role played by their emotions. Using a ...cross-sectional design, quantitative data were collected from 576 creative entrepreneurs and analyzed descriptively and inferentially. It was found that creative entrepreneurs' thinking processes affect their entrepreneurial decision-making. Their emotions were also found to strongly negatively affect their entrepreneurial decision-making. It was concluded that in understanding how the thinking processes of creative entrepreneurs inform their entrepreneurial decision-making, their emotional orientations, which strongly determine the character of their entrepreneurial decision-making, must be considered. The results of this study provide a good understanding of the dynamics of creative entrepreneurs' thinking processes and their entrepreneurial decision-making and the mediating influence of their emotions, which could be used to effectively design creative entrepreneurship skills and practices toward improved entrepreneurial decision-making.
Effective learning requires that people reflect on their thinking processes after experiencing failure in problem-solving and that they acquire knowledge to use in the next problem-solving task. ...However, previously researchers have pointed out that some learners cannot reflect appropriately on their mistakes. The present study focused on the quality of the lessons in the use of the metacognitive learning strategy called "lesson induction", in order to examine the kind of knowledge learners acquire after problem-solving failure. A criterion was developed to enable an evaluation of the quality of the lessons induced. Middle school students (8th graders at 1 school: 86 boys, 73 girls) took a lesson-induction task and then completed a questionnaire. The data analysis examined the relationship between the quality of the lessons and the students' academic performance, and compared the quality of the lessons with an evaluation by mathematics teachers. The results indicated that the new criterion may be useful for capturing the quality of the lessons induced. The results from the evaluation of the quality of the lessons suggested that the students may have had difficulty analyzing their own mistakes and extracting knowledge that would be useful for problem-solving transfer. Furthermore, the results of the analysis of the relationship between the quality of the lessons and the students' characteristics suggested that a learning belief that emphasizes deep cognitive processing, such as deep understanding or failure utilization, may be related to inducing high quality lessons.
Speech acts and Russian text-generating discourse Abdelhamid, Said Ahmed Mohamed; Alefirenko, Nikolai F.; Chumak-Zhun, Irina I.
Rusistika (Moskva. Online),
03/2023, Letnik:
21, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The relevance of the study is determined by the hidden turbulence of such concepts often used in Russian studies as “speech activity”, “speech acts” and “discourse”. The aim of the work is to ...determine the genetic connections of this trinity and the functional purpose of each of the categories under consideration. The main research means is the authors’ method of discursive-modus analysis of artistic speech. The research materials were dictionary definitions from explanatory dictionaries of the Russian language, in particular from “Dictionary of expressive stable phrases of the Russian language” compiled by V.Ju. Melikyan, as well as utterances extracted from the Russian National Corpus. The authors found that the communicative-speech act is a synergistic combination of mental-psychic and speech activity. Mental-psychic activity involves mental acts - the thought processes of the communicant at the moment of his locative readiness to make a statement and psychic activity of searching for adequate ways to reflect a communicatively significant event in the discursive consciousness of the communicants. Mental-psychic activity encodes and decodes the semantic content of the author's intentions with the help of the means of the language system. Speech activity produces speech acts - functional units of speech communication embodying a purposeful speech action. In conclusion, the categorical essence of the speech act and discourse are generalized. The perspective of the research is the development of a cognitive-pragmatic theory of speech-thinking activity based on the material of the Russian language.
Analizamos la importancia de una correcta metodología en la enseñanza de los procesos de pensamiento. Presentamos también un estudio empírico en el que se intentará poner de manifiesto la importancia ...de que el profesor conozca las metodologías mencionadas.
Internalizing symptoms such as elevated stress and sustained negative affect can be important warning signs for developing mental disorders. A recent theoretical framework suggests a complex ...interplay of empathy, theory of mind (ToM), and negative thinking processes as a crucial risk combination for internalizing symptoms. To disentangle these relationships, this study utilizes neural, behavioral, and self‐report data to examine how the interplay between empathy, ToM, and negative thinking processes relates to stress and negative affect. We reanalyzed the baseline data of N = 302 healthy participants (57% female, Mage = 40.52, SDage = 9.30) who participated in a large‐scale mental training study, the ReSource project. Empathy and ToM were assessed using a validated fMRI paradigm featuring naturalistic video stimuli and via self‐report. Additional self‐report scales were employed to measure internalizing symptoms (perceived stress, negative affect) and negative thinking processes (rumination and self‐blame). Our results revealed linear associations of self‐reported ToM and empathic distress with stress and negative affect. Also, both lower and higher, compared to average, activation in the anterior insula during empathic processing and in the middle temporal gyrus during ToM performance was significantly associated with internalizing symptoms. These associations were dependent on rumination and self‐blame. Our findings indicate specific risk constellations for internalizing symptoms. Especially people with lower self‐reported ToM and higher empathic distress may be at risk for more internalizing symptoms. Quadratic associations of empathy‐ and ToM‐related brain activation with internalizing symptoms depended on negative thinking processes, suggesting differential effects of cognitive and affective functioning on internalizing symptoms. Using a multi‐method approach, these findings advance current research by shedding light on which complex risk combinations of cognitive and affective functioning are relevant for internalizing symptoms.
We used a multi‐method approach to disentangle risk combinations for internalizing symptoms. Quadratic effects of empathy‐ and theory of mind‐related brain activation on internalizing symptoms depended on negative thinking, highlighting the importance of a nuanced exploration of individual differences and interactions when examining vulnerability to internalizing symptoms.
Divergent thinking and convergent thinking play a very important role in a person's creative thinking process to solve problems and these two types of thinking are related to hemispheric functions ...that will affect the way a person perceives information processing. This makes research important. The purpose of this study was to obtain a picture of divergent thinking and convergent thinking in the mathematical creative thinking process in terms of brain dominance. The research method used is qualitative with a descriptive exploratory approach. The instruments used were mathematical creative thinking questions, brain dominance tests, and unstructured interviews. The result of this research is that students who dominate the left brain in the creative thinking process are more dominant in convergent thinking, students who dominate the balanced brain in the creative thinking process are balanced in divergent thinking and convergent thinking, while student who dominate the right brain in the creative thinking process are more dominant in divergent thinking.
The ability for metacognitive thought, or “thinking about thinking,” is recognized as an increasingly important skill for the future enrichment of social life. However, this skill is difficult to ...teach because it involves implicit cognitive activities that cannot be perceived by an outside observer. In this study, we propose an interpretation framework of metacognition as one approach to considering metacognitive thinking processes. This framework serves as the design principles for developing a system that makes it possible to provide metacognitive interpretations of gaze behaviors and thought operation actions and provides a common basis for sharing and comparing knowledge from analysis results. In this study, for an example of framework-based system development, we construct a thinking externalization application and thinking analysis support system with a thinking task of dissolving belief conflict as the theme. We also demonstrate an example of the analysis of thinking about belief conflict, as derived from lower-level and higher-level thinking interpretation rules. From the example results of the defined interpretation rules, we found that the desired behavior occurred, demonstrating the postulated possibility of capturing the thought process. By realizing a series of phases on the framework proposed in this paper, it contributes to the feasibility of grasping the metacognition process and accumulating knowledge about it.
During the last 30 years the study of social movements has changed dramatically, under the recognition of how important cultural meanings are to collective action and outcomes. Social movement ...studies has rediscovered a number of microlevel cultural mechanisms that have enriched our understanding of protest and social movements, bringing some subjective elements to a field that for a generation had been highly structural. These include the collective identities of political players, the dynamics of gender, the role of emotions, strategic choices, and the influence of leaders. In much of this work, sociologists and political scientists in social movement studies have worked in parallel to social psychologists, and there has been insufficient dialogue between the two traditions.
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