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Detection in dispositional change in romantic relationships: A dynamic explanation
Title
Detection in dispositional change in romantic relationships: A dynamic explanation.
Creator
Bodin, Sarah G., Florida Atlantic University, Monson, Thomas C.
Abstract/Description
Many studies have been devoted to investigating the process by which individuals make dispositional attributions about the people that they encounter. A surprisingly small number of studies have been directed at examining the process by which individuals may detect change in their impressions of people once they have been formed. In fact, traditional social psychology literature suggests that individuals will engage in a number of processes to maintain or improve, rather than change, their...
Show moreMany studies have been devoted to investigating the process by which individuals make dispositional attributions about the people that they encounter. A surprisingly small number of studies have been directed at examining the process by which individuals may detect change in their impressions of people once they have been formed. In fact, traditional social psychology literature suggests that individuals will engage in a number of processes to maintain or improve, rather than change, their initial attributions. With such alarming divorce rates, it is quite obvious that romantic couples are detecting change in their perceptions of one another. However, romance and attribution research has not been able to fully explain how detection of perception change occurs in romantic relationships. More specifically, traditional linear theories of attribution are not able to clarify how dramatic dispositional change can occur in romantic relationships. Results from an experiment lead us to believe that the detection of dispositional change in romantic relationships is actually quite dynamic, counter to current beliefs in the field. In addition, the Discounting Principle may be used in non-traditional ways.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/13245
Subject Headings
Attribution (Social psychology), Interpersonal communication, Interpersonal relations, Affect (Psychology)--Study and teaching, Social perception
Format
Document (PDF)
ASHA-certified speech-language pathologists
Title
ASHA-certified speech-language pathologists: informal learning in the medical workplace.
Creator
Walden, Patrick Roy., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in...
Show moreThis study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in Speech-Language Pathology from ASHA and working in a medical setting as part of a rehabilitation team. Twenty-four SLPs from varying demographic profiles took part in one of three online data collection methods. Nine participants completed a computer-mediated interview, 11 participants completed an online journal entry and 4 participants completed a virtual focus group method. All data collection methods were accomplished via internet technologies. Data analysis was performed through a process of thematic analysis and resulted in four significant findings. First, both internal and external forces triggered SLPs to learn informally in the medical workplace. Also, SLPs went through an individually-determined, goal-directed process when learning informally in the medical workplace. SLPs used a combination of collaboration, workplace experience and research to learn informally in the medical workplace. And finally, SLPs employed informal learning activities for the purpose of meeting personal, patient and organizational needs., It was recommended that (a) the American Speech- Language-Hearing Association review its professional development policy and consider implementation of a process whereby clinicians can document their goal-directed workplace learning and receive professional development credit for these activities; (b) healthcare organizations recognize, support and reward the informal learning in which their SLPs are already engaging; and (c) SLPs enhance their informal learning in the medical workplace through proactivity, critical reflectivity (of their own and others' learning), and creativity. The significance of this research included the use and support of existing theory in both Adult Education and Human Resource Development. Further, this research represents the first of its kind in investigating informal learning in rehabilitative therapies, specifically Speech-Language Pathology. Peer professions such as Physical and Occupational Therapy may also benefit from this study's conclusions and recommendations, as these professionals work in similar medical contexts.
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Date Issued
2008
PURL
http://purl.flvc.org/FAU/186323
Subject Headings
Audiology, Practice, Methodology, Speech therapy, Practice, Methodology, Interpersonal communication, Study and teaching
Format
Document (PDF)