Presents a meta-model based on genetic epistemology for interviewing structure. Discusses developing rapport, gathering information, determining outcome, exploring alternatives and confronting incongruity, generalizing and transfering training, and the model's usefulness for counselors in planning sessions, developing interviewing summary notes,…

Compares Jamesian and Jungian perspectives on two issues central to the designs of each thinker: the nature of the psyche and the theory of knowledge. Focuses on ways in which Jung's personality theory gives expression to a philosophical position very similar to that developed by James. (Author/ABL)

Contends that overemphasis in literature on distinguishing first- and second-order therapeutic perspectives has produced schism within field of family therapy. Attempts to bridge that schism, using view of language that informs dialectical psychology to construct both-order, and framing of first- and second-order, perspectives. Such framing…

Examines philosophical and epistemological views which indicate that scientific objectivity is simply a shared subjectivity (focusing on categories of the real, imaginary, and symbolic). Also discusses KREATEK, an interdisciplinary database for creative sciences located at the University of Oslo. (JN)

Argues that social work needs a broader epistemology that encompasses all the dimensions of what it means to be a human being. Points out that discourse within social work, especially between researchers and practitioners, cannot move to deeper, more creative levels until these philosophical issues are recognized. (LLL)

Describes the role of mushroom bodies--cup-shaped structures perched atop the brain of an insect--in learning. Mushroom bodies may help fruit flies in learning meaningful odors, cockroaches in spatial learning, and honeybees both in locating pollen and nectar and in navigating back to the colony. (PVD)

This commentary brings together a collection of articles that addresses several of the important issues in research on personal epistemology. We also propose a more integrated model that elaborates on the following fundamental elements of personal epistemology: (a) a mechanism of change (i.e., epistemic doubt, epistemic volition, and resolution…

Fifteen National Science Foundation personnel met with Donald Campbell to discuss topics/issues related to an epistemologically-relevant sociology of science. Presented is an edited transcript of this roundtable/discussion (part of a series of roundtables which examined theoretical/practical aspects of how the nature of scientific progress is…

Attempts to integrate the formulations of Brehm and Brehm and of Guidano and sets forth a cognitive theory of resistance and reactance within a cognitive developmental and individual differences context. Differentiates resistance from reactance and explores developmental antecedents of characterological reactance. Describes implications for…

Examines the development of epistemic modality, with particular attention to how French children (four, six, and eight year olds) evaluate the conditions of use for modal expressions marking certainty and uncertainty. Results show that four and six year olds attribute certainty more often than eight year olds. (44 references) (GLR)

Describes recent modular views of cognition and relates them to counseling approaches. Develops framework for client-counselor interactions that are based on these views and uses framework to examine ways of expressing and representing counseling issues. Reviews previous work with specialized spatial-graphic approaches and introduces general…

Compares and synthesizes past decade of research into facets of wisdom, searching for a unified definition. Concludes that factors relating to wisdom (age, experience, intelligence, knowledge, intuition, common sense, and personality) can be unified theoretically if wisdom is viewed as the recognition of and response to human limitation.…

Addresses the mind/brain relationship in terms of scientific theory based on philosophical inquiry. Examines each of the proposed theories about mind/brain relationship--such as identity, dualism, interactionism, materialism, physicalism, and mentalism--not only in terms of logic, but also in terms of the database to which the theories refer. (PS)

Scientists feel that progress in artificial intelligence and the availability of thousands of experimental results make this the right time to build and test theories on how people think and learn, using the computer to model minds. (MSE)

Examines Jean Piaget's theories on the laws of formal logic, and Johnson's claim that the law of noncontradiction is only descriptive of macroscopic objectives. Suggests Piaget and Johnson are wrong, since the possibility of saying anything significant and informative presupposes the law of noncontradiction is followed. (Author)