WHEN DOES NEGATIVE BRAND PUBLICITY HURT? The Moderating Influence of Analytic Versus Holistic Thinking

Negative publicity can diminish positive consumer perceptions of a brand. We explore the impact of processing style on mitigating the effects of negative publicity. We hypothesize that holistic thinkers are less susceptible to negative publicity information than are analytic thinkers. Holistic thinkers are more likely to consider external context-based explanations for the negative publicity, resulting in little or no revision of beliefs about the parent brand. Analytic thinkers, in contrast, are less likely to consider contextual factors, attributing negative information to the parent brand and updating their brand beliefs accordingly. Across three studies, we find support for our predictions.Brand publicity, holistic thinking

Thinking about thinking after Munro: the contribution of cognitive interviewing to child-care social work supervision and decision-making practices

There has been a recurrent recognition in inquiry reports following high-profile deaths of children known to welfare services of shortcomings in social workers' analytical and assessment skills. There is an urgent need to explore what might help supervisors and practitioners ‘think about their thinking’. This paper draws on cognitive interviewing (CI) and examines its applicability/transferability to the professional domain of child-care social work supervision. Focusing on how practitioners make sense of their practice, this approach homes in on cognitive understandings but, in so doing, heightens practitioners' awareness of the emotional and affective dimensions of practice and of their thinking. The integration of cognitive and affective ways of knowing resonates with psycho-socially informed ideas about the interrelationship between thinking and feeling and the importance of emotional containment for effective thinking. This paper suggests that combining the psychological underpinnings of CI with psycho-socially informed concepts, such as containment, creates a more robust and holistic theoretical framework for supporting the application of CI in practice. The paper proposes that the adoption of a cognitive andaffective approach to supervisory practice has considerable potential for enhancing practitioners' critical thinking skills and decision-making capabilities, to the benefit of the children and families with whom they work

PARTICULARITIES OF THE MARKETING ACTIVITY IN THE INSURANCE INDUSTRY

In the insurance industry there is a new way of thinking which determined the passage from transactional marketing to a holistic marketing concept. In this paper five key elements of holistic marketing are presented: relationship marketing, integrated marholistic marketing in insurance, relationship marketing, integrated marketing, internal marketing, social responsibility marketing, international marketing, trust, customer loyalty, crisis

Learning styles of students as a factor affecting pedagogical activities of a university teacher

Social changes demand a continuously increasing level of population erudition, which is to be helped by an increased quality of university education. University graduation poses a demanding study activity for students, which requires self-regulation mechanisms, attention and effective curriculum processing. University teacher can help effective learning by respecting the learning styles of students, which are closely connected to their type of thinking. Some experts [1] assume that study texts should be created in a way to reflect the type of thinking of students; i.e. serial thinking students require a differently structured study text as opposed to holistic thinking students. In this research, using the eye-tracking technology, we examined whether technically oriented students use serial thinking for acquiring and processing information and for the following problem-solving and whether humane education students use holistic thinking.Web of Science12221821

Fostering Emotional Engineers: Revisiting Constructive Thinking in Engineering Education

For the past decade, engineering education efforts at the postsecondary level have sought to create a more holistic type of critical thinker (Felder & Brent, 2015; Grasso & Burkins, 2010). As part of this initiative, engineers are encouraged to develop skills associated with constructive thinking—a pedagogical concept rooted in the belief that knowledge is constructed through continual interaction with peers and the environment (Anderson, 2013; Driscoll, 2005; Shayer, 2003). However, despite the positive ramifications linked with this pedagogical shift, studies have demonstrated that the increased use of collaborative aspects associated with constructivist teaching practices may be negatively impacting female students (Rosser, 2009; Tonso, 1996; Wolfe & Powell, 2009a, 2009b). Taking a primarily philosophical approach, the contribution of emotions to constructive thinking is explored utilizing Thayer-Bacon’s (2000) conceptualization of the concept to argue that the pedagogical shift within engineering has not fully incorporated a holistic approach to learning. The results of recent studies in engineering education are analyzed to highlight the negative consequences associated with overlooking emotions as contributors to constructive thinking primarily for female students in the field (Jones et al., 2013; Tonso, 1996, 2006; Wolfe & Powell, 2006). To conclude, the value of emotions for the engineering discipline is underscored by using work by Jaggar (1992, 1998) to explore its historical association with female thought and its overall impact on the construction of knowledge

Teaching the YouTube generation: exploring the benefits of an interactive teaching approach in sustainable product design

This paper presents findings from a doctoral study, which investigated effective methods for teaching social sustainability within product design courses in British and Irish universities. Specifically exploring, how to foster a holistic understanding of the social aspects of sustainable product design amongst undergraduate and postgraduate students, through design thinking. Perceived relevance is considered as a fundamental aspect in enabling students to engage deeply with sustainability [1]. Authors [2;3;4] note that 'Net Generation' learners have specific learning preferences that can be targeted in order to improve the students learning experience. Through the careful design of materials which build upon the students tendency towards visual learning and seeking increase relevance and motivation, by offering opportunities for collaborative learning and learning through discovery. Three 'Rethinking Design' workshops were designed and developed as part of a doctoral study to introduce students to the wider social aspects of sustainability and these were conducted in five universities in Britain and Ireland. The workshops featured visually rich audio visual introductions followed by collaborative group based mind mapping activities, which were successful in fostering deep learning by facilitating learning through discovery, critical reflection, peer learning and creativity leading to an exploration of design thinking solutions

Thinking styles and modes of thinking: implications for education and research.

The author investigated the relationship of thinking styles to modes of thinking. Participants were 371 freshmen (aged 18 and 19) from the University of Hong Kong. Participants responded to the Thinking Styles Inventory (R. J. Sternnberg & R. K. Wagner, 1992) and the Style of Learning and Thinking (Youth Form; E. P. Torrance, B. McCarthy, & M. T. Kolesinski, 1988). A major finding was that creativity generating and complex thinking styles were significantly positively correlated with the holistic mode of thinking but significantly negatively correlated with the analytic mode of thinking. Thinking styles that denote the tendency to norm favoring and simplistic information processing were significantly positively correlated with the analytic mode of thinking and significantly negatively correlated with the holistic mode of thinking. In a preliminary conclusion, it appears that the thinking style construct overlaps the mode of thinking construct. Implications of this finding for teachers and researchers are delineated.published_or_final_versio

Project strategies of political thought: meta-scientific dominants

This paper deals with the problem of philosophical and scientific (epistemological) reflection of the value assumptions in political thinking. The authors of the paper use the concept of civic consciousness to demonstrate the relationship of historical axiological senses of political thinking in the context of holistic comprehension of the state life of peopl

The effectiveness of collaborative learning on enhancing students' multi-perspectives thinking in liberal studies

Under the New Senior Secondary curriculum, Liberal Studies is made one of the four core subjects. It emphasizes on enabling students to develop multi-perspective thinking. However, reports and studies showed that students failed in demonstrating their multi-perspective thinking. The use of collaborative learning is proven and argued to be effective in promoting interactivity among learners in exchanging ideas in multiple directions and to be beneficial in cognitive development. Therefore, this study is an action research emphasizes on examining the effectiveness of collaborative learning on enhancing student’s multi-perspective thinking. The objectives of the research include (1) To address the problem of lacking holistic thinking among students such as giving one-dimension ideas without considering multiple perspectives; (2) To examine the effectiveness of collaborative learning on students’ holistic thinking; (3) To foster the learning of students in Liberal Studies; (4) To draw up conclusion of the research, listing the points to note in adopting collaborative learning in promoting multi-perspective thinking of students in Liberal Studies lessons; and (5) To develop the habit of learning in a dynamic process for teachers in school. The results of the research show that collaborative learning is effective on enhancing students’ multi-perspective thinking under certain conditions, however, is not solely dependent on the teaching method adopted but also other variables contributed.published_or_final_versionEducationBachelorBachelor of Education in Liberal Studie