Meaning Correlates of Value Orientations

The purpose was to explore the relations between value orientations and meaning assignment tendencies. The hypotheses were that values would be related to a certain number of meaning variables that would be similar in three cultural groups. The participants were 150 individuals of both genders living in Israel. They are from three cultural communities (50 participants each): Israeli, French, and Russian. They were administered the values inventory PQ IV by Schwartz (1992) and the Meaning Test by Kreitler and Kreitler (1990a). The relations between the values of hedonism, power, and benevolence and the meaning variables were analyzed by correlations. The results showed that there are patterns of meaning variables corresponding to value orientations and that these patterns are unique to each of the value orientation. There were similarities in the major meaning variables across the groups but also differences, mainly in the salience of the constituents in the meaning patterns

Meaning: its nature, functions and functioning

The Kreitler meaning system is a theory and methodology for the conceptualization, assessment and applications of meaning. Meaning is defined as a pattern of cognitive contents focused on a referent. The constructs of the system are: referent, meaning value, meaning unit and meaning variables describing its contents and structure. Its properties are: operational activation, complexity, development, regressiveness, self-embeddedness, selectivity, and dynamism. The meaning test and the meaning profile enable assessment. Meaning manifestations in cognition, personality, emotions, and consciousness are described.The Kreitler meaning system is a theory and methodology for the conceptualization, assessment and applications of meaning. Meaning is defined as a pattern of cognitive contents focused on a referent. The constructs of the system are: referent, meaning value, meaning unit and meaning variables describing its contents and structure. Its properties are: operational activation, complexity, development, regressiveness, self-embeddedness, selectivity, and dynamism. The meaning test and the meaning profile enable assessment. Meaning manifestations in cognition, personality, emotions, and consciousness are described

Motivación para la Creatividad en Estudiantes de Diseño: Implementación de una Estrategia Pedagógica

La investigación trató sobre el estudio de la motivación para la creatividad. Los objetivos fueron determinar la motivación para la creatividad en los estudiantes de diseño arquitectónico basados en la teoría de orientación cognitiva que define la motivación en función de un sistema de tipos de creencias, y de agrupaciones basadas en temas identificados como relevantes para el desarrollo de la creatividad. En base a los resultados obtenidos se proponen pautas para implementar programas de intervención orientados a mejorar la educación en diseño

El significado de los referentes en la enseñanza del Diseño

Basándonos en la Teoría del Significado (Kreitler & Kreitler, 1990), el articulo trata sobre el uso de referentes arquitectónicos y su relación con la creatividad en diseño. Los resultados de los coeficientes de la regresión realizada entre los factores de los referentes, y las variables de la creatividad indicaron que los aspectos más valorados fueron aquellos que tenían que ver con experiencias y conceptos derivados del referente, y en segundo término los aspectos relacionados con las funciones del referente. Ambos factores estuvieron estrechamente relacionados con la creatividad en diseño. Proponemos un programa de intervención para la enseñanza de diseño

The psychological profile of women attending breast-screening tests

Though the benefits of early detection of breast cancer are generally known, only few women attend breast-screening examinations. The study was designed to gain insight into the problem by exploring the psychological profile of clinic attenders. In order to find out whether there is such a profile, 210 self-referred women were compared with 210 nonattending women, from the same working and social environments, matched in age, education and occupational level. All subjects were administered 10 tests in 7 domains. The tests were administered as part of a health survey. The results showed that clinic attenders scored higher on negative emotions and total emotions and lower on positive emotions; higher on repression; lower on daydreams; lower on range of self-concept, references to others and negative self-references but higher on positive self-references; scored higher on self-references describing oneself in a functional and in a passive way and scored lower on those describing oneself in terms of one's attitudes, body and appearance; scored lower on neuroticism; scored lower on different somatic complaints and health orientation but higher in alexithymia. No differences were found in authoritarianism, locus of control and self-complexity. Conclusions are that there is a psychological profile of clinic attenders, that it is focused on dysphoric emotions, psychological disease promotion and defensiveness and that it includes characteristics of the construct that is sometimes called the cancer-prone personality.breast-screening cancer-prone breast cancer health orientation alexithymia repressiveness self complexity negative emotions

Correspondences and divergences between teachers and students in the evaluation of design creativity in the design studio

The assessment of design creativity is a fundamental issue in the educational curriculum in schools of architecture. Assessment in the form of criticism is carried out in the design studio, where students acquire skills and knowledge, forge judgments about their design outcomes, and get feedback from their instructors. This study focuses on the assessment of creativity in design problem solving. The major objective of this research was to test to what extent architects and design students share the same conceptions of creativity, and how similar they are. Contrasting differences were found between the two groups. While architects focused on innovation aspects, students paid more attention to operational aspects, such as dealing with design requirements. It is maintained that handling these differences by means of intervention programs in the design studio may promote the acquisition of design processes and procedures by the students, and also that, it will contribute to bridging the gap between the way teachers and students perceive and evaluate design creativity.