7 research outputs found
On the verge of Umdeutung in Minnesota: Van Vleck and the correspondence principle (Part One)
In October 1924, the Physical Review, a relatively minor journal at the time,
published a remarkable two-part paper by John H. Van Vleck, working in virtual
isolation at the University of Minnesota. Van Vleck combined advanced
techniques of classical mechanics with Bohr's correspondence principle and
Einstein's quantum theory of radiation to find quantum analogues of classical
expressions for the emission, absorption, and dispersion of radiation. For
modern readers Van Vleck's paper is much easier to follow than the famous paper
by Kramers and Heisenberg on dispersion theory, which covers similar terrain
and is widely credited to have led directly to Heisenberg's "Umdeutung" paper.
This makes Van Vleck's paper extremely valuable for the reconstruction of the
genesis of matrix mechanics. It also makes it tempting to ask why Van Vleck did
not take the next step and develop matrix mechanics himself.Comment: 82 page
Diferencias intra e inter individuales en inteligencia social de estudiantes portugueses
Social intelligence is a favorable condition for career decision-making and development. The social intelligence indices
of Portuguese students in school years prior to a career transition are characterized and intra and interindividual differences are
analyzed. Participants were 1095 students (552, 50.4% women) with a mean age of 14.78 years (SD = 1.86), in the 8th (542,
49.5%), 10th (295, 26.9%) and 11th (258, 23.6%) grades. The Cognitive Test of Social Intelligence (PCIS) was administered at
two moments, six months apart. Results indicate that the 8th grade obtained higher average scores in Problem Solving, Motivation
and Self-confidence (time 1), while the 10th grade obtained better results in Problem Solving, Motivation and Familiarity (time 2).
Between the assessment moments, all school years register an increase in Problem Solving and Self-confidence in social situations.
These results constitute favorable psychological conditions for the promotion of ethical questioning in career guidance interventions.A inteligência social constitui uma condição favorável à tomada de decisão e ao desenvolvimento vocacional.
Este trabalho visa caracterizar os níveis de inteligência social, e analisar as diferenças intra e interindividuais, em alunos
portugueses em anos de pré-transição vocacional. Participaram 1095 alunos (552, 50% mulheres), com uma média de idades
de 14,78 anos (DP = 1,86), do 8º, 10º, e 11º níveis escolares. Administrou-se a Prova Cognitiva de Inteligência Social (PCIS),
em dois momentos (T1 e T2), com seis meses de intervalo. Os resultados indicam que o 8º ano obteve resultados médios
superiores, nos índices de Resolução de Problemas, Motivação e Autoconfiança (T1), enquanto o 10º ano obteve resultados
superiores, em Resolução de Problemas, Motivação e Familiaridade (T2). Entre momentos de avaliação, registra-se, para
todos os níveis escolares, um aumento em Resolução de Problemas e Autoconfiança em situações sociais. Estes resultados
constituem condições psicológicas favoráveis à promoção do questionamento ético nas intervenções de orientação vocacional.La inteligencia social es una condición favorable para la toma de decisiones y el desarrollo de la carrera. Se
caracterizan los niveles de inteligencia social y sus diferencias intra e interindividuales en estudiantes portugueses en transición
pre-profesional. Participaron 1095 estudiantes (552, 50.4% mujeres) con una edad media de 14.78 (DE = 1.86), del 8º (542,
49,5%), 10º (295, 26.9%) y 11º (258, 23.6%) años escolares. Se administró la Prueba Cognitiva de Inteligencia Social (PCIS) en
dos ocasiones, con seis meses de diferencia. Los resultados indican que los estudiantes del 8º grado obtuvieron puntajes medios
más altos en la Resolución de Problemas, Motivación y Confianza (T1), mientras que los del 10º grado obtuvieron mejores
resultados en la Resolución de Problemas, Motivación y Familiaridad (T2). Entre momentos de evaluación se registra, para
todos los años, un aumento en la Resolución de Problemas y Confianza en situaciones sociales. Estos resultados constituyen
condiciones psicológicas favorables a la promoción del cuestionamiento ético en las intervenciones de orientación profesional.Project coordinated by the fourth author and co-funded by the
Foundation for Science and Technology and the Compete Program -
PTDC/CPE-CED/098896/200