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Full-Text Articles in Psychology
The Daily Lived Experiences Of Traumatic Brain Injury Survivors: An Examination Of The Emotional, Cognitive, And Spiritual Repercussions, Nanette Stewart Haney
The Daily Lived Experiences Of Traumatic Brain Injury Survivors: An Examination Of The Emotional, Cognitive, And Spiritual Repercussions, Nanette Stewart Haney
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the experiences of traumatic brain injury survivors, seeking to understand their lived experiences by examining the emotional, cognitive and spiritual daily experiences. The study participants were adult male and female survivors of a life altering moderate to severe traumatic brain injury who live within the United States of America. The theories guiding this study are Jean Piaget’s (1896-1980) Constructivism Theory and John Watson’s (1878-1958) Behavioral Approach Systems Theory. Jean Piaget believes that all cognitive development progresses towards complex levels of organization. When an individual acquires new knowledge, it is received, …
Prompting Deliberation About Nanotechnology: Information, Instruction, And Discussion Effects On Individual Engagement And Knowledge, Lisa M. Pytlikzillig, Myiah J. Hutchens, Peter Muhlberger, Alan Tomkins
Prompting Deliberation About Nanotechnology: Information, Instruction, And Discussion Effects On Individual Engagement And Knowledge, Lisa M. Pytlikzillig, Myiah J. Hutchens, Peter Muhlberger, Alan Tomkins
Lisa PytlikZillig Publications
Deliberative (and educational) theories typically predict knowledge gains will be enhanced by information structure and discussion. In two studies, we experimentally manipulated key features of deliberative public engagement (information, instructions, and discussion) and measured impacts on cognitive-affective engagement and knowledge about nanotechnology. We also examined the direct and moderating impacts of individual differences in need for cognition and gender. Findings indicated little impact of information (organized by topic or by pro-con relevance). Instructions (prompts to think critically) decreased engagement in Study 1, and increased it in Study 2, but did not impact postknowledge. Group discussion had strong positive benefits for …