Implicit theories

Savremeno društvo visoko vrednuje kreativnost, a obrazovanju se prigovara da ne radi dovoljno na ostvarivanju ovog vrednog cilja. Mišljenja nastavnika o ispoljavanju i razvoju kreativnosti imaju značajan uticaj na to u kojoj meri će oni prepoznati značaj kreativnosti i biti spremni da je podrže u svom radu. U članku se prikazuju rezultati ispitivanja mišljenja nastavnika o tome kako se kreativnost ispoljava na osnovnoškolskom uzrastu i kako škola može doprineti razvoju kreativnosti učenika. Nastavnici osnovnih škola iz Srbije (N=144) ispitani su upitnikom, a podaci su analizirani kvalitativno i kvantitativno. Utvrđeno je da nastavnici opisuju kreativnost preko kreativnih aktivnosti, originalnosti, intelektualnih sposobnosti, motivacije i osobina ličnosti. Većina nastavnika smatra da škola može u velikoj meri da doprinese razvoju kreativnosti učenika. Prostor za podsticanje kreativnosti nastavnici vide prvenstveno na nivou časa, a potom i na nivou obrazovnog sistema i društva u celini. Zaključeno je da nastavnici najčešće opažaju kreativnost učenika preko njihovih aktivnosti i karakteristika ličnosti, dok ulogu škole u razvoju kreativnosti vide u domenu sopstvenog delovanja u učionici. Rezultati istraživanja pokazuju da se nastavničke koncepcije kreativnosti u velikoj meri poklapaju sa ekspertskim. U završnom delu je diskutovano zašto nastavnici pozitivan i aktivistički odnos prema kreativnosti ne „pretaču” u školsku praksu, kao i koji su preduslovi koje je potrebno ispuniti da bi se to ostvarilo.

Tested the hypothesis that induced conceptions of ability as a stable entity or as an acquirable skill would affect self-regulatory mechanisms governing performance in a simulated organization. Ss served as managerial decision makers in which they had to match employees to subfunctions and to discover and apply managerial rules to achieve a difficult level of organizational performance. Those who performed the challenging managerial task under an entity conception of ability suffered a loss in perceived self-efficacy, lowered their organizational goals, and became less efficient in their analytic strategies. Ss who managed the organization under an acquirable skill conception of ability sustained their perceived self-efficacy, set challenging organizational goals, and used analytic strategies effectively. These divergences in self-regulatory factors were accompanied by substantial differences in organizational performance. Path analysis revealed that perceived self-efficacy had both a direct effect on organizational performance and an indirect effect through its influence on analytic strategies. Personal goals also affected organizational performance through the mediation of analytic strategies. The relation of prior organizational performance to subsequent performance was mediated entirely by the combined influence of the self-regulatory factors.

Обращение психологов к гуманитарной парадигме стимулирует поиск новых подходов и методов, ориентированных на понимание конкретного человека, изучение его потребностей, ценностей, мировосприятия. Одним из популярных направлений в современной психологии является реконструкция имплицитных теорий. И хотя опыт подобных исследований насчитывает уже более полувека, остается ряд дискуссионных вопросов связанных с методологией, методами и собственно с процедурами исследования.

The unconscious mind tends to disregard negations in its processing of semantic meaning. Therefore, messages containing negated concepts can ironically prime mental representations and evaluations that are opposite to those intended. We hypothesized that the subtle presentation of a negated concept (e.g., “no smoking”) would activate ironic motivational orientations as well. We tested this hypothesis in a public health context. Smokers viewed photographs in which no-smoking signs were either inconspicuously embedded (prime) or edited out (control). Primed smokers showed amplified automatic approach tendencies toward smoking-related stimuli, but not toward smoking-unrelated stimuli. Since passive priming effects generally serve to facilitate forms of action, not inhibit them, anti-smoking and other public health campaigns may ironically increase the very behaviors they seek to reduce.

ملخص:‏
هدفت الدراسة الحالية إلى بحث قدرة النظريات الضمنية للذكاء والاندماج المدرسي رباعي الأبعاد ‏على التنبؤ بالتحصيل الدراسي، وقدرة النظرية الضمنية للذكاء على التنبؤ بالاندماج المدرسي رباعي ‏الأبعاد، والتحقق من وجود علاقة ارتباطية بين كل من: النظريات الضمنية للذكاء والاندماج المدرسي ‏رباعي الأبعاد بالتحصيل الدراسي لدى عينة قوامها (450) من طلاب الصف الثاني الثانوي بمحافظة ‏سوهاج. وقد تم جمع بيانات الدراسة باستخدام مقياس النظريات الضمنية للذكاء ‏‎(Abd-El-Fatah, ‎Yates, 2006)‎، ومقياس الاندماج المدرسي رباعي الأبعاد ‏‎(Reeve,2013; Lam, et al.,2014)‎‏. ‏وقد كشفت نتائج الدراسة عن وجود علاقات ارتباطية دالة احصائياً بين كل من: النظريات الضمنية للذكاء ‏والاندماج المدرسي رباعي الأبعاد بالتحصيل الدراسي.‏‎ ‎وقد كشفت نتائج تحليل الانحدار قدرة النظرية ‏النمائية للذكاء على التنبؤ بالاندماج العاطفي والسلوكي والشخصي والاندماج المدرسي الكلي، وأن كل من: ‏النظرية النمائية والنظرية الوراثية قادران معاً على التنبؤ بالاندماج المعرفي. وأخيراً كشفت نتائج تحليل ‏الانحدار الخطي المتعدد بالطريقة المتدرجة عن قدرة كل من: النظرية النمائية للذكاء والاندماج السلوكي ‏والعاطفي والمعرفي والشخصي على التنبؤ بالتحصيل الدراسي لدى طلاب عينة الدراسة.‏
الكلمات المفتاحية: النظريات الضمنية للذكاء، الاندماج المدرسي رباعي الأبعاد، والتحصيل الدراسي، ‏المرحلة الثانوية.‏

For example, if you like: Keats’s ‘Ode on a Grecian Urn’ suggests that being is implied, an implication—and that is the truth and beauty of the work, as well as the problem of any kind of poiēsis whatsoever. What then, does it mean to speak and think being as implied?

How can we become sensitized to the other? One way—Levinas’ example—is with a kiss, with the ambiguity of a kiss that exposes us to another kind of sensibility, makes us susceptible to the proximity of the other, vulnerable to the trace of an absence qua absent, the approach qua approach. And this is a praxis that resists the history of philosophy’s attempt to disambiguate the kiss, and that steps back from the desensitized violence of translating the saying of an infinite alterity into a finite said. For the ambiguity signifies that which metaphysics as onto-henology cannot think, namely, the other of being, and the kiss that is otherwise than being. But if we are to become sensitized to such an otherness, it is by kissing in such a way that we—taking a clue from what Levinas finds in language—think the verbality of the verb, that is, the diachronic tense and incomplete aspect of the kiss. We sensitize ourselves thereby, to a way of kissing otherwise, a praxis that allows the ambiguity of a kiss to signify, not merely the presence, but far more the absence of the other—and verbalize thereby, the otherness of the other. Or does it? For the ambiguity of the kiss could also imply another way of verbalizing, one in which the verb is neither present nor absent, but implied—and this sensitizes us to a way of kissing that suspends the presence and absence of the one who is supposed to be kissed, and suspends the act of kissing itself, even suspends any possibility of sensitization whatsoever. We are then left with the problem of kissing, and that which is implied by the ambiguity of the kiss.

Engaged employees work vigorously, feeling dedicated and mentally absorbed in their work. Much is known about the kinds of jobs and work environments that stimulate employee engagement , yet levels of disengagement remain high in many organizations. To provide fresh insights into how to increase engagement, we draw on theory and research in social, educational, and organizational psychology to illuminate how mindsets are a personal resource that may influence employees' engagement via their enthusiasm for development, construal of effort, focus of attention , perception of setbacks, and interpersonal interactions. We outline several avenues for future research, as well as practical implications for organizational, managerial, and individual-level initiatives for increasing engagement via supporting employees in adopting and sustaining a growth mindset with regard to the challenges they encounter at work.

This study analyzed the romantic content of a sample of 40 romantic comedy films using a basic grounded theory methodology. Analyses revealed that such films appear to depict romantic relationships as having qualities of both new and long-term relationships; that is, to be both novel and exciting, yet emotionally significant and meaningful. Further-more, relationships were shown to have both highly idealistic and undesirable qualities but for any problems or transgressions experienced to have no real negative long-term impact on relationship functioning. The potential for viewer interpretations is discussed and the need for future research highlighted.

We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gen- der and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of abil- ity on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to Dweck and Leggett’s (1988) social-cognitive theory with a focus on middle school science.

Subjective career success is typically measured relative to self-referent criteria, such as a person's career goals and aspirations. Part-time MBA students were asked to evaluate their " career success to this point in time " and to be specific about how they know the extent to which their career is successful. Drawing on Festinger's social comparison theory, this study examined whether they also use other-referent criteria, such as satisfaction with their income relative to their career peers. Other-referent success criteria were generated by 68% of participants. In addition, other-referent success explained 12% of unique variance in perceptions of overall career success. As predicted, participants with an entity implicit person theory (i.e., belief that ability and personality are largely fixed attributes) exhibited greater reliance on other-referent criteria. These results have implications for the conceptualiza-tion and measurement of career success, as well as for fostering the extent to which people experience career success.

"Purpose – Seeks to argue for a phenomenology of embodied implicit and narrative knowing in organizations and show the significance of experiential dimensions of implicit and narrative knowing and their mutual interrelations in organizations.

Design/methodology/approach – For this the advanced phenomenology of Merleau-Ponty will be used as a framework for clarifying the relational status of tacit, implicit and narrative knowing and their embedment.

Findings – Implicit and narrative processes of knowing are inherently linked. Moreover, both forms of knowing in organizations and its implications can be integrated in a Con-+-Text.

Practical implications – Some limitations and practical implications will be discussed critically. In conclusion some perspectives of further phenomenological research on embodied implicit and narrative knowing in organizations are presented.

Originality/value – This approach contributes to a processual, non-reductionist and relational understanding of knowing and offers critical and practical perspectives for creative and transformative processes in organizations, bridging the gap between theory and practice. It provides innovative perspectives with regard to the interrelation of embodied and narrative knowing in organizations.

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"The studies discussed in the present chapter set out to explore under what circumstances the Romeo and Juliet effect may be found.  Romeo and Juliet is often considered a story of two ill-destined lovers who defy their families’ disapproval to be together.  Building off of the legendary premise, we examined three essential presumptions about the Romeo and Juliet effect, or what we call “the three d’s.”  Namely, we explored whether destiny, defiance, and disapproval are really the key elements underlying the Romeo and Juliet effect."

Abstract:
Although implicit is a common part of communication, it may sometimes lead to misunderstandings. The sources of the implicit in a verbal exchange may be linguistic (presuppositions) or contextual (allusions, innuendos, insinuation and so on). Another classification criterion is the intention of the speaker. Thus, one can distinguish an implicit 'on purpose' (when the speaker intends to suggest something without taking responsibility for saying it) and an ‘unconscious' implicit (e.g., socio-cultural implicit). The latter relies mostly on social habitus built in place of a defined social and cultural environment. The speaker gives it no thought at all, presupposing that his interlocutor equally establishes himself an identical relationship between what is said and what is meant. The receiver does not always have the same cultural references and, thus, he cannot establish the same relations between the statements and the cultural meanings, so he may not understand/ misinterpret the message.
Our paper aims to analyze the discursive and encyclopaedic competences that are critical in the interpretation of the situational and cultural implicit, while relying on a corpus of literary dialogues of the twentieth century.
Keywords: implicit, dialogue, argumentation, communicative situation, encyclopaedic competence.

This study takes its stance in the social cognitive theory investigating the writing progression made by students at upper secondary level in a nine week study. It comprises two groups, one experimental group given an introduction distinguishing the implicit theories (mindsets) we tend to hold, and one control group. The groups were treated in the same manner throughout the study except for the introduction to mindsets in the experimental group. Three research questions have been used asking (i) whether an introduction to the theory of mindsets will affect the students’ self-efficacy; (ii) how the written feedback affects the students’ writing processes and progress in developing content and form; and (iii) how the written feedback students’ receive is perceived. The results show that (1) the introduction to mindsets affected the experimental group’s self-perceptions in a positive manner and initially improved their writing; the control group showed no progression in self-perceptions and showed a slight upsurge in erratic formulations of their writing. (2) The experimental group improved their results greatly with the help of written teacher feedback, but showed no progress with the help of peer response; no significant improvement was found in the control group, instead they showed a slight increase of erratic formulations. (3) That the students tend to understand the feedback they receive but are hesitant about the meaning of some feedback given in codes, there was no particular distinction between the two groups in this aspect.

Compared to youths who believe personal traits are malleable, those who believe personal traits are fixed experience more academic and self-regulatory distress. Recently, studies have begun to explore relations between beliefs about the malleability of personal traits, or implicit theories, and youth mental health problems. We synthesized this emerging body of research in youths (ages 4-19) across 45 effect sizes from 17 research reports. Studies were included if they assessed youth mental health and implicit theories and did not manipulate implicit theory or affective/behavioral states prior to measuring these variables. Our random-effects meta-analysis using clustered data analysis techniques (i.e., effect sizes nested within samples) revealed that youths holding entity theories—the belief that personal traits are fixed—showed more pronounced mental health problems. This association between entity theories and mental health problems was evident across methodological factors and problem types (internalizing versus externalizing; psychopathology versus general distress). Limitations include the small number of eligible studies, insufficient data to test further demographic moderators, and few longitudinal studies on this topic. Overall, findings support the value of parsing the implicit theory-mental health link in youths. Implicit theories may prove to be promising targets for treatment and prevention of youth mental health problems.

Who is ‘in control’? How do we
achieve more ‘agency’? Is any
‘freedom to choose’ that we have
illusory? Such debates run
throughout bestsellers, including
the Nobel Prize-winning work of
Daniel Kahneman. This popular
view – that much of what we do
is shaped by unconscious thinking
that we can’t access or reliably
control – has impacted on many
psychologists across different
domains.
The aim of this article is to
challenge this view, and to propose
an unpopular alternative: We are
predominately conscious of, or can
recover conscious access to, the
intentions behind our actions.

Four studies examined whether implicit person theory (IPT) regarding the malleability of personal attributes (e.g., personality and ability) affects managers' acknowledgment of change in employee behavior. The extent to which managers held an incremental IPT was positively related to their recognition of both good (Study 1) and poor (Study 2) performance, relative to the employee behavior they initially observed. Incremental theorists' judgments were not anchored by their prior impressions (Study 3). In the 4th study, entity theorists who were randomly assigned to a self-persuasion training condition developed a significantly more incremental IPT. This change in IPT was maintained over a 6-week period and led to greater acknowledgment of an improvement in employee performance than was exhibited by entity theorists in the placebo control group.

Effective managers recognize both positive and negative changes in employee performance and take appropriate remedial action when required. Managers' assumptions about the rigidity or malleability of personal attributes (e.g., ability and personality) affect their performance of these critical personnel management tasks. To the extent that managers assume that personal attributes are fixed traits that are largely stable over time, they tend to inadequately recognize actual changes in employee performance and are disinclined to coach employees regarding how to improve their performance. However, a growth-mindset intervention can lead managers to relinquish their fixed mindset and subsequently provide more accurate performance appraisals and helpful employee coaching. Implications for performance evaluation procedures and avenues for future research are outlined.

Policies on gift-giving in the medical profession have been—almost uniquely—created and put into place without taking into account recent findings from the social sciences regarding the ways in which human psychology functions. In this paper we intend to fill this gap and approach the question of gift-giving practices from the recent literature on implicit cognition. Our main claim is that proper consideration of implicit social cognition paints a picture of human psychology which is very different from the one assumed by current policy making in medicine, and that in order to draft the most effective policies, we must understand by what mechanism interaction with the pharmaceutical industry biases physicians.

“Haas’ book is unique...his own foray into metaphysics...an original metaphysics written in a way that is designed to afford a unique angle on the problems of metaphysics, specifically in their ineluctably problematic character”—Mark Tanzer, Phenomenological Reviews.

What is first philosophy today? In Unity and Aspect, the questioning begins with a new (old) approach to metaphysics: being is implied; it is implied in everything that is; it is an implication. But then, the history of philosophy must be rethought completely—for being implies unity, and time, and the other of time, namely, aspect. The effect on the self and on self-understanding is radical: we can no longer be thought as human beings; rather, reaching back to the ancient Greek name for us (phos), Haas seeks to rearticulate us as illuminating, as illuminating ourselves and others, and as implicated in our illuminations. Unity and Aspect then, provokes us to problematize words and deeds, thoughts and things—and this means reconsidering our assumptions about history and survival, meaning and universality, sensibility and intimacy, knowledge and intentionality, action and improvisation, language and truth. And if Haas suspends the privilege enjoyed by our traditional philosophical concepts, this has implications for fields as diverse as ontology and phenomenology, ethics and aesthetics, education and linguistics, law and politics.

Pragmatic competence, as one of the main components of communicative competence, ought to be given sufficient attention by the foreign language instructors and students. Recently, a surge of interest in interlanguage pragmatics (ILP) has been witnessed. The studies on explicit and implicit instruction on Iranian EFL students' production of two pragmatic aspects of apology and request have been few. Thus, the aim of this study was exploring the potentially facilitative impacts of explicit and implicit instruction on Iranian EFL students' production of two pragmatic aspects frequently used in daily conversations, namely the speech acts of apology and request. For this purpose, forty homogenized upper-intermediate Iranian EFL learners were randomly divided into one experimental and one control group. They took part in an English-medium conversation course which lasted for eight sessions in which ILP academic situations were presented to the students of the experimental group in the explicit way, while the control group received the same instruction and materials through the implicit method. Following the treatment, the participants received the same validated academic Multiple-Choice Discourse Completion Test (MDCT) of ILP. The results indicated that teaching pragmalinguistic features explicitly could improve the interlanguage pragmatic knowledge of the participants in the experimental group.

Implicit theories are beliefs that pertain to the nature of person attributes. Entity theorists believe that a person's
attributes are fixed entities, whereas incremental theorists believe that a person's attributes are malleable. Here,
the theory was tested using confirmatory factor analysis and examining the relationship between the broad
constructs of implicit beliefs about intelligence, persons, and morality and specific measures related to the
broad domains. A model drawn from the theory provided strong evidence for implicit theories. Further, evidence
in support of domain specific measures was also found. An additional study investigated a hypothesis regarding
incremental belief endorsement. Discussion centers on the usefulness of implicit belief measures for basic and
applied research.

Although there is a vast literature on employee reactions to procedural injustice, little is known about the important issue of why some managers are less procedurally just than others. In this field study we found that a manager's implicit person theory (IPT; i.e., extent of assumption that people can change) predicted employees' perceptions of the procedural justice with which their last performance appraisal was conducted. These procedural justice perceptions in turn predicted employees' organizational citizenship behavior, as partially mediated by their organizational commitment. This research provides an initial empirical basis for a new line of inquiry that extends existing IPT theory into the realm of perceptual, attitudinal, and behavioral responses to people as a function of their IPT. Other contributions to the IPT, performance appraisal, and procedural justice literatures are discussed.

Although coaching can facilitate employee development and performance , the stark reality is that managers often differ substantially in their inclination to coach their subordinates. To address this issue, we draw from and build upon a body of social psychology research that finds that implicit person theories (IPTs) about the malleability of personal attributes (e.g., personality and ability) affect one's willingness to help others. Specifically, individuals holding an " entity theory " that human attributes are innate and unalterable are disinclined to invest in helping others to develop and improve, relative to individuals who hold the " incremental theory " that personal attributes can be developed. Three studies examined how managers' IPTs influence the extent of their employee coaching. First, a longitudinal field study found that managers' IPTs predicted employee evaluations of their subsequent employee coaching. This finding was replicated in a second field study. Third, an experimental study found that using self-persuasion principles to induce incremental IPTs increased entity theorist managers' willingness to coach a poor performing employee, as well as the quantity and quality of their performance improvement suggestions.

El trabajo intenta dar cuenta de la importancia de incluir en los programas de formación docente el análisis de las teorías implícitas e intentar su integración jerárquica en un cuerpo organizado y sistemático de conocimientos que sirvan de fundamento a la práctica pedagógica. Con tal propósito, el texto se estructura en tres partes, en la primera se define la formación docente como una actividad compleja que incluye  las concepciones que sobre la enseñanza generan los profesores a través de su trayectoria escolar. En la segunda parte, se identifican esas concepciones como teorías implícitas, este constructo es definido y  caracterizado con la intención de plantear, en la tercera sección, vías de acción para facilitar la denominada integración jerárquica. Se concluye en la necesidad de un cambio profundo en los programas de formación docente con la intención de poder incorporar estos elementos.

People differ in their implicit theories about the malleability of characteristics such as intelligence and personality. These relatively chronic theories can be experimentally altered, and can be affected by parent or teacher feedback. Little is known about whether people might selectively shift their implicit beliefs in response to salient situational goals. We predicted that, when motivated to reach a desired conclusion, people might subtly shift their implicit theories of change and stability to garner supporting evidence for their desired position. Any motivated context in which a particular lay theory would help people to reach a preferred directional conclusion could elicit shifts in theory endorsement. We examine a variety of motivated situational contexts across 7 studies, finding that people's theories of change shifted in line with goals to protect self and liked others and to cast aspersions on disliked others. Studies 1-3 demonstrate how people regulate their implicit theories to manage self-view by more strongly endorsing an incremental theory after threatening performance feedback or memories of failure. Studies 4-6 revealed that people regulate the implicit theories they hold about favored and reviled political candidates , endorsing an incremental theory to forgive preferred candidates for past gaffes but leaning toward an entity theory to ensure past failings "stick" to opponents. Finally, in Study 7, people who were most threatened by a previously convicted child sex offender (i.e., parents reading about the offender moving to their neighborhood) gravitated most to the entity view that others do not change. Although chronic implicit theories are undoubtedly meaningful, this research reveals a previously unexplored source of fluidity by highlighting the active role people play in managing their implicit theories in response to goals.

Britain had experienced one of the highest immigration rates in its modern history in the decade following the 2004 expansion of the EU. A large portion of these immigrants came from Polish origin. Increased hate crimes, negative media portrayals and the rise in support of immigration-opposing political parties indicated that negative attitudes toward immigrants, particularly Polish, was starting to become more prominent. Therefore this paper examines whether a British sample hold significantly greater implicit and/or explicit prejudicial attitudes toward Polish immigrants relative to a non-British sample and explores what the influences of familiarity are on these attitudes. Adapted versions of the Implicit Association Test (IAT; Greenwald et al., 1998) designed to measure implicit attitudes and corresponding adapted explicit measures were administered. The results show that relative to the non-British sample, the implicit and explicit attitudes of the British sample did not significantly differ. Notably, there were significances when looking at familiarity, as a positive correlation was found between explicit attitudes and the number of Poles the British sample have met and interacted with but a negative correlation between the number of Poles met and implicit attitudes in the non-British sample. Future implications of the present study have been considered as well as the limitations inflicted in the current methodology.

La Psicología utiliza la expresión “epistemologías personales” para designar las concepciones de sentido común sobre las mismas temáticas básicas que abordan sistemáticamente la teoría del conocimiento y las epistemologías científicas: el
conocimiento y el conocer. Es corriente entre los investigadores aplicar el término “creencias” a este tipo de conocimiento, lo cual parece conforme a la definición orteguiana: el resultado de los estudios psicológicos apoyan la idea de que se las puede considerar una muestra del modelo de “teorías implícitas” (contenidos difícilmente accesible a la conciencia y cierto grado de estructuración, que funcionan como principios del pensamiento y la acción).

Perceivers' shared theories about the social world have long featured prominently in social inference research. Here, we investigate how fundamental differences in such theories influence basic inferential processes. Past work has typically shown that integrating multiple interpretations of behavior during social inference requires cognitive resources. However, three studies that measured or manipulated people's beliefs about the stable versus dynamic nature of human attributes (ie, their entity vs.