Bibliography: Selective Perception (page 1 of 4)

This bibliography is selected and organized by the Alternative Facts website.  Some of the authors featured on this page include Klara Overland, Judy I. Schwartz, Ingunn Storksen, David L. Klemmack, Thomas Kochman, Alexander Grob, Linda S. Fidell, Steven F. Tuckey, Isabelle Drewelow, and Robert M. Gagne.

Kochman, Thomas (1976). Perceptions along the Power Axis: A Cognitive Residue of Inter-Racial Encounters, Anthropological Linguistics. This paper is one of a series examining language and interactional patterns of white and black Americans manifested in cultural contexts. It considers the relative impact of the power or status differential on selective perceptions, attitudes and speech behavior where power difference is crucial to the communicative process. Descriptors: Black Attitudes, Blacks, Communication Problems, Interaction Process Analysis

Cone, Dick; Harris, Susan (1996). Service-Learning Practice: Developing a Theoretical Framework, Michigan Journal of Community Service Learning. Service-learning has drawn largely on a few major theorists for theoretical support. Additional theoretical perspectives drawn from cognitive psychology and social theory can also contribute, including constructs of concept formation, selective perception, categorization, critical reflection, and mediated learning. Each of these helps to explain the transformational nature of experiential education and provides intellectual support for "best practices." Descriptors: Classification, Cognitive Psychology, College Curriculum, College Instruction

Reimann, Giselle; Gut, Janine; Frischknecht, Marie-Claire; Grob, Alexander (2013). Memory Abilities in Children with Mathematical Difficulties: Comorbid Language Difficulties Matter, Learning and Individual Differences. The present study investigated cognitive abilities in children with difficulties in mathematics only (n = 48, M = 8 years and 5 months), combined mathematical and language difficulty (n = 27, M = 8 years and 1 month) and controls (n = 783, M = 7 years and 11 months). Cognitive abilities were measured with seven subtests, tapping visual perception, selective attention, memory, and reasoning, as well as full-scale-IQ. Children with difficulties in mathematics only differed in their cognitive abilities, not only from controls, but also from children with comorbid language difficulties. Children with mathematical difficulties only performed worse than controls in a selective attention measure, but not in any working memory measure, meanwhile children with difficulties in mathematics and language performed worse than controls in verbal working memory components, but not selective attention. Theoretical and practical implications are discussed.   [More]  Descriptors: Children, Cognitive Ability, Mathematics, Learning Disabilities

Giorgianni, Thomas E. (2013). Impact of Professional Background on Problem Perception among Community College Leaders, ProQuest LLC. With the rising need for community college administrators, many colleges are looking outside of academia for individuals to fill upper-level positions. Controversy has risen over administrative hires as to whether the incumbent should be from within academia or from business. This leads us to question if there is a difference between individuals that have been working within academia versus those that have worked in business. Considering that an individual's perception is one of the major inputs into the decision-making process, testing the individual's perception might yield some insight and help to determine if any differences do exist between those individuals who have worked in either academia or business. This research tests if community college administrator's work history and/or educational background have a relationship with their perception. If selective perception is evidenced, then it might influence whether community colleges should take professional background into account when looking to academics or to business professionals to hire as administrators. This research consists of two studies collecting basic background information on selected subjects, along with their respective educational backgrounds, work histories, survey responses, and interviews. The research methodology utilized was based on the studies of Dearborn et al., Walsh, and Beyer et al. The first study requested each subject to read a case, identify the issues in the case, rank each identified issue on a Likert scale (1-7), and note which of all the identified issues is most important. The second study examined variances in subjects' issue perception, word utilization, and mental content in a more open ended interview format. The research shows strong support for selective perception based on professional background. It also shows that administrators from the two groups tend to preference different mental models, academics preferring "inclusive" approaches, compared to the more "top down" approaches of administrators with business background. Finally, the research raises questions as to the differential impact of "on the job socialization" on both groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Community Colleges, College Administration, Administrators, Administrator Characteristics

Drewelow, Isabelle (2011). Learners' Selective Perceptions of Information during Instructed Learning in French: Consequences, Modern Language Journal. The present study examined how American learners of French perceived the influence of instruction on their existing stereotypes about the French people to determine the effects of these stereotypes on their language learning and cultural openness. During a semester, 22 undergraduate students, all native English speakers enrolled in 4 sections of first-semester French at a large Midwestern university were interviewed 3 times via Instant Messenger. The data analysis revealed that, for some participants, the information received during instruction was selectively interpreted (Barna, 1998; Bennett, 1998) through the lenses of beliefs and images present in their habitus (Bourdieu, 1982), with as a result the reinforcement of preexisting stereotypes and impressions. This article focuses on 3 participants who, at some point during the semester, identified a stereotype about the French people and how they believed their instructor or the instructional material participated in its reinforcement.   [More]  Descriptors: Undergraduate Students, Second Language Learning, Instructional Materials, Reinforcement

Gagne, Robert M. (1980). Is Educational Technology in Phase?, Educational Technology. Discusses whether educational technology has kept pace with recent developments in the related fields of psychology and communication science. Addressed are several areas in cognitive psychology: the process of selective perception, semantic encoding, the effects of previous learning, and the influence of metacognitlon.   [More]  Descriptors: Cognitive Development, Educational Technology, Learning Theories, Perception

Schwartz, Judy I. (1979). Reading Readiness for the Hearing Impaired, Academic Therapy. The importance of competence in both receptive and expressive language, selective perception, and a rich experiential background for reading readiness skills of hearing impaired children is empahsized. Descriptors: Aural Learning, Early Childhood Education, Elementary Education, Expressive Language

Cleave, Hayley (2009). Too Anxious to Speak? The Implications of Current Research into Selective Mutism for Educational Psychology Practice, Educational Psychology in Practice. Selective Mutism is a low incidence disorder but has considerable impact on the school system when it occurs. Over the last decade several research articles have been published which have challenged the understanding of the aetiology of Selective Mutism. Current perceptions about the aetiology of Selective Mutism are considered in order to inform the practice of educational psychologists (EPs). Research suggests a multifactorial aetiology with evidence of co-morbidity. Hypothesis led suggestions are made about assessment and intervention of Selective Mutism.   [More]  Descriptors: Children, Anxiety, Psychosomatic Disorders, Communication Problems

Fendler, Lynn; Tuckey, Steven F. (2006). Whose Literacy? Discursive Constructions of Life and Objectivity, Educational Philosophy and Theory. Drawing from literature in the social studies of science, this paper historicizes two pivotal concepts in science literacy: the definition of life and the assumption of objectivity. In this paper we suggest that an understanding of the historical, discursive production of scientific knowledge affects the meaning of scientific literacy in at least three ways. First, a discursive study of scientific knowledge has the epistemological consequence of avoiding the selective perception that occurs when facts are abstracted from the historical conditions of their emergence. Second, a discursive approach to scientific knowledge can also be an example of science-as-exploration. Third, literacy and discourse studies contribute insights that alter assumptions about pedagogical appropriateness in science education. The paper concludes by suggesting that when science literacy includes the historical production of scientific knowledge, it can thereby extend the possibilities for what can be thought, studied and imagined in the name of science education.   [More]  Descriptors: Scientific Literacy, Science Education, Science History, Scientific Enterprise

Klemmack, David L.; And Others (1975). Media Exposure and Interpersonal Perception in Family Planning Adoption, Sociology and Social Research. The influence of media awareness on family planning adoption is examined according to 3 models: selective perception, reinforcement, and cognitive dissonance.   [More]  Descriptors: Behavior Patterns, Community Influence, Contraception, Family Planning

Pashiardis, Petros (1995). Problem and Dilemma Identification in the Decision-Making Process, International Journal of Educational Reform. Examines decision making in educational organizations, focusing on problems associated with identifying and labeling issues. Factors influencing labeling include decision maker characteristics such as filtering ability, aspiration level, capabilities and experience, stress, "satisficing" proclivity, anchoring and adjustment, selective perception, illusion of control, regression and hindsight bias, misperception of chance, illusory correlation, and organizational influences. (72 references) Descriptors: Decision Making, Educational Administration, Elementary Secondary Education, Higher Education

Fidell, Linda S. (1973). Put Her Down on Drugs: Prescribed Drug Usage in Women. The medical interview was examined as a problem in two way communication, with selective perception and both patient and physician expectations operating. The potential influence of belief in the sex role stereotype on physician perception of the female patient and his prescribing of psychoactive drugs was examined. Descriptors: Attitudes, Drug Abuse, Females, Individual Needs

Bramlett-Solomon, Sharon; Liebler, Carol M. (1999). Enhancing Theory Courses with Racially Inclusive Research, Journalism and Mass Communication Educator. Offers a blueprint that instructors of mass media theory courses can adopt to expose students to racially inclusive research in order to encourage students to explore and employ relevant theories when probing media and race questions. Offers examples of inclusive media research, examining six prominent theories: selective-perception theory, socialization theory, cultivation theory, agenda-setting theory, framing theory, and cultural theory. Descriptors: Cultural Pluralism, Higher Education, Journalism Education, Journalism Research

Overland, Klara; Thorsen, Arlene Arstad; Storksen, Ingunn (2012). The Beliefs of Teachers and Daycare Staff regarding Children of Divorce: A Q Methodological Study, Teaching and Teacher Education: An International Journal of Research and Studies. This Q methodological study explores beliefs of daycare staff and teachers regarding young children's reactions related to divorce. The Q factor analysis resulted in two viewpoints. Participants on the viewpoint "Child problems" believe that children show various emotional and behavioral problems related to divorce, while those on the "Structure is working" viewpoint believe structure in daycare centers and parental cooperation help children to overcome divorce-related difficulties. Selective perception based on subjective experiences may have influenced these views. Practical implications are discussed. Q methodology and cognitive interviewing techniques seem efficient in exploring daycare staff beliefs.   [More]  Descriptors: Divorce, Q Methodology, Factor Analysis, Preschool Teachers

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