http://bura.brunel.ac.uk/handle/2438/6591 2026-04-17T07:52:38Z 2026-04-17T07:52:38Z Thomas, L http://bura.brunel.ac.uk/handle/2438/14654 2017-06-02T02:00:45Z 1991-01-01T00:00:00Z

Title: Centre for the Study of Human Learning, Prospectus Authors: Thomas, L Description: © Professor Laurie Thomas

1991-01-01T00:00:00Z Reid, Fraser http://bura.brunel.ac.uk/handle/2438/9220 2014-11-12T03:00:18Z 1976-01-01T00:00:00Z

Title: A conversational skills approach to personal reconstruction: Longitudinal studies using the repertory grid Authors: Reid, Fraser Abstract: The aim of this research is to develop a range of procedures for enhancing conversational skills. From a review of theoretical analyses of social encounters a model of conversational process is developed to describe mechanisms by which interactants construct, maintain and revise cognitive models of their social environment. From this model, three dimensions of conversational competence are derived and a training paradigm devised incorporating the process of cognitive reflection by which functional properties of models are displayed to interactants. This paradigm provides a rationale for discrete intervention strategies to effect changes on each dimension of competence. Preliminary studies report attempts to implement the first intervention strategy in a friendship relationship and workshop group. Using the "conversational cycle" and repertory grid techniques, procedures are developed to exhibit critical interpersonal events and their relationship to modelling processes. The main studies investigate the second and third intervention strategies by developing serial repertory grid methods to exhibit the functional properties of centrality to self-cognition and stability of construction. The training paradigm is elaborated to include these properties at three levels of organisation, and a sequential Bayesian analysis is developed to determine the extent of centrality and stability of construction. The training paradigm is tested in two case-studies and evidence of increases in insight, centrality and elaboration of personal construction are found. This methodology is extended to incorporate repertory grids produced by two interactants yoked by element sample and tested in a case-study of a married couple. Evidence of increased insight and self-partner reconstruction is found, but predictions concerning increased self-partner distinctiveness are contraindicated. These findings suggest that evaluative criteria may not be coincident with subjective strategies, and alternative evaluation methodologies are proposed. Description: This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.

1976-01-01T00:00:00Z Shaw, Mildred LG http://bura.brunel.ac.uk/handle/2438/7408 2014-11-01T11:28:28Z 1978-01-01T00:00:00Z

Title: On becoming a personal scientist: Interactive computer programs for developing personal models of the world Authors: Shaw, Mildred LG Abstract: This thesis describes an endeavour to produce a technology for the philosophy of personal construct theory. In 1955 Kelly published his major work in which he describes his theory in terms of a fundamental postulate together with eleven corollaries; and attempts to understand man as a personal scientist who forms theories about his world, testing these against his personal experience, reviewing and revising his theories, anticipating on the basis of them, and acting on the basis of his anticipation. A set of tools has• been produced in the form of computer interactions to help man in becoming a personal scientist. Using the basic concept of the Kellian repertory grid these programs interact with the participant's conscious modelling of his cognitive and affective processes, suggesting analogies and isomorphisms in such a way as to give the participant a novel real-time insight into his processes and, where relevant, how they relate to those of other people. The repertory grid is a matrix of events against abstractions. This is constructed by the individual in the dimensions of his significant referents or schemata, by applying personally meaningful constructions to his personal observations. This system of constructs is elicited and monitored by the computer using a conversational paradigm in such a way as to provide immediate feedback to the participant on cross-references within the system as it is elicited from the individual at the terminal. The computer offers the facility of interactive and participative methods of analysis of such data, which extract and display the essence of the subjectively and personally meaningful relationships in a single grid, a pair of grids, or a group of grids; where the pair or group may be within one person or between people. In this way each person is offered a view of himself and his relationships in a non-directive and supportive environment as he is developing personal models of the world. Description: This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.

1978-01-01T00:00:00Z Randall, Maurice http://bura.brunel.ac.uk/handle/2438/7402 2014-11-01T11:31:14Z 1988-01-01T00:00:00Z

Title: The institution as a learning system Authors: Randall, Maurice Abstract: The work reported here was carried out whilst the author was Head of Education and Training at the TSB of Birmingham and the Midlands. Ten studies were carried out. They were part of a new training operation and so their objectives and relationship to the work of the Department and the needs of the Bank are carefully described. The major influences on the work are reviewed from three perspectives: Psychological definitions of man; promoting learning at work; evaluating the learning enterprise. The studies were directed at establishing a method whereby managers can significantly influence the development of the learning competence of their staff, and at installing a management development system using the principles on which this method is based. The early part of the research dealt with the nature of learning in organisational settings and the role of education and training processes in achieving business results. The survey-based proposal to management about how to cost-effectively direct managerial learning was not taken up, and the sequence of studies was concluded by acquiring a detailed understanding of the rejection of the proposed learning philosophy. Whilst this work was in progress, the method for influencing the learning competence of subordinates was developed. It is based upon the philosophy of self- organisation of learning elaborated by the Centre for the study of Human Learning. Its utility for engendering significant revision of both the conceptualisation and practice of learning was confirmed. Description: This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.

1988-01-01T00:00:00Z