Traces recent concepts of counselor motivations and intentions and proposes a model that locates intentions on a continuum of counselor strategy. A lack of published work on counselor motivation of practical or theoretical significance can be traced to methodological and design problems. Techniques for measuring intentions are discussed, with an…

Following the example of William James, reintroduces purpose into the study of behavior. Explains control theory as a model of systems that produce fixed, intended results in an unpredictable, changing environment, differentiating this process from objective, cause-effect models. Diagrams behavior models. Emphasizes perception's role in the…

Reviews and discusses claims for, and objections to, the literal intelligence of computers and of documents. Topics discussed include contrasts between spoken language and written language; the Turing test, including linguistic responses to questions; the presence or absence of intentionality; and Plato's "Phaedrus" and its concern with…

Explores the difference between people or authors meaning what they say and saying what they mean. Concludes that, whether authors say what they mean and mean what they say, readers will take from books what they wish to take. (PRA)

Study of 937 children, grades 3-8, showed that authoritative parenting (balancing responsiveness and control) increased child competence; low self-esteem, confidence, and achievement were associated with beginning and continuing smoking; authoritative parenting was inversely related to child smoking; and children were more likely to smoke if…

Three experiments examined 3- to 6-year olds' ability to use a speaker's utterance based on false belief to identify which of several referents was intended. Found that many 4- to 5-year olds performed correctly only when it was unnecessary to consider the speaker's belief. When the speaker gave an ambiguous utterance, many 3- to 6-year olds…

How counselor intentions function within the process of counseling is explored. Counselor intentions are discussed within the framework of the cognitive mediational paradigm. Implications of the use of counselor intentions for the training of beginning counselors are also delineated. (Author/EMK)

Three experiments examined 3- to 5-year olds' understanding of the intended nature of pretend behavior. Found that 4-year olds understood intention as a mental cause of action and construed pretend behaviors mentalistically, but systematically associated ignorance of a specific animal with pretending to be that animal. Concludes that Lillard's…

Introduces intentional learning theory and learning orientations, describes higher-order psychological attributes and learner-difference variables for successful learning, offers explanations for fundamental learning differences, and suggests strategies for matching and accommodating learning needs for audiences profiled by learning orientation.…

Results of a study of 120 college students indicated that those who had relevant prior experience with Internet communication technologies had the most favorable perceptions of the usefulness of these technologies and were most apt to use them. Experience and perceived usefulness were the strongest predictors of intent to use them. (Contains 23…

Evidence from the occupational safety and health field suggests that much unintentional learning takes place in the workplace that is not a result of conscious decisions and lacks critical reflection. Such learning may have negative consequences. Action can be taken to identify and mitigate the effects of unintentional learning. (SK)

An investigation of the relationship between work attitudes and voluntary and involuntary absences used data from 140 Israeli municipal clerks. Organizational commitment and job satisfaction were strongly related to duration of voluntary but not involuntary absences. Intention to quit was not significantly related to either type of absence. (SK)

Describes an empirical study which considered the different ways in which 26 university teachers intended to constitute a subject, how they then taught the subject, and how consistent their intentions and practice were. Considers the context of teaching and learning and the influence of conceptual change on teachers. (Author/LRW)

Examines three questions: (1) What are science teachers' belief-based affects concerning the implementation of thematic instruction in the classroom; (2) Do teachers' belief-based affects influence their intent to implement thematic instruction; and (3) Are there any relationships between demographic variables and model variables? (SAH)

Examines individual learning differences and adaptive learning in interactive World Wide Web learning environments, highlighting the dominant influence of emotions and intentions and their impact on learning. Explains learning orientations and the System for Intentional Learning and Performance Assessment (SILPA), an interactive Web learning…