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Attribution (psychology) Attribution is a term used in psychology which deals with how individuals perceive the causes of everyday experience, as being either external or internal. Models to explain this process are called Attribution theory. [ 1]
Covariation model. Harold Kelley 's covariation model (1967, 1971, 1972, 1973) [ 1] is an attribution theory in which people make causal inferences to explain why other people and ourselves behave in a certain way. It is concerned with both social perception and self-perception (Kelley, 1973). The covariation principle states that, "an effect ...
Attribution theory. Research on attribution biases is founded in attribution theory, which was proposed to explain why and how people create meaning about others' and their own behavior. This theory focuses on identifying how an observer uses information in his/her social environment in order to create a causal explanation for events.
Kohlberg's theory follows the notion that justice is the essential characteristic of moral reasoning. Justice itself relies heavily upon the notion of sound reasoning based on principles. Despite being a justice-centered theory of morality, Kohlberg considered it to be compatible with plausible formulations of deontology [21] and eudaimonia.
Among the current advocates of consensus theory as a useful accounting of the concept of "truth" is the philosopher Jürgen Habermas. [33] Habermas maintains that truth is what would be agreed upon in an ideal speech situation. [34] Among the current strong critics of consensus theory is the philosopher Nicholas Rescher. [35]
Role theory is a concept in sociology and in social psychology that considers most of everyday activity to be the acting-out of socially defined categories (e.g., mother, manager, teacher). Each role is a set of rights, duties, expectations, norms, and behaviors that a person has to face and fulfill. [ 1] The model is based on the observation ...
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Consilience. In science and history, consilience (also convergence of evidence or concordance of evidence) is the principle that evidence from independent, unrelated sources can "converge" on strong conclusions. That is, when multiple sources of evidence are in agreement, the conclusion can be very strong even when none of the individual ...