Self as an epistemic authority: effects on experiential and instructional learning

Article Abstract:

A study was conducted on the self-ascribed epistemic authority, which was defined as people's perception of their expertise and knowledge concerning a particular field. Subjects' learning of mathematical principles using experience and instruction were compared. Results revealed that people having high self-ascribed epistemic authority learned more using information based on theirexperiences than those having low epistemic authority attributed to themselves.It was also found that information coming from a communicator was more beneficial for those with high perceptions of authority-gap between themselves and the communicator than for those with low perceptions.

Learning, Psychology of, Learning theory (Psychology), Experiential learning, Dogmatism

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The fantasy, ideal, and ought selves: content, relationships to mental health, and functions

Article Abstract:

Content analysis was used to determine and compare the defining aspects of ideal, fantasy and ought selves in 81 subjects. Fantasy self desires were wealth, power, travel, magical abilities and celebrity status, while ideal self-image revolved around intelligence, career success, autonomy and popularity. Those engaged in fantasy self were nonconformists and antisocial and had low academic performance, social competence and conscientiousness while those preoccupied with ideal self were self-conscious, anxious and vulnerable. Ought-self image includes honest, hard-working, caring, ethical and responsible and is correlated with warmth, altruism and achievement.

Psychological aspects, Fantasy, Idealism

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