No abstract

The aim of this research was to compare the features of social problem-solving scripts across groups of students with different social problem-solving abilities, based on dynamic memory theory. 54 (32 girls/22 boys) educable intellectually disabled students, 58 (32 girls/26 boys) socially poorly adapted students, and 50 (28 girls/22 boys) socially well-adapted students participated. The average ages for educable intellectually disabled, poorly adapted, and well-adapted students were 13.9 yr. (SD = 1.7), 11.1 yr. (SD = .6), and 11 yr. (SD = .4), respectively. A semi-structured interview was designed. 14 social problems were proposed to each student. Results showed that the general features of the intermediate level of knowledge structure based on a hierarchical model of script theory are helpful in describing the differences among the groups regarding their "social problem-solving script". In general, findings indicated that educable intellectually disabled students (segregated from the mainstream in Iran), compared to the other two groups of students, are less mature in their emotions, use ineffective self-regulation strategies, and have goals that are not constructive. Some educational recommendations are offered.

Authority, in learning situations, has been widely defined as the role of teacher, or parents, ignoring the person by whom knowledge is delivered. This research was carried out to examine the influence of this type of authority on the relations between students' beliefs and their judgments of content. 160 Iranian college students were randomly divided into two equal groups. Then, both groups were assessed for their beliefs about sources of values. In the next step, two scenarios of the same content were distributed to the two groups; one scenario was attributed to a highly respected religious person in Islam and another to a famous nonreligious psychoanalyst. College students then were asked to judge the ideas proposed in the content. Analysis showed that the relations between students' beliefs and their judgments were different for the two groups. Pending confirmation by further study, some educational recommendations may be offered.

Authority, in learning situations, has been widely defined as the role of teacher, or parents, ignoring the person by whom knowledge is delivered. This research was carried out to examine the influence of this type of authority on the relations between students' beliefs and their judgments of content. 160 Iranian college students were randomly divided into two equal groups. Then, both groups were assessed for their beliefs about sources of values. In the next step, two scenarios of the same content were distributed to the two groups; one scenario was attributed to a highly respected religious person in Islam and another to a famous nonreligious psychoanalyst. College students then were asked to judge the ideas proposed in the content. Analysis showed that the relations between students' beliefs and their judgments were different for the two groups. Pending confirmation by further study, some educational recommendations may be offered.