Ruth Wylie
Datos Biográficos
| ID | 326613 |
|---|---|
| NOMBRE | Ruth Wylie |
| NOMBRES | Ruth |
| APELLIDO | Wylie |
| FIRMA | WYLIE R |
| AFILIACIONES | Arizona State University |
| ORCID | 0000-0002-8161-7197 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 20 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1957 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
The imaginary intervention
This conceptual framework article explores how public health might extend its focus beyond structural conditions like income, housing, and access to care to also consider the cultural norms that shape how people see themselves, their choices, and their futures. These internalized norms can erode well-being by narrowing perceived possibilities, suppressing vitality, and increasing stress. We propose two complementary capacities for addressing thes…
My Grades Are not as Good as a Scientist
In this paper, we present findings from an exploratory qualitative study that investigated perceptions of science and scientists, which can shape how learners participate in narrative-based socioscientific digital media and hands-on activities. We examine how middle school learners conceptualize science and scientists’ roles through their possible selves and the way in which they express their interests. We present findings of interviews with mid…
The Chimera, the Robot Artist, and the Cardboard Hand
Exploring Responsible Research and Innovation in Museums Through Hands‐on Activities
Responsible research and innovation (RRI) is a framework for thinking about the implications of science, technology, engineering, and math (STEM) discoveries and innovations and shaping them in a way that is responsible to people, future generations, and the natural environment. In this paper, we present a project that engages museum visitors in learning about RRI through hands‐on activities inspired by Mary Shelley's Frankenstein story, characte…
What can science fiction tell us about the future of artificial intelligence policy
This paper addresses the gap between familiar popular narratives describing Artificial Intelligence (AI), such as the trope of the killer robot, and the realistic near-future implications of machine intelligence and automation for technology policy and society. The authors conducted a series of interviews with technologists, science fiction writers, and other experts, as well as a workshop, to identify a set of key themes relevant to the near fut…
Using Frankenstein-themed science activities for science ethics education
In order to help students become scientifically literate citizens, science education should allow them to gain a more concrete understanding of the potential social and ethical impacts of scientific and technological change. Using Mary Shelley’s Frankenstein as an imaginative tool, we designed simple hands-on activities and a digital narrative game experience for middle school students, to open up new ways for students to think and talk about eth…
Increasing learners' self‐efficacy beliefs and curiosity through a Frankenstein‐themed transmedia storytelling experience
Using Mary Shelley's Frankenstein as inspiration, this paper presents a Frankenstein‐themed transmedia storytelling experience, which encompasses simple hands‐on activities and an online narrative experience that allows students to model scientific work and engage in various science activities. The study aimed to test whether students can develop higher science and creative self‐efficacy beliefs, and a stronger science curiosity, by engaging in t…
Moving From Co-Design to Co-Research
The inclusion of community voices in research is important. Over the years, research training programs have continued to emphasize that engagement with communities at the focus of research can promote thoughtful, sensitive designs ( Rivera et al., 2004 ). In this paper, we discuss a method for youth participation in the research process. In an attempt to move beyond 'staged and superficial' participation in gathering youth perspectives, we advoca…
Collaborative imagination
Imagination is an innate faculty that is developed through methods and practices. • Imagination is crucial for developing self-efficacy, agency and long-term survival. • We present three case studies that led to our Imaginative Collaborative Framework. • Our framework includes details about conditions, processes, and outputs. This paper explores the role of imagination as our primary cognitive mechanism for anticipating and deliberating on the fu…
Translating the Icap Theory of Cognitive Engagement Into Practice
ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper disc…
Evolution and Revolution in Artificial Intelligence in Education
Science Fiction Studio
The Icap Framework
This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will in…
Mothers' Attributions to Their Young Children
There has been a century of theorizing that self‐conceptions begin to develop early, heavily involve language, are important aspects of personality, and are much influenced by others' reactions Nevertheless, no one has heretofore probed the empirical characteristics and antecedents of mothers' language that might be relevant to their 21⁄2 1 / 2 ‐year‐old children's acquisition of self‐conceptions In this research, such “maternal attributions” wer…
The Self-Concept
Schoolwork-Ability Estimates and Aspirations as a Function of Socioeconomic Level, Race, and Sex
Questionnaire data from 4245 Ss, Grades 7—12, were used to test hypotheses about the influence of cultural learning on self-regard and aspirations and to examine stability of findings across times, schools, and communities. Some major findings were: Socioeconomic level was positively associated with (1) self-estimated scholastic ability and achievement, (2) scholastic and career aspirations, (3) perceived parental and peer encouragement. Equal or…
Self Ratings, Level of Ideal-Self Ratings, and Defensiveness
Four self-regard measures referring to specific traits and to over-all self-regard, and four defensiveness measures referring to corresponding dimensions were applied to a male and/or a female sample. Major findings are: (a) A strong self-favorability bias occurred, plausibly indicative of denial influencing the self concept. (b) Personally stated ideal-self ratings (PSI) correlated across Ss with self ratings (SRs), and, to a limited extent, wit…
Children's estimates of their schoolwork ability, as a function of sex, race, and socioeconomic level1
The Self Concept
The Self Concept
Some Relationships between Defensiveness and Self‐concept Discrepancies 1
Cognitive set and motivational factors in the perception of neutral and threat-related stimuli
Collaborative imagination
Imagination is an innate faculty that is developed through methods and practices. • Imagination is crucial for developing self-efficacy, agency and long-term survival. • We present three case studies that led to our Imaginative Collaborative Framework. • Our framework includes details about conditions, processes, and outputs. This paper explores the role of imagination as our primary cognitive mechanism for anticipating and deliberating on the fu…
Moving From Co-Design to Co-Research
The inclusion of community voices in research is important. Over the years, research training programs have continued to emphasize that engagement with communities at the focus of research can promote thoughtful, sensitive designs ( Rivera et al., 2004 ). In this paper, we discuss a method for youth participation in the research process. In an attempt to move beyond 'staged and superficial' participation in gathering youth perspectives, we advoca…
Schoolwork-Ability Estimates and Aspirations as a Function of Socioeconomic Level, Race, and Sex
Questionnaire data from 4245 Ss, Grades 7—12, were used to test hypotheses about the influence of cultural learning on self-regard and aspirations and to examine stability of findings across times, schools, and communities. Some major findings were: Socioeconomic level was positively associated with (1) self-estimated scholastic ability and achievement, (2) scholastic and career aspirations, (3) perceived parental and peer encouragement. Equal or…
Some Relationships between Defensiveness and Self‐concept Discrepancies 1
Cognitive set and motivational factors in the perception of neutral and threat-related stimuli
The Self Concept
The Self Concept
Children's estimates of their schoolwork ability, as a function of sex, race, and socioeconomic level1
Self Ratings, Level of Ideal-Self Ratings, and Defensiveness
Four self-regard measures referring to specific traits and to over-all self-regard, and four defensiveness measures referring to corresponding dimensions were applied to a male and/or a female sample. Major findings are: (a) A strong self-favorability bias occurred, plausibly indicative of denial influencing the self concept. (b) Personally stated ideal-self ratings (PSI) correlated across Ss with self ratings (SRs), and, to a limited extent, wit…
Schoolwork-Ability Estimates and Aspirations as a Function of Socioeconomic Level, Race, and Sex
Questionnaire data from 4245 Ss, Grades 7—12, were used to test hypotheses about the influence of cultural learning on self-regard and aspirations and to examine stability of findings across times, schools, and communities. Some major findings were: Socioeconomic level was positively associated with (1) self-estimated scholastic ability and achievement, (2) scholastic and career aspirations, (3) perceived parental and peer encouragement. Equal or…
The Self-Concept
Mothers' Attributions to Their Young Children
There has been a century of theorizing that self‐conceptions begin to develop early, heavily involve language, are important aspects of personality, and are much influenced by others' reactions Nevertheless, no one has heretofore probed the empirical characteristics and antecedents of mothers' language that might be relevant to their 21⁄2 1 / 2 ‐year‐old children's acquisition of self‐conceptions In this research, such “maternal attributions” wer…
The Icap Framework
This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will in…
Evolution and Revolution in Artificial Intelligence in Education
Science Fiction Studio
Translating the Icap Theory of Cognitive Engagement Into Practice
ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper disc…
Collaborative imagination
Imagination is an innate faculty that is developed through methods and practices. • Imagination is crucial for developing self-efficacy, agency and long-term survival. • We present three case studies that led to our Imaginative Collaborative Framework. • Our framework includes details about conditions, processes, and outputs. This paper explores the role of imagination as our primary cognitive mechanism for anticipating and deliberating on the fu…
Using Frankenstein-themed science activities for science ethics education
In order to help students become scientifically literate citizens, science education should allow them to gain a more concrete understanding of the potential social and ethical impacts of scientific and technological change. Using Mary Shelley’s Frankenstein as an imaginative tool, we designed simple hands-on activities and a digital narrative game experience for middle school students, to open up new ways for students to think and talk about eth…
Increasing learners' self‐efficacy beliefs and curiosity through a Frankenstein‐themed transmedia storytelling experience
Using Mary Shelley's Frankenstein as inspiration, this paper presents a Frankenstein‐themed transmedia storytelling experience, which encompasses simple hands‐on activities and an online narrative experience that allows students to model scientific work and engage in various science activities. The study aimed to test whether students can develop higher science and creative self‐efficacy beliefs, and a stronger science curiosity, by engaging in t…
Moving From Co-Design to Co-Research
The inclusion of community voices in research is important. Over the years, research training programs have continued to emphasize that engagement with communities at the focus of research can promote thoughtful, sensitive designs ( Rivera et al., 2004 ). In this paper, we discuss a method for youth participation in the research process. In an attempt to move beyond 'staged and superficial' participation in gathering youth perspectives, we advoca…
Exploring Responsible Research and Innovation in Museums Through Hands‐on Activities
Responsible research and innovation (RRI) is a framework for thinking about the implications of science, technology, engineering, and math (STEM) discoveries and innovations and shaping them in a way that is responsible to people, future generations, and the natural environment. In this paper, we present a project that engages museum visitors in learning about RRI through hands‐on activities inspired by Mary Shelley's Frankenstein story, characte…
What can science fiction tell us about the future of artificial intelligence policy
This paper addresses the gap between familiar popular narratives describing Artificial Intelligence (AI), such as the trope of the killer robot, and the realistic near-future implications of machine intelligence and automation for technology policy and society. The authors conducted a series of interviews with technologists, science fiction writers, and other experts, as well as a workshop, to identify a set of key themes relevant to the near fut…
My Grades Are not as Good as a Scientist
In this paper, we present findings from an exploratory qualitative study that investigated perceptions of science and scientists, which can shape how learners participate in narrative-based socioscientific digital media and hands-on activities. We examine how middle school learners conceptualize science and scientists’ roles through their possible selves and the way in which they express their interests. We present findings of interviews with mid…
The Chimera, the Robot Artist, and the Cardboard Hand
The imaginary intervention
This conceptual framework article explores how public health might extend its focus beyond structural conditions like income, housing, and access to care to also consider the cultural norms that shape how people see themselves, their choices, and their futures. These internalized norms can erode well-being by narrowing perceived possibilities, suppressing vitality, and increasing stress. We propose two complementary capacities for addressing thes…
Psychology (18 obras) · Computer Science (12 obras) · Sociology (11 obras) · Engineering (8 obras) · Pedagogy (8 obras) · Social Psychology (6 obras) · Engineering ethics (5 obras) · Mathematics education (5 obras) · Social science (5 obras) · Artificial Intelligence (4 obras)