Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Cognitive Theories: Lazarus Mediational Theory of Emotion01:17

Cognitive Theories: Lazarus Mediational Theory of Emotion

Richard Lazarus' cognitive mediational theory highlights the pivotal role of cognitive appraisal in shaping emotional responses. According to this theory, the evaluation of a stimulus — based on personal values, goals, beliefs, and expectations — mediates the emotional response. This appraisal process is immediate and often occurs unconsciously, influencing the intensity and nature of the resulting emotion.
Cognitive Appraisal and Emotional Response
Lazarus proposed that emotions are not solely...
Lazarus's Cognitive Appraisal Theory01:20

Lazarus's Cognitive Appraisal Theory

Cognitive psychologist Richard Lazarus proposed the cognitive-mediational theory of emotions, which emphasizes how individuals' assessments of stressors significantly affect their experience of stress. According to Lazarus, the stress response is determined by a two-step appraisal process: primary appraisal and secondary appraisal. These cognitive appraisals help individuals evaluate the potential impact of a stressor and determine the adequacy of their coping resources.
Primary Appraisal:...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Reason and Intuition01:37

Reason and Intuition

The human brain processes information for decision-making using one of two routes: an intuitive system and a rational system (Epstein, 1994; popularized by Kahneman, 2011 as System 1 and System 2, respectively). The intuitive system is quick, impulsive, and operates with minimal effort, relying on emotions or habits to provide cues for what to do next, while the rational system is logical, analytical, deliberate, and methodical. Research in neuropsychology suggests that the brain can only use...
Inductive Reasoning00:59

Inductive Reasoning

Inductive reasoning is a form of logical thinking that uses related observations to arrive at a general conclusion. It is uncertain and operates in degrees to which the conclusions are credible. As such, inductive arguments can be weak or strong, rather than valid or invalid, and conclusions can be used to formulate testable, falsifiable hypotheses.
Inductive reasoning is common in descriptive science. A life scientist makes observations and records them. This data can be qualitative or...
Critical Thinking I01:24

Critical Thinking I

Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career with...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The emergence of mixing methods in the field of evaluation.

Qualitative health research·2015
Same author

Counseling psychology trainees' perceptions of training and commitments to social justice.

Journal of counseling psychology·2011
Same author

Serving the public good.

Evaluation and program planning·2009
Same journal

Terms of whose reference? Commissioning, power, and the distribution of evaluative learning in development.

Evaluation and program planning·2026
Same journal

Proposing an identity-in-context framework for culturally responsive evaluation.

Evaluation and program planning·2026
Same journal

The Participatory Institutional Capacity Assessment and Learning (PICAL) index, its adaptation in the democratic republic of the congo, and lessons learned.

Evaluation and program planning·2026
Same journal

Decolonizing evaluation education in South Africa: A reflective case study of master's curriculum reform through a Made-in-Africa evaluation lens.

Evaluation and program planning·2026
Same journal

Program evaluation plan assessing African American male achievement at predominantly white institutions: New Jersey education opportunity fund.

Evaluation and program planning·2026
Same journal

Cardiovascular screening in homeless outreach: An operationally-ethical protocol.

Evaluation and program planning·2026
See all related articles

Related Experiment Video

Updated: May 23, 2026

Exploring the Role of Deontic Reasoning and World Knowledge in Wason´s Selection Task
06:08

Exploring the Role of Deontic Reasoning and World Knowledge in Wason´s Selection Task

Published on: July 22, 2025

Logic and evaluation theory.

Jennifer C Greene1

  • 1University of Illinois at Urbana-Champaign, Department of Educational Psychology, 230C Education, 1310 South Sixth Street, Champaign, IL 61820, USA. jcgreene@illinois.edu

Evaluation and Program Planning
|April 3, 2012
PubMed
Summary
This summary is machine-generated.

This paper calls for evaluators to justify their actions, mirroring how program interventions are scrutinized. It questions the logical structure of evaluation theory and highlights limitations of textual analysis alone.

More Related Videos

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Related Experiment Videos

Last Updated: May 23, 2026

Exploring the Role of Deontic Reasoning and World Knowledge in Wason´s Selection Task
06:08

Exploring the Role of Deontic Reasoning and World Knowledge in Wason´s Selection Task

Published on: July 22, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Area of Science:

  • Evaluation Theory
  • Program Evaluation
  • Research Methodology

Background:

  • Evaluators are increasingly expected to provide rigorous justification for their methodologies and findings.
  • There is a growing emphasis on aligning evaluative actions with the logical frameworks of program interventions.
  • Understanding the theoretical underpinnings of evaluation is crucial for its effective practice.

Purpose of the Study:

  • To examine the logical constitution of evaluation theory.
  • To identify potential gaps in current evaluation theory when relying solely on textual analysis.
  • To encourage a deeper reflection on the warrant and rationale behind evaluative practices.

Main Methods:

  • Critical analysis of existing evaluation theories.
  • Philosophical inquiry into the logical structure of evaluation.
  • Review of literature concerning the interpretation of evaluative texts.

Main Results:

  • Evaluation theory may possess logical gaps or inconsistencies.
  • Textual analysis alone may not fully capture the essence or validity of evaluation theory.
  • A call for enhanced rigor in substantiating evaluative actions is warranted.

Conclusions:

  • Further development of evaluation theory is needed to ensure logical coherence.
  • Methodologies beyond simple textual reading are necessary for a comprehensive understanding of evaluation.
  • Evaluators must proactively articulate and defend the rationale for their work.