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本文由张华华教授讲座内容整理而成,主要是关于计算机化考试的理论、技术、方法,以及美国教育进展评估给中国教育评估带来的启示.本文对于较全面深入了解计算机考试相关内容的读者具有重要借鉴意义. 相似文献
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Although there are a number of theories regarding intergenerational relations within the family therapy field, few of these theories have been empirically examined. Indeed, intergenerational family research is in its infancy in the family therapy world. This article explores the literature on intergenerational relations within the sociological and psychosociological disciplines in order to understand what is known, and how this information could assist family therapy researchers interested in developing systematic studies of intergenerational relations for the family therapy field. 相似文献
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Kevin L. Jones Sharareh Noorbaloochi John T. Jost Richard Bonneau Jonathan Nagler Joshua A. Tucker 《Political psychology》2018,39(2):423-443
Past research using self‐report questionnaires administered to ordinary citizens demonstrates that value priorities differ as a function of one's political ideology, but it is unclear whether this conclusion applies to political elites, who are presumably seeking to appeal to very broad constituencies. We used quantitative methods of textual analysis to investigate value‐laden language in a collection of 577,555 messages sent from the public Twitter accounts of over 400 members of the U.S. Congress between 2012 and 2014. Consistent with theoretical expectations, we observed that Republican and conservative legislators stressed values of tradition, conformity, and national security (as well as self‐direction), whereas Democratic and liberal legislators stressed values of benevolence, universalism, hedonism, and social/economic security (as well as achievement). Implications for the large‐scale observational study of political psychology are explored. 相似文献
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Miller P 《Journal of psycholinguistic research》2006,35(3):267-283
The aim of this study was to determine whether Hebrew readers reference phonological information for the silent processing of unpointed Hebrew nouns. A research paradigm in which participants were required to perform consecutive same/different judgments regarding the identicalness of members of stimulus pairs was used for answering this question. Twenty-eight students (mean grade 4.9) participated in the study. The nouns used in preparing the word stimulus pairs were comprised of various amounts of syllabic information (monosyllabic versus bisyllabic) and differed in the degree this information was represented by their letter graphemes. The main findings suggest that the processing of the identicalness of unpointed Hebrew words may not involve the referencing of their phonological information. 相似文献
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Caroline T. Arruda 《The Southern journal of philosophy》2016,54(1):5-26
The concept of recognition has played a role in two debates. In political philosophy, it is part of a communitarian response to liberal theories of distributive justice. It describes what it means to respect others’ right to self‐determination. In ethics, Stephen Darwall argues that it comprises our judgment that we owe others moral consideration. I present a competing account of recognition on the grounds that most accounts answer the question of why others deserve recognition without answering the question of what is involved in recognizing them. This paper answers the latter. I argue that, in general, recognition is something that we do to others rather than something that we think about others. In particular, recognition is an intentional action to treat another individual as a legitimate, self‐determining agent. I then show that recognition's realizability requires that agents understand their intentions as dependent on others for their satisfaction. Thus, relations of recognition are instances of collective intentionality. 相似文献
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Robert D. Friedberg Donald J. Viglione Raymond A. Fidaleo Bobbie L. Celeste Jon Lovette Gordon Street Ed Yerka Michele Bieraugel Mark Dumas Kathleen G. Beal 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1998,16(1):45-59
This study investigated the relationship between acquisition of psychoeducational principles and symptomatic improvement in depressed in-patients. One hundred and twenty-three inpatients hospitalized on a Cognitive Therapy Unit were administered the Test of Cognitive Behavioral Principles (TCBP) and the Beck Depression Inventory at admission and discharge. It was predicted that the TCBP scores would be higher at discharge than at pre-testing at admission. Further, it was hypothesized that the higher TCBP scores at post-test would be significantly correlated with lower Beck Depression Inventory scores at post-test. The results revealed that inpatients' TCBP scores improved over the course of treatment supporting the first hypothesis. However, the data did not support the second hypothesis as there was not a significant relationship between the TCBP scores and the BDI scores at discharge. The results are discussed in terms of clinical, theoretical, and methodological implications. 相似文献
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The Roman Catholic and Eastern Orthodox churches share a similar theology and a hierarchical church administration. Local parish communities are organized in similar ways. However, the Roman Catholic and Orthodox Christian churches occupy different places in the context of American culture, and they have developed distinct notions of priesthood. Findings explore similarities and differences in the attitudes and experience of Catholic and Orthodox clergy. Most striking, the younger clergy (less than 45 years of age) report more conservative attitudes about the priesthood, "democracy" in church government, and empowering lay persons in the ministry. 相似文献
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Does teacher's gender impact students' evaluations? We critically evaluated the research literature and concluded that the form gender bias takes may not be easily detectible by quantitative scales. To explore this possibility, we did a qualitative analysis of the words that 288 college students at two campuses used to describe their best- and worst-ever teachers. Although we found considerable overlap in the ways that students talked about their male and female teachers, we also saw indications that students hold teachers accountable to certain gendered expectations. These expectations place burdens on all teachers, but the burdens on women are more labor-intensive. We also saw signs of much greater hostility toward women than toward men who do not meet students' gendered expectations. 相似文献