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AndrÉ Haynal 《International Forum of Psychoanalysis》2013,22(3):159-164
Abstract The author presents aspects of the relationship between Freud and Ferenczi, and between the members of Freud's inner circle as it appears in their correspondence, to illustrate the correspondences as well as the non-correspondences and conflicts which arose among them. 相似文献
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Robert A. Roe Fred R.H. Zijlstra ReneÉ J.D. Schalk Tharsi C.B. Taillieu Jos M.M. Van der Wielen 《European Journal of Work and Organizational Psychology》2013,22(2):163-176
Abstract To describe and conceptualize new forms of work and organization a questionnaire survey in service organizations (n = 845), and a telephone survey among workers (n = 1168) were held. New concepts are introduced to identify the types of work and organization found, i.e. “Information Service Organization” (ISO) and “Mental Information Work” (MIW). ISOs are characterized by activities such as collecting, storing, and processing data; advising people; and informing people. They also make a lot of use of IT (computers, programs) and electronic network connections. Most ISOs appear to be traditional in terms of working hours and places of work. MIW is a form of knowledge work characterized by mental manipulations of information; IT is often used. Flexi-time is relatively frequent in MIW, but most people work on a fixed place of work. 相似文献
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Journal of Philosophical Logic - In Part I of this paper, we identified and compared various schemes for trivalent truth conditions for indicative conditionals, most notably the proposals by de... 相似文献
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Studia Logica - Parametric logic is a framework that generalises classical first-order logic. A generalised notion of logical consequence—a form of preferential entailment based on a closed... 相似文献
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Sibling relationships are argued to offer a rich social context for the development of young children’s theory of mind (ToM). There is evidence that the presence of siblings, particularly older siblings, may promote preschoolers’ ToM, but it has not been investigated among toddlers. This study evaluated differences in early manifestations of ToM between toddlers in different sibling compositions: 1) without a sibling, 2) with younger siblings only, and 3) with older siblings only. The sample included 227 toddlers who completed 2 tasks assessing their understanding of discrepant desires and visual perspectives. Results indicated that only children and those who had older siblings did not differ from each other on either task. However, on both tasks, toddlers with younger siblings performed significantly more poorly compared with those with older siblings. Moreover, children with younger siblings demonstrated poorer visual-perspective understanding compared with only children. It may be critical to take siblings’ birth order into account when investigating their respective effects on each other’s ToM, especially in toddlerhood. 相似文献
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JOSÉ L. ZALABARDO 《Philosophy and phenomenological research》2008,77(1):34-58
I provide a construal of the epistemic regress problem and I take issue with the contention that a foundationalist solution is incompatible with an internalist account of warrant. I sketch a foundationalist solution to the regress problem that respects a plausible version of internalism. I end with the suggestion that the strategy that I have presented is not available only to the traditional versions of foundationalism that ascribe foundational status to experiential beliefs. It can also be used to generate a version of internalist foundationalism based on reliabilist principles. 相似文献
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SIMON LAROSE GEORGE M. TARABULSY MARYLOU HARVEY FRÉDÉRIC GUAY CLAIRE DESCHÊNES DIANE CYRENNE ODETTE GARCEAU 《Journal of applied social psychology》2012,42(9):2137-2162
This article examines the hypothesis that academic mentoring of college students improves perceived parental and teacher educational involvement. College students were randomly assigned to a 1‐year academic mentoring program (protégés, n = 150) or a control group (n = 167) and completed questionnaires before, during, and after the intervention. Protégés perceived greater levels of parent and teacher educational involvement than did participants from the control group. However, the impact of the mentoring program on perceived parental involvement was found only among students who reported a secure relationship with their parents. Additional analyses suggest that some of these improvements were related to quality of the working alliance between mentors and protégés and to supportive behaviors exhibited by mentors during the intervention. 相似文献