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491.
Anita Brown Beverly J. Goodwin Barbara A. Hall Huberta Jackson-Lowman 《Psychology of women quarterly》1985,9(1):29-38
A review was conducted of 28 psychology of women textbooks selected from university libraries and utilizing a psychological approach. The question of whether authors of psychology of women books in their treatment of Afro-American women had replicated the errors of authors of introductory psychology books in their treatment of women was raised. Of the 28 books reviewed, 18 offered either token or no references to Afro-American women. It is concluded that race and class biases underlie the exclusion, limited inclusion, and biased treatment of Afro-American women in these works. 相似文献
492.
Chan Tracy K. S. Wong Simpson W. L. Wong Anita M.-Y. Leung Vina Wing-Hei 《Journal of psycholinguistic research》2019,48(1):221-242
Journal of Psycholinguistic Research - Past studies have shown that multimodal presentation of story can improve story-retelling performance in the first language. The purpose of the present study... 相似文献
493.
494.
Anita Wasilewska 《Studia Logica》1985,44(2):139-158
We introduce here and investigate the notion of an alternative tree of decomposition. We show (Theorem 5) a general method of finding out all non-alternative trees of the alternative tree determined by a diagram of decomposition. 相似文献
495.
Relationship education programs have been shown as an effective way to increase relationship functioning. There is less known about how process factors, such as alliance with the leader or group dynamics, affect outcomes in these interventions. We examined group cohesion and alliance with the leader in a relationship education program tailored for individuals. Specifically, we examined whether participants' ratings (n = 126) of the group cohesion and alliance with the leader were associated with changes in relationship adjustment, relationship confidence, and communication quality from pre‐ to postintervention. The results demonstrated that participants' perceptions of the cohesion among the members in their relationship education group, but not the leader–participant alliance, made a significant contribution to the changes in participants' relationship functioning. These results suggest that the group dynamics among the members in the group are important ingredients in relationship education. Implications for relationship programs are provided. 相似文献