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151.
152.
Raymond J. Lawrence Jr. Ann Belford Ulanov John R. deVelder Curtis W. Hart M. Div Barry Ulanov Robert Gunn Russell H. Davis Ph.D. Claude Barbre Bruce G. Epperly Ph.D. Todd DuBose M. Div. J. Ronald Havern M. Div. Frederick Drobin Mark J. Hanson Bruce G. Epperly 《Journal of religion and health》1994,33(3):279-299
153.
Curtis W. Hart M.Div. 《Journal of religion and health》1994,33(1):17-22
This essay outlines a view of spiritual health in middle life, particularly as it relates to an individual's confrontation
with mortality. It was originally offered as part of a symposium on “Living and Dying” at the twenty-fifth reunion of the
Harvard-Radcliffe Class of 1968 in Cambridge, Massachusetts, in June, 1993. 相似文献
154.
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156.
The relationships of sex and socioeconomic status to complexity of worker functions in the occupational choices of elementary school children were studied. Complexity of worker functions was defined in terms of the most complex level of interaction required of a worker, when interacting with data, people, and things. The children included in the study were third- and fifth-grade students, divided on the basis of grade, sex, and socioeconomic status. The children's occupational choices were scored for complexity with the code numbers of the worker function hierarchies of the U.S. Employment Service's Dictionary of Occupational Titles (Washington, D.C.: U.S. Govt. Printing Office, 1977, 4th ed.). Findings based on the obtained data indicated the following: (a) a positive relationship between socioeconomic status and complexity of data manipulation in occupational choices; and (b) greater complexity of interaction with things in the occupational choices of boys, than girls. The positive relationship between socioeconomic status and complexity of data manipulation was accounted for by the children's exposure to their parents' orientation toward data manipulation. Apparent differences in the play activities of boys and girls was used to explain differences between the sexes in the levels of complexity of interactions with inanimate objects and animals. 相似文献
157.
Unconscious Unease and Self-Handicapping: Behavioral Consequences of Individual Differences in Implicit and Explicit Self-Esteem 总被引:9,自引:0,他引:9
In contrast to measures of explicit self-esteem, which assess introspectively accessible self-evaluations, measures of implicit self-esteem assess the valence of unconscious, introspectively inaccessible associations to the self. This experiment is the first to document a relationship between individual differences in implicit self-esteem and social behavior. Participants completed either a self-relevant or a self-irrelevant interview, and were then rated bythe interviewer on their anxiety. When the interview was self-relevant, apparent anxiety was greater for participants low in implicit self-esteem than for participants high in self-esteem; implicit self-esteem did not predict anxiety when the interview was self-irrelevant. Explicit self-esteem did not predict apparent anxiety in either interview, but did predict participants' explicit self-judgments of anxiety. Self-handicapping about interview performance was greater for participants low in both explicit and implicit self-esteem than for those high in these measures. The experiment provides direct evidence that effects of implicit and explicit self-esteem may be dissociated. 相似文献
158.
Curtis Brown 《Synthese》1991,89(3):353-364
A version of this paper was read at the Western Division meetings of the APA in April 1990. I am indebted for the comments of my commentator on that occasion, Stephen Hetherington. I am also indebted to Ruth Marcus for helpful correspondence, and to Steven Luper-Foy for comments. Work on the paper was supported by an academic leave from Trinity University. 相似文献
159.
Elise Frank Masur Curtis W. McIntyre John H. Flavell 《Journal of experimental child psychology》1973,15(2):237-246
First grade, third grade, and college Ss attempted to memorize a single set of items over the course of 5 trials, each trial consisting of a 45-sec study period followed by a free recall test. On all trials but the first, S was allowed to have available during his study period only half of the total set of items, but was free to select whichever items he wished to include in this half. Third grade and college Ss were significantly more prone than first grade Ss to select for study items not recalled in the immediately preceding recall test. The results suggest that the strategy of deliberately concentrating one's study activities on the less well mastered segments of materials to be learned, like other elementary memory strategies (e.g., rote rehearsal), cannot automatically be assumed to be part of a young child's repertoire of learning techniques. 相似文献
160.
Herbert L. Pick Jr. David H. Warren Curtis McIntyre Lynne Appel 《Psychological research》1972,35(3):163-177
Summary Three experiments are reported involving transfer of effects of different types of visual distortion: lateral displacement, linear extent, and visual rotation. Transfer between different body parts and between different dimensions of space occur but to varying degrees. These are interpreted in terms of their implications for understanding the organization of perceptual and perceptual-motor space.This research was supported by the Center for Research in Human Learning of the University of Minnesota, and by grants 1-K3-HD 12,396, HD 03082 to the University of Minnesota. The authors are indebted to Dr. Albert Yonas for helpful discussions of the results. 相似文献