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131.
Dr. Donald C. Houts Ph.D. 《Pastoral Psychology》1977,25(3):186-196
Areas of stress in the ministry are compared with those in the other professions. After noting the similarities and outlining some of the unique areas of need in the ministerial profession, the author discusses some basic presuppositions about appropriate career support models. The specifics of one such judicatory support system are outlined briefly and are related to the specific needs discussed earlier. A plea is made for greater investment in pastoral care for pastors as a means of supporting effective ministry as well as of meeting the legitimate needs of the pastors.Prior to that time, he worked as a hospital chaplain-supervisor and for fourteen years was Professor of Pastoral Care and Counseling at the St. Paul School of Theology, Kansas City, Missouri. 相似文献
132.
Donald G. Saari 《Journal of mathematical psychology》1977,15(2):145-168
A qualitative model is constructed for adaptive processes and, in particular, for Piaget's theory of cognitive development. One of its main features is to describe the threshold period between stages of development. The basic approach is to isolate some general properties of Piaget's theory, and then use Thom's catastrophe theory as the major tool to obtain a geometric representation for a certain aspect of this theory. 相似文献
133.
Donald M. Wilkie 《Learning and motivation》1977,8(2):182-193
Pigeons' key pecking in the presence of one stimulus (S1) was reinforced according to a response-dependent variable-interval schedule. Pecking rate during S1 increased (behavioral contrast) when a second stimulus (S2) [associated with either a response-dependent fixed-interval schedule (Experiment I) or a response-independent reinforcement schedule in which reinforcement availability was signaled by visual (Experiment II) or temporal (Experiment III) stimuli] alternated with S1. These experiments suggest that a discriminable, signaled decrease in local reinforcement rate during S2 is an antecedent of the behavioral contrast response rate increases during S1. 相似文献
134.
The effects of type of recognition test procedure were studied in a Bransford and Franks (1971) integration paradigm. Subjects received a two-alternative forced-choice recognition test or a modified “forced-choice” test in which all the sentences for each idea set were presented at once and the “old” sentences had to be identified. Contrary to the usual Bransford and Franks results, in which a yes-no, one-sentence-at-a-time recognition procedure is employed, the ability to discriminate “old” sentences from “new” sentences was clearly observed. A bias for selecting more complex sentences, however, was found for the modified “forced-choice” procedure. A prototype learning model is described to account for these results and previous data. 相似文献
135.
Masculine and feminine subgroups of males and females were selected from samples of high school and college students on the basis of composite scores from several M—F scales. They were compared on intelligence as measured by a verbal test, Terman's Concept Mastery Test, and a nonverbal test, D-48. Results did not support previous findings of sex differences in intelligence but showed that masculine subgroups of both sexes scored higher of the nonverbal test. 相似文献
136.
P. E. Bryant Donald Broadbent Leslie Henderson L. H. Shaffer Alan Bentall P. N. Johnson-Laird Dave Earle Tony Wainwright P. E. Bryant D. J. McFarland 《Quarterly journal of experimental psychology (2006)》1977,29(3):547-558
Hamilton, Vernon and Veronon, Magdalen D. (Eds). The Development of Cognitive Processes. London and New York: Academic Press. 1976. Pp. 772. £21.00. ISBN 0 12 321750 4.
Miller, G. A, and Johnson-Laird, P. N. Language and Perception. Cambridge University Press. 1976. Pp. viii + 760. £12.50. ISBN 0 521 21242.
Neisser, U. Cognition and Reality. San Francisco: Freeman. 1976. pp. 230. Hardback $11.00; paperback $4.95. ISBN 0 7167 04781.
Norman, D. A. Memory and Attention. Second edition. New York: Wiley. 1976. Pp. 262. £8.45.
Hammond, K. R. and Joyce, C. R. B. (eds). Psychoactive Drugs and Social Judgment: Theory and Research. New York and London: Wiley. 1975. Pp. 278. £9.25. ISBN
Fodor, J. D. Semantics : Theories of Meaning in Generative Grammer. Sussex: Harvester Press. 1977. Pp. 225. £12.95. ISBN 0 85527 500 6.
Plomp, R. Aspects of Tone Sensation. London: Academic Press. 1976. Pp. id + 167. £6.50. ISBN 0 12 558350 8.
Fite, K. V. The Amphibian Visual System. London: Academic Press. 1977. Pp. 374. £20.95. ISBN 0 12 257450 8.
Eliot, J. and Salkind, N. J. Children's Spatial Development. Springfield, Illinois: Charles C. Thomas. 1975. $23.50. Pp. 296. ISBN 0398 03210 6.
Wong, R. Motiviation : A Biobehavioral Analysis of consummatory Activities. London: Collier-Macmillan. 1976. Pp. 326. £ 4.95. ISBN 0 0242 9400 4. 相似文献
Miller, G. A, and Johnson-Laird, P. N. Language and Perception. Cambridge University Press. 1976. Pp. viii + 760. £12.50. ISBN 0 521 21242.
Neisser, U. Cognition and Reality. San Francisco: Freeman. 1976. pp. 230. Hardback $11.00; paperback $4.95. ISBN 0 7167 04781.
Norman, D. A. Memory and Attention. Second edition. New York: Wiley. 1976. Pp. 262. £8.45.
Hammond, K. R. and Joyce, C. R. B. (eds). Psychoactive Drugs and Social Judgment: Theory and Research. New York and London: Wiley. 1975. Pp. 278. £9.25. ISBN
Fodor, J. D. Semantics : Theories of Meaning in Generative Grammer. Sussex: Harvester Press. 1977. Pp. 225. £12.95. ISBN 0 85527 500 6.
Plomp, R. Aspects of Tone Sensation. London: Academic Press. 1976. Pp. id + 167. £6.50. ISBN 0 12 558350 8.
Fite, K. V. The Amphibian Visual System. London: Academic Press. 1977. Pp. 374. £20.95. ISBN 0 12 257450 8.
Eliot, J. and Salkind, N. J. Children's Spatial Development. Springfield, Illinois: Charles C. Thomas. 1975. $23.50. Pp. 296. ISBN 0398 03210 6.
Wong, R. Motiviation : A Biobehavioral Analysis of consummatory Activities. London: Collier-Macmillan. 1976. Pp. 326. £ 4.95. ISBN 0 0242 9400 4. 相似文献
137.
An easily constructed 28-V dc timer circuit is described. The circuit is as precise, reliable, and versatile as some commercially available units, but is much less expensive to construct. 相似文献
138.
139.
This study examined differences in vocational maturity of women across different levels of internal-external control and typical versus atypical vocational choice. It was predicted that internally controlled women would have higher vocational maturity scores than externally controlled women; women who make atypical vocational choices would have higher vocational maturity scores than women who make typical choices. Data from the Attitude Scale of Crites' Career Maturity Inventory, MacDonald and Tseng's I-E Scale, and dichotomized ratings of typical versus atypical vocational choice were obtained from 179 freshmen to senior female student volunteers in a large New England university. Analysis of variance indicated that internally controlled women had significantly higher vocational maturity than externally controlled women (p <. 01); no differences were found in vocational maturity between those making typical or atypical vocational choices; the lowest level of vocational maturity was found for externally controlled females making atypical vocational choices. Implications of these findings for counseling are discussed. 相似文献
140.
Trudylee G. Rowbury Ann M. Baer Donald M. Baer 《Journal of applied behavior analysis》1976,9(1):85-104
Token-mediated access to play and snacks was made contingent on completion of academic tasks in the Baseline Experiment. This contingency produced stable completion rates that were subsequently doubled, and then tripled, for four deviant children in a special preschool. A reversal design demonstrated that the contingency was functional in maintaining the children's rates of task completion. The Guidance Experiment examined the role of a social event, teacher guidance, in the acquisition of task-completion skills, in a multiple-baseline-across-tasks design (with reversals). The analysis demonstrated that teacher guidance was an important supplement to the token-mediated contingency in establishing significant increases in task completions for a second group of three deviant children in the special class. The importance of teacher guidance was related to the difficulty level of the children's tasks. 相似文献