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991.
Debates over seminary education have been at the heart of some of the most heated denominational battles and schisms, often focusing on doctrines being taught at the seminaries. This research moves beyond the debates over specific teachings and explains how seminaries cultivate distinctive social capital (e.g., resources secured through social networks) and religious capital (e.g., mastery of and attachment to a specific religious culture). Using historical and contemporary examples, we illustrate how seminaries provide clergy with social and religious capital that is distinctive from that of the laity. Finally, using Brunette-Hill's 1994 survey of Milwaukee clergy and the Educational Testing Service's 1996 survey of exiting seminarians, we test two propositions on seminary training and religious capital. 相似文献
992.
993.
Kevin Krug Ted Shafer William Dardick Chris Magalis Rick Parent 《Applied cognitive psychology》2002,16(2):211-221
This experiment investigated college student difficulties with foreign language acquisition. We developed a word‐sound, paired‐associates learning test that discriminated 92% of the control participants and 95% of the experimental participants. The results are interpreted in terms of an associative model of foreign language learning disability. We discuss how to integrate the test into a larger diagnostic battery for predicting the facility with which a person will be able to learn a foreign language. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
994.
Aharon Tziner Kevin R. Murphy Jeanette N. Cleveland 《International Journal of Selection & Assessment》2002,10(3):218-224
Attitudes, beliefs, and orientations of 253 managers toward performance appraisal, along with the personality dimension conscientiousness, were used to predict rating behavior (i.e., mean ratings and measures of performance dimensions discrimination and ratee discrimination). As predicted, relationships between rater attitudes and rating behavior were moderated by conscientiousness; correlations between the attitudes and rating behavior were strongest for raters who were relatively low on conscientiousness. 相似文献
995.
Kevin D Beck Francis X Brennan Richard J Servatius 《Integrative Physiological and Behavioral Science》2002,37(2):128-139
In this study we assessed habituation and sensitization of the acoustic startle response (ASR) to discern whether intense, inescapable stress affects nonassociative learning differently in male and female rats. Rats were inescapably stressed 2 hours per day over 3 consecutive days. ASR magnitudes were measured at several times post-stress (1, 4, 8, and 15 days after cessation). Females generally showed greater ASR magnitudes (compared to males), but both sexes exhibited short and long-term habituation across the testing days. ASR magnitudes were only affected by stress in male subjects. The effect in males was an increase in short-term sensitization of the ASR on post-stress day-4. The results suggest that stressed males and females react differently to ASR testing, in that stress males appear to develop an exaggerated ASR response over repeated test sessions due to short-term sensitization. The source of the short-term sensitization is discussed with regards to possible stress-induced enhanced contextual learning during ASR testing on post-stress day-1. 相似文献
996.
Kevin A. Hommel John M. Chaney Janelle L. Wagner Michael S. McLaughlin 《Journal of clinical psychology in medical settings》2002,9(3):185-192
The present study examined the influence of psychological comorbidity (i.e., anxiety and depression) on asthma-specific quality of life (QOL). Sixty-four older adolescents and young adults with childhood onset asthma completed measures of anxiety, depression, and asthma-specific QOL. Objective assessments of illness severity were obtained via a semistructured interview and pulmonary function test. Results revealed that the combination of anxiety and depression severity contributed significant variance to asthma QOL after statistically controlling demographic and disease covariates. Moreover, anxiety demonstrated a significant main effect on asthma QOL. Findings suggest that assessment of anxiety may help identify individuals who are at risk for poorer asthma-specific quality of life. Such early interventions can be effectively incorporated into comprehensive biopsychosocial treatment and behavioral self-management programs for individuals with asthma. 相似文献
997.
I provide a method of measuring the inconsistency of a set of sentences – from 1-consistency, corresponding to complete consistency, to 0-consistency, corresponding to the explicit presence of a contradiction. Using this notion to analyze the lottery paradox, one can see that the set of sentences capturing the paradox has a high degree of consistency (assuming, of course, a sufficiently large lottery). The measure of consistency, however, is not limited to paradoxes. I also provide results for general sets of sentences. 相似文献
998.
Malmberg KJ Murnane K 《Journal of experimental psychology. Learning, memory, and cognition》2002,28(4):616-630
The attention/likelihood theory (ALT; M. Glanzer & J. K. Adams, 1990) and the retrieving effectively from memory (REM) theory (R. M. Shiffrin & M. Steyvers, 1997) make different predictions concerning the effect of list composition on word recognition. The predictions were empirically tested for two-alternative forced-choice, yes-no, and ratings recognition tasks. In the current article, the authors found that discrimination of low-frequency words increased as the proportion of high-frequency words studied increased. The results disconfirm the ALT prediction that recognition is insensitive to list composition, and they disconfirm the predictions of the REM model described by R. M. Shiffrin and M. Steyvers (1997). The current authors discuss a slightly modified version of REM that can better predict our findings, and we discuss the challenges the present findings pose for ALT and REM. 相似文献
999.
The demand for board-certified applied behavior analysts is not being met, and there is a perception that fewer students are exposed to systematic courses in basic and applied behavior analysis than was true a generation ago. This article outlines how we have successfully implemented an undergraduate curriculum in behavior analysis within a traditional department of psychology. Certification credentials offered by the Behavior Analysis Certification Board facilitated the approval of this curriculum, and the cultural practice selection contingencies that supported the creation of our curriculum in behavior analysis may be similar at other comprehensive universities. Advice for developing an undergraduate program in behavior analysis within a psychology department is outlined. We also summarize strategies we have used to attract talented students to the courses and the significant impact these strategies have had on the number of our graduates who pursue graduate training in basic and applied behavior analysis. Attracting the best and brightest students to behavior analysis is critical to the future of the field. 相似文献
1000.
Pelphrey K Adolphs R Morris JP 《Mental retardation and developmental disabilities research reviews》2004,10(4):259-271
In this review article, we summarize recent progress toward understanding the neural structures and circuitry underlying dysfunctional social cognition in autism. We review selected studies from the growing literature that has used the functional neuroimaging techniques of cognitive neuroscience to map out the neuroanatomical substrates of social cognition in autism. We also draw upon functional neuroimaging studies with neurologically normal individuals and individuals with brain lesions to highlight the insights these studies offer that may help elucidate the search for the neural basis of social cognition deficits in autism. We organize this review around key brain structures that have been implicated in the social cognition deficits in autism: (1) the amygdala, (2) the superior temporal sulcus region, and (3) the fusiform gyrus. We review some of what is known about the contribution of each structure to social cognition and then review autism studies that implicate that particular structure. We conclude with a discussion of several potential future directions in the cognitive neuroscience of social deficits in autism. 相似文献