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351.
文章采用教师组织公民行为与教师教学效能感问卷,对广州市的205名初中教师进行了研究,以探讨学校等级、性别、职称、学历、教龄等背景变量对初中教师组织公民行为、教学效能感的影响,以及教师组织公民行为与教师教学效能感之间的关系。结果发现:教师组织公民行为、教学效能感在学校等级和职称上存在着显著性差异;教师组织公民行为与教师教学效能感之间存在着显著性相关,教师组织公民行为中的认同组织和良心行为因子是教师教学效能感的有效预测变量。 相似文献
352.
Ten stuttering and ten nonstuttering children, ages 4–8 yr, served as subjects for a motor reaction task to simple and complex linguistic stimuli. The subjects reacted by pressing one of four panels on a touch-sensitive board that depicted the appropriate semantic relationship in response to 30 simple and complex linguistic stimuli. There was a significant increase in the reaction time of both groups with increasing linguistic complexity. No significant differences were found in the reaction time between the two groups, nor in the interaction between group and complexity. Implications regarding linguistic processing are discussed, and an “overload” hypothesis of stuttering is dispelled. It is concluded that stutterers and nonstutterers in this study did not differ in their reaction time nor in their processing time of linguistic material. 相似文献
353.
Children's ability to transfer what they learn in one situation to analogous problems was examined in a series of four studies. Subjects ranged in age from 3 to 10 years. The problems involved novel uses of familiar tools or simple biological themes such as mimicry as a method of defence. The data suggest that the apparent transfer reluctance shown by children in previous studies is the result of what they have been required to learn and the conditions under which they have been required to learn it. In the present studies, children as young as 3 years transferred readily if the problem domain was one they understood and engaged in, and if the traditional laboratory paradigm was modified so as to promote transfer rather than just to test for its spontaneous occurrence. 相似文献
354.
355.
Jerry Slotkin Rex Forehand Robert Fauber Amanda McCombs Nicholas Long 《Journal of abnormal child psychology》1988,16(2):207-217
The purpose of this study was to examine the relationship of both young adolescents' scores on the Children's Depression Inventory (CDI) and their mothers' ratings of the adolescents' depression (parent-completed CDI) to indices of their social and cognitive functioning obtained from a source outside the home. Subjects consisted of a nonclinic sample of 85 young adolescents (11–15 years of age), their mothers, and their social studies teachers. Recent school grades and teacher-completed measures served as the indices of adolescent social and cognitive competence. The results indicated that both adolescents' and mothers' CDI scores were significantly and negatively correlated with measures of adolescent cognitive and social functioning. Multiple regression analyses, utilizing adolescent- and parent-completed CDI scores as predictors, indicated that both predictor variables entered into the equations for cognitive functioning while only the mother-completed CDI entered into those for social functioning. When maternal depression was also entered into the multiple regressions, the findings regarding mother- and adolescent-completed CDI scores were not altered. The relationship of these findings to other somewhat disparate findings concerning the utility of mother and child reports of child depression is discussed.This research was supported, in part, by the William T. Grant Foundation and the University of Georgia's Institute for Behavioral Research. 相似文献
356.
George Donaldson Alan M. Olson Mary T. Clark Stephen Beasley-Murray Eugene Thomas Long Jack S. Boozer John Howie Paul K. Moser Louis P. Pojman Michael E. Zimmerman Michael H. DeArmey Eric von der Luft Jackie Kleinman Galen A. Johnson Eric C. Rust J. Michael Cashore Andrew J. Reck John W. Murphy Ronald L. Hall 《International Journal for Philosophy of Religion》1984,15(1-2):85-108
357.
Long GC 《Christian century (Chicago, Ill. : 1902)》1984,101(7):222-224
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359.
Ss were briefly shown pairs of letters under backward masking and disinhibitive backward masking conditions. For the backward masking condition, a single homogeneous flash of light (M1), varying in duration, followed the presentation of letters after a varying delay (IS11), and recognition of the target letters (TS) was found to be a function of M1 duration and ISI1. For the disinhibition condition, a variable second mask (M2) followed M1 after a variable delay (ISI2) and disinhibition of M1’s effect on TS recognition occurred. Provided the ISIs were adequate, a relatively powerful M2 wass found to disinhibit a moderate Ml’s effect on the TS. Current theories of visual masking were examined in the light of these findings. 相似文献
360.
Inverted alphabet printing, rotary pursuit, and mirror tracking tasks were administered to 84 subjects in order to ascertain (a) reproducibility of reminiscence scores within and between tasks and (b)sex differences in reminiscence. With prerest performance levels held constant by second-order partial correlation procedures, reproducibility of individual reminiscence differences within tasks was significant but quite low, while predictability of reminiscence from one task to another was negligible. The sexes reminisced essentially alike on inverted alphabet printing, but females reminisced more than males on the other tasks, presumably because they were relatively more depressed by massed practice on these tasks. Thus, individual and sex differences were essentially task specific. Implications of results for reminiscence theories and for the credibility of alleged relationships between reminiscence and other organismic variables were discussed. 相似文献