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71.
Claudia Card Jacquelynne S. Eccles Adrienne L. Zihlman Mary Lou Wylie 《Sex roles》1984,10(9-10):837-843
72.
M. B. Sterman J. J. Lynch M. T. Orne D. Paskewitz J. Costello N. Nicolov O. Diankov M. Popova E. Tsvetanska Robert G. Grenell J. J. Izquierdo V. H. Mark Joseph Germana N. Zill William P. Paré Joseph E. O. Newton George C. Offutt Walter Ehrlich Joseph E. D. Newton Julij Tosef J. Perez-Cruet Chester R. Wilpizeski John F. Lontz Andrew Livingston Joseph W. Cullen Samuel A. Corson Herman R. Weed Elizabeth O. Corson O. D. Murphree Paul N. Morgan Ruth Jarman J. Antal T. A. Ban J. V. Ananth H. E. Lehmann A. Ulric Moore Richard H. Barnes Wilson G. Pond 《Integrative psychological & behavioral science》1970,5(3):185-193
73.
Mary Williams 《The Journal of analytical psychology》1969,14(1):85-86
S idney L evin and R alph J. K ahana (Eds). Psychodynamic studies on ageing
H ans D ieckmann : Probleme der Lebensmitte—Krise, Umkehr, Neubeginn 相似文献
H ans D ieckmann : Probleme der Lebensmitte—Krise, Umkehr, Neubeginn 相似文献
74.
75.
Sherrill M. Metzger Stephan R. Bollman Ruth M. Hoeflin Beverly L. Schmalzried 《Journal of counseling and development : JCD》1969,47(7):671-674
This study compares the after-college life styles of participants in a college honors program with a control group of women who were not college honors students in order to determine the effects of a college honors program on life roles after college. The 81 participants of this study represent 93 percent of women who participated as college freshmen and during their ensuing college years in a study to determine the effects of an honors program on students while still in college. The results of the current study—the first contact with the women since they left college—illustrates the differences between the present life roles of these two groups of women in the areas of family involvement, careers, education, and community participation. The results show significant differences between honors and non-honors subjects in career-orientation and in commitment to their field of study and to the university at which they studied. 相似文献
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77.
3 groups of university freshmen took the SAT-V before and after a course in Accelerated Reading. The mean post-test scores for 2 groups increased slightly less than 10 points, while the mean post-test score for the third group decreased significantly. It is concluded that for the type of students used in this study, a course emphasizing speed and accuracy of reading is not of value in increasing scores on the verbal part of the Scholastic Aptitude Test. 相似文献
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Allen Parducci Louise M. Marshall Mary Degner 《Attention, perception & psychophysics》1966,1(2):83-86
An adaptation-level model for memory was tested by interpolating different weights between the standard and comparison weights. The results suggest that the model should be modified to account for the general tendency to use alternative categories of judgment with equal frequency. In terms of the modified model, memory for the standard shifts toward the value of the interfering stimulus, the magnitude of shift being proportional to the difference between the interfering stimulus and the value the memory would otherwise have had. 相似文献