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451.
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RICHARD J. CAMPBELL 《Personnel Psychology》1996,49(4):969-970
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RICHARD W. BRADLEY 《Journal of counseling and development : JCD》1984,62(7):397-400
A clinical example is provided that illustrates the use of sibling pairings to understand the career development process. 相似文献
456.
This article examines the evolution of decision making from a position of minor significance to one of primary importance in vocational theory. 相似文献
457.
RICHARD BOSLEY 《Journal of Chinese Philosophy》1989,16(3-4):387-409
458.
AUDREY S. BAHRICK RICHARD K. RUSSELL STEVEN W. SALMI 《Journal of counseling and development : JCD》1991,69(5):434-438
The effects of a role-induction procedure on beginning counselor-trainees' perceptions of supervision were examined using a 10-minute audiotaped summary of Bernard's (1979) model of supervision. Nineteen trainees were administered the role-induction procedure at either the 2nd, 5th, or 9th week of the academic term. Two self-report scales assessed trainees' conceptualization of supervision as well as expectations and attitudes toward the supervisory process. Results indicated that trainees evaluated supervision more negatively over the time period before the role induction. Following role induction, trainees reported a clearer conceptualization of supervision and a greater willingness to reveal concerns to their supervisors. 相似文献
459.
RICHARD D. HALLEY 《人类交流研究》1975,2(1):79-82
This study investigated whether females are more distractable than males in competing aural message situations. Ss were asked to listen to a tape which played two short stories simultaneously. They were instructed to listen to one story and to ignore the second. Ss were then tested on the story to which they were instructed to attend, and their scores were compared with male and female control groups to determine which sex group had extracted the most information from the listening session. It was concluded that males extracted more information and were thus less distracted. 相似文献
460.
Within an accepted measurement system of the construct termed cognitive complexity, an analysis of the relationship between cognitive complexity scores and such indices of verbal complexity as number of tokens, type-token ratio, and noun-verb/adjective-adverb ratio was conducted. Writing samples used to measure cognitive complexity were obtained and analyzed for verbal complexity. Results indicate that number of tokens account for 33 percent of the variance in cognitive complexity followed by noun-verb/adjective-ad verb ratio (8 percent) and the type-token ratio (1 percent). Results are discussed relative to the potential for loquacity to impact the measurement of cognitive complexity. 相似文献