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991.
Veatch RM 《The Journal of clinical ethics》1990,1(4):291-292
In this commentary on a study by H. Steven Moffic, et al., of the current status of the Hippocratic Oath in medical education, Veatch discusses the relation of the oath to ethical conduct, the meaning of primum non nocere ("do no harm"), and the limitations of practicing Hippocratic ethics. 相似文献
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995.
The Word Speaks to the Faustian Man. Som Raj Gupta. Delhi, Motilal Banarsidass. 455+xvi pp., Rs. 500
A History of Indian Buddhism, From Sākyamuni to Early Mahāyāna. Hirakawa Akira, translated and edited by Paul Groner, 1990. Asian Studies at Hawaii, No. 36. Honolulu, HI, University of Hawaii Press. xix +402, £33.25
The Doctrine of the Upanisads and the Early Buddhism. Hermann Oldenberg, translated by Shridhar B. Shrotri, 1991. Delhi, Motilal Banarsidass. Rs. 225
Evil and the Mystics’ God: Towards a Mystical Theodicy. Michael Stoeber. London, Macmillan. x+225 pp., £40 相似文献
996.
Young Children's Understanding of Thinking and Consciousness 总被引:2,自引:0,他引:2
John H. Flavell 《Current directions in psychological science》1993,2(2):40-40
997.
Increases in self-attention as a function of decreases in the relative size of one’s subgroup in a heterogeneous group context
have been shown to result in increased regulation of behavior toward social (normative) standards for behavior. The present
study demonstrated increased regulation of behavior toward a personal standard for behavior as a function of variations in
group composition. One hundred twenty-five subjects individually completed the Creativity subscale of Scott’s Personal Value
Scale assessing attitudes toward originality. They then completed a word-association task in groups ranging in size from 2
to 8. Originality of word-associations was determined by reference to previously established word-association norms and norms
based on frequency of responses given in the present study. Results indicate that originality in responses increase as the
relative size of one’s own subgroup decreases (indexing increases in self-attention) for subjects who value originality. Discussion
centers on the distinction between experimentally manipulated public and private self-attention and standards that are adopted
for behavioral self-regulation.
Portions of this study were presented at the annual meeting of the Eastern Psychological Association, New York, April 1991. 相似文献
998.
Steven R. H. Beach Jack K. Martin Terry C. Blum Paul M. Roman 《Journal of psychopathology and behavioral assessment》1993,15(2):113-128
Considerable evidence has accumulated in support of the hypothesis that subclinical depression may inhibit role performance in important ways. However, interpersonal stress and marital discord often precede the development of depressive symptomatology and may independently predict deficits in family role functioning. In addition, cognitive theories suggest that persons with subclinical depression may report poor role functioning even in the absence of any real performance deficits. The current research examines the possibility (1) that the effect of depression on the fulfillment of important family roles is attributable to previously unmeasured contextual variables of ongoing interpersonal stress and/or relationship dissatisfaction or, alternatively, (2) that this relationship is the result of depressive distortion associated with self-report of symptoms and performance. Multiple regression analyses of interview data collected from 495 community-dwelling adults found, however, that depression is related to role functioning beyond any spurious effects attributable to interpersonal stress, spousal stress, or marital satisfaction. In addition, the effect of depression persists when collateral reports of role functioning utilized. Accordingly, it appears that subclinical depression is related to decrements in role performance, and this effect is not entirely due to contextual elements or shared method variance between self-report measures.The authors acknowledge research support from Research Grants R01-AA-07250 and R01-AA-07218 from the National Institute on Alcohol Abuse and Alcoholism, Research Grant R01-DA-07417 from the National Institute on Drug Abuse, and National Institutes of Mental Health Grant A-41487-07. 相似文献
999.
1000.
John W. Thomas Linda Bol Robert W. Warkentin Mark Wilson Amy Strage William D. Rohwer 《Applied cognitive psychology》1993,7(6):499-532
This investigation focused on the interrelationships among students' study activities, students' self-concept of academic ability ratings, students' academic achievement, and instructional practices in 12 high school biology courses. Using a framework derived from a previous investigation, course features were classified into those that appear to (a) place demands on, (b) support, or (c) compensate for student engagement in particular study activities. Students' study activities, self-concept of academic ability ratings, and achievement were measured with experimenter-developed instruments. Results are reported for (a) characteristics of instruments and course features, (b) relationships between central factors of the investigation, and (c) multi-level relationships between course features and student variables. Results at the student level indicated that self-concept of academic ability and, to a lesser extent, students' study activities were positively associated with student achievement. Students' self-concept of academic ability ratings were also linked to students' engagement in generative, proactive study activities. At the course level the supportive practices of providing challenging homework assignments and extensive feedback on student coursework were associated with student engagement in effortful, generative, proactive study activities. The provision of extensive feedback was also associated with high student achievement. Multi-level relationships were analysed using hierarchical linear modelling (HLM) analyses. These analyses revealed, for example, that in courses in which little or no feedback is given on homework assignments, the relationship between achievement and student engagement in diligent effort management activities was enhanced. Other HLM analyses were conducted to examine the mediating role of course features on the relationship between students' self-concept of academic ability and their study activities and achievement. For example, the presence of challenging course demands was associated with an enhancement of the relationship between self-concept of academic ability and achievement whereas the presence of instructor provisions (supports and compensations) designed to reduce course demands was associated with a reduction in this relationship. 相似文献