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Sue Webb Cardwell Ph.D. 《Pastoral Psychology》1982,30(4):153-162
A study was made of the most and least successful women minister graduates of Christian Theological Seminary since 1959. Significant differences were found in several scales of the CTMM, the ACL and the MMPI. These indicated, for example, higher intelligence, a better self-image, more openness to feelings and to general human faults plus alternative viewpoints, more leadership ability and ability to take charge of their own lives, for the more successful women. Implications for helpful interventions were discussed.Dr. Cardwell is Assistant Professor of Psychology and Counseling and Director of the Pastoral Counseling Service at Christian Theological Seminary, 1000 West 42nd Street, Indianapolis, Indiana 46208. 相似文献
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W. M. Nelson III Philip C. Kendall Dr. A. J. Finch Jr. M. Sue Kendall Sarah B. Nelson 《Journal of abnormal child psychology》1974,2(4):275-279
The State-Trait Anxiety Inventory for Children (STAIC) and the Children's Manifest Anxiety Scale (CMAS) were administered to 54 juvenile delinquents (27 males, 27 females). Ratings on locus of conflict were also obtained. The STAIC A-State scale was significantly correlated with internalization but not with externalization or the total maladjustment index. Neither A-Trait nor the anxiety portion of the CMAS was correlated with locus of conflict. All measures of anxiety were significantly correlated with each other. Boys were rated as more internal, external, and maladjusted than girls despite the fact that girls reported more subjectively experienced anxiety. 相似文献
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Eighty-one university students were given a battery of reaction time tests, measuring the speed with which they performed various elementary cognitive processes, and a group test of intelligence which yielded timed and untimed scores. Multiple regression analyses indicated that speed of information-processing was an equally good predictor of timed and untimed intelligence test performance, and that various combinations of speed-of-processing variables accounted for as much as 48% of the variance in intelligence test scores. Different speed-of-processing variables varied relatively systematically in the extent to which they correlated with the individual subtests and scales of the intelligence test. 相似文献
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On the basis of social learning theory it can be hypothesized that information acquired through model observation can provide as rich a basis for a cognitive representation as that acquired by means of the usual KR procedure. A source of external information similar to that of model observation is videotape feedback (VTFB). Therefore, it was the purpose of this study to test the potency of these two sources of information with KR. The design was a 4 (groups) × 10 (blocks) factorial ANOVA with repeated measures on the last factor. Both immediate transfer and 48-hr retention effects were assessed. The immediate transfer analysis indicated a significant main effect for group. This effect appeared to be due to the poor performance of the VTFB group. The same effect approached significance after the 48-hr retention. Subsequent variance analysis indicated significant differences between transfer and retention within all conditions except modeling. 相似文献
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Students in Grades 1, 4, 7, and 10 were timed as they solved simple and complex addition problems, then were presented similar problems in an untimed interview. A manipulation of confusion between addition and multiplication, in which multiplication answers were given to addition problems (3 + 4 = 12), revealed evidence for the hypothesized interrelatedness of these operations in memory only in 10th graders. The overall pattern of results suggests a strong reliance on memory retrieval, even in the first-grade group, with discernible time differences when “procedural” knowledge of carrying is required for problem solution. The results were judged consistent with a fact retrieval model which invokes explicit procedural information when problem difficulty is high or when processes like carrying and estimating magnitudes are required. In agreement with several other reports, the overall slowing of performance to larger problems is best explained in terms of normatively defined problem difficulty or associative strength in memory. 相似文献
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