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Relationships among general anxiety, age, and measures of conscious and unconscious death anxiety were assessed in three groups of adult subjects varying in age and extent of contact with elderly persons. Data suggested that these relationships are complex, but that some degree of overlap exists among these factors both within and across groups. Knowledge and attitudinal data relating to death and aging suggested that similarities rather than differences should be emphasized in comparing these groups of students and care and service providers, and that there is less reason to assume a perceived conscious association between death and aging than previously believed based on current literature. These data are discussed from an applied developmental perspective. 相似文献
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佟桂琴 《内蒙古师范大学学报(哲学社会科学版)》2002,31(6)
认识的主体以群体的形式与客体相对应。这一群体又是多种多样十分复杂的,人们对此划分的标准也各有差异,这就不利于对认识群体的了解和把握。笔者试从认识论的角度,从认识的客体方面进行分类,即以主体的认识对象来划分。这既可以促进对认识群体研究的深化,同时对调动认识群体在社会主义现代化建设中的积极性,充分发挥其在社会发展中的作用有着十分重要的现实意义。 相似文献
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George Pollack 《Educational theory》2008,58(2):229-248
A bstract . The Schefflerian notion that teaching intentionally tries to bring about knowledge has been spiritedly challenged by Catherine Elgin. Perhaps, in light of our enlightened understanding of the limits of our claims to knowledge in the scientific realm, knowledge emerges as too ambitious a goal for teaching to set itself. In this essay, George Pollack explores the maneuvers Israel Scheffler employs to deflect the onslaught of this challenge. Pollack addresses this issue by examining the so-called rationality constraints on teaching championed by Scheffler. The thesis that these constraints are definitive of teaching is, the author argues, not arrived at on conceptual grounds, but draws for its support on the several strands of epistemological reasoning woven together in Scheffler's celebrated work, Conditions of Knowledge . The notion of a dynamically engaged-in teacher-pupil interaction, harnessed to a mutually shared system of beliefs, is shown to take on a heightened prominence. 相似文献
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In order to assess the structure of cognitive abilities in highly and moderately gifted young people, data from the Munich Longitudinal Study of Giftedness were analyzed by conventional factor analysis. In the total group as well as in the subsample of the moderately gifted, a three factor solution was obtained which was subsequently confirmed by a LISREL analysis of the same data. In the subsample of the highly gifted, a two factor solution was obtained by conventional factor analysis and confirmed by a LISREL analysis. Contrary to the opinion voiced in the statistical literature that in groups formed on the basis of some cutoff value the reduced variances and covariances will lead to factorial artifacts, we argue that the factors obtained can be interpreted meaningfully. We were also able to predict, on the basis of the two factor solution, the occurrence of specific types of highly gifted youths. 相似文献
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In order to attempt to assess aspects of clinical competence, not adequately assessed by other means, the Center for the Study of Medical Education, University of Illinois College of Medicine together with the American Board of Orthopaedic Surgery developed oral examinations in formats specifically designed to yield information on high level cognitive functioning. The examinations were administered to 784 candidates for certification in January 1968. Reliability of the oral problem-solving component score pooled from four examiners was approximately .50. Assessment of content, construct, and concurrent validity made by questionnaire and factor analytic studies indicated that the oral tests identified factors not measured by multiple-choice tests and, therefore, significantly improved the relationship between supervisory evaluations and test scores. 相似文献
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OPEC音译名称和零翻译缩略语的广泛接受对引进外来语的启示 总被引:10,自引:0,他引:10
袁斌业 《广西师范大学学报(哲学社会科学版)》2002,(Z2)
OPEC的音译名称“欧佩克”和汉语文章中零翻译缩略语的使用曾一度成为某些学者攻击的对象 ,今天它们已经得到广泛的接受。这个事实给我们三点启示 :不应以原则规范外来语的引进 ;同事同物异译并存可以丰富汉语的表现力、有利于汉语择优选用 ;谨慎看待语言污染。 相似文献
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Zainol Badli Budiman Lilia Halim Subahan Mohd Meerah Kamisah Osman 《International Journal of Science and Mathematics Education》2014,12(5):1169-1195
Three teaching methods were compared in this study, namely a Cognitive Conflict Management Module (CCM) that is infused into Cognitive Acceleration through Science Education (CASE), (Module A) CASE without CCM (Module B) and a conventional teaching method. This study employed a pre- and post-test quasi-experimental design using non-equivalent control groups. The design involved 130 participants from Form 2 (Grade 7) in a Malaysian secondary school. The cognitive level of all participants was classified as non-formal operational on the pre-test and were allocated to one of the four intact groups: experimental group 1, EP1 experienced Module A, experimental group, and EP2 experienced Module B, while the others were divided between two control groups. The impact of the three teaching methods on the level of cognitive development and science achievement were observed after a 20-week intervention. Data were analysed using multivariate analysis of variance/multivariate analysis of covariance, analysis of covariance and a paired-samples t test. It is hoped that this study can contribute to knowledge in the field of cognitive intervention and cognitive conflict strategy. The findings show that a high dose of cognitive intervention in CASE activities within a short period has an effect on the levels of students’ cognitive development, standard science achievement and constructive cognitive conflict. 相似文献
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Ross E. Andersen Shawn Franckowiak Colleen Christmas Jeremy Walston Carlos Crespo 《Educational gerontology》2013,39(3-4):297-306
Physical inactivity is a cardiovascular risk factor that has a higher prevalence among overweight adults. The purpose of this study was to assess the prevalence of not participating in Leisure Time Physical Activity (LPTA) and the relationship to body weight class among older U.S. adults. A nationally representative cross-sectional survey with an in-person interview and medical examination was used. Between 1988 and 1994, 6569 adults 60 years of age or older responded to the household adult and family questionnaires as part of the National Health and Nutrition Examination Survey III. Mexican Americans and non-Hispanic blacks were oversampled to produce reliable estimates for these groups. Overall, 39% of older U.S. adults fall in the overweight range and 23.3% are obese. Obese older adults were more likely than their overweight and healthy weight counterparts to report participating in no LTPA The prevalence of adults reporting no leisure time physical activity (LPTA) is lowest among non-Hispanic whites compared to non-Hispanic blacks and Mexican-Americans in each body mass index category. Future interventions should address strategies to promote an increase in leisure time physical activity among older adults, especially among underserved populations, and help them to prevent weight gain. 相似文献
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语法隐喻在语言的使用和交际过程中是十分普遍的语言现象。以概念隐喻、人际隐喻和情态隐喻为认知理据,结合广告语篇,从认知的视角来分析广告语篇中的英语投射。不仅有助于解读丰富的广告话语内涵,也反映了人类认知世界的发展。 相似文献
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杨剑英 《四川师范学院学报》2007,(5):94-97
叙述语篇中的指称选择主要受到三个因素的影响:指称距离,指称对象是否引起歧义,指称对象与话题焦点的关系。这三个因素归根结底可以从心理学方面得到解释。人类的记忆系统和认知特点决定了人类对指称选择的认知加工方式。 相似文献
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认知关联视角下语境在言语交际中的动态研究 总被引:1,自引:0,他引:1
从认知语言学的视角出发,以斯佩伯和威尔逊(Sperber&Wilson)关联理论为基础,分析了语境要素在言语交际中的作用,强调语境研究的视角应转向语境的认知研究。通过对动态语境的概念、动态语境在言语交际中的特点等作初步的分析,指出语义受语境的制约,而语境本身就处于动态的变化当中。交际的核心不在于言语,而在于意义的理解,语义分析法只能在初步语境中实现.而言语分析及交际分析应该在动态语境中完成。在言语交际中强调动态语境突出了动态的语言形式,从而对言语交际的分析更加深入。 相似文献
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认知心理的运用与体育教学 总被引:1,自引:0,他引:1
郑文平 《福建师大福清分校学报》2002,(2):90-93
认知心理学将人的大脑活动看成是信息加工过程,人们对技术动作的学习是一和信息的输入,转换,加工分析,贮存和提取运用的过程,体育教学应如何运用认知心理学理论,根据认知心理信息加工与体育技术动作形成的相互关系,促进人们认识技术动作的学习和掌握与大脑活动的相关规律,改革传统的教学观念和方法,运用符合学生心理活动规律和认知方式的教学方法,以提高体育教学质量。 相似文献
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语用学对外语教学的启示 总被引:4,自引:0,他引:4
余祥越 《广西师范大学学报(哲学社会科学版)》2002,(Z3)
本文结合外语教学就语用的正确与得体、语用知识与语言知识以及语用能力进行分析和论述 ,阐明语用学对外语教学的启示。强调外语教学既要培养学生的语言能力 ,又要培养语用能力。同时 ,让学生了解中西文化差异及交际准则差异 ,尽量少犯语用错误 ,避免语言表达不得体或交际失误 相似文献
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