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191.
192.
193.
Gordon Barnes 《Philosophical Books》2003,44(1):53-62
Book reviewed in this article:
M DePaul (ed), Resurrecting Old–Fashioned Foundationalism 相似文献
M DePaul (ed), Resurrecting Old–Fashioned Foundationalism 相似文献
194.
Robert A. Gordon 《Academic Questions》1988,1(3):74-92
Editor's note: In view of the controversies surrounding the subject of ethnicity, IQ, and educational policy, the editors
feel that the mission of the journal would be best served by opening them to extended debate. Consequently, in an upcoming
issueAcademic Questions will feature a broad exchange of views on these questions. 相似文献
195.
196.
Mark S. Freeman B. Grant Hayes Tyson H. Kuch Gordon Taub 《Counselor Education & Supervision》2007,46(4):254-265
Selecting a single psychotherapeutic orientation can be a challenge for counselor education students. The authors examined the relationship between counseling theory selection and personality variables of students enrolled in a counseling theories course. A discriminant function analysis was used to identify the personality traits that would determine theoretical orientation choice. No statistically significant results were found. Results indicated that students showed no personality‐based preference of theory. Additionally, no significant differences were found on selected subscales of the Myers—Briggs Type Indicator (I. B. Myers, M. H. McCaulley, N. L. Quenk, & A. L. Hammer, 1998) and the Self‐Directed Search (J. L. Holland, B. A. Fritzsche, & A. B. Powell, 1996; J. L. Holland, A. B. Powell, & B. A. Fritzsche, 1994). 相似文献
197.
Using the 1975 National Center for Educational Statistics/Bureau of Census Participation in Adult Education survey data, this paper presents an analysis of part-time students at colleges and universities—who participates and who persists. Separate analyses of public two-year colleges and noncredit activities are also presented. The analysis is followed with a discussion of the implications. A general conclusion is that adult education at colleges and universities may rest on a precariously narrow base. 相似文献
198.
199.
Gordon G. Gallup 《Learning & behavior》1973,1(3):228-232
Three experiments were conducted on the effect of shock and aversive conditioning on tonic immobility. In the first study, increasing the intensity of preinduction shock was shown to produce reliable increases in the duration of immobility. Using classical conditioning procedures in the second experiment, a significant effect of UCS intensity was obtained. In the third experiment, brief confrontation with a conditioned fear stimulus was found more effective than shock for enhancing immobility duration. The data were discussed in terms of the fear hypothesis of animal hypnosis and as supporting a more general notion that the anticipation of shock may be more aversive than the receipt of shock. 相似文献
200.
What causes a student to participate in a survey? This paper looks at participation across multiple surveys to understand survey non-response; by using multiple surveys we minimize the impact of survey salience. Students at a selective liberal arts college were administered four different surveys throughout the 2002–2003 academic year, and we use the number of surveys participated in to understand how student characteristics such as demographics, engagement and Holland personality type affect cooperation. We find that survey respondents are more likely to be female and socially engaged, less likely to be on financial aid, more likely to be an investigative personality type and less likely to be an enterprising personality type. 相似文献