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1.
Gill Needham Jane Holdsworth Denise Miles 《Health information and libraries journal》1991,8(3):170-171
相似文献
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This study replicated a previous research project addressing connections between family-of-origin communication and organizational dissent expression. We predicted that family communication patterns (FCPs), specifically conversation and conformity orientations, would predict upward, lateral, and displaced dissent. As in the original study, significant findings emerged for upward dissent and conformity orientation. This replication study indicated family type as an inconsistent predictor of expressed dissent. Contrary to the original study, we found no evidence to support a connection between pluralistic family types and upward dissent. Finally, as an extension of the original study we analyzed effects of FCPs on displaced dissent, finding an inverse association with conversation orientation. Implications for future research are discussed. 相似文献
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This study examined whether high- and low-IQ poor readers differed in patterns of reading performance. Ten-year-old poor readers with IQ scores of 110 and higher showed difficulty in taking a phonological approach to reading, failing to show an advantage in reading high-frequency regular versus irregular words and showing impaired nonword reading accuracy for their reading age. However, poor readers with IQ scores of 90 and below showed a more phonological approach to reading, with better reading of regular than irregular words of both high and low frequency, and with nonword reading skills slower than, but as accurate as, those of reading-age controls. We concluded that the high-IQ poor readers experienced difficulty in taking a phonological approach to reading, whereas the low-IQ poor readers had much less marked phonological problems, supporting Stanovich's phonological-core variable-difference model. 相似文献
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Research is summarized that documents the nature of the best-friend process in adolescence. Similarities and differences between the sexes are detailed. Female relationships are described as more intense, demonstrative, exciusive, and nurturant than male. Females depend heavily on the friend as a confidante with whom to process their mutual experiences and psychological reactions, apparently in an effort to understand and develop their own personalities. While males also confide at an intimate level, male relationships are more likely to be based on enjoyable companionship and similarity in attitudes, with less emphasis on continual analysis of experience. For both sexes, but especially for females, the relationship is important enough to development that lack of a close friend should be viewed as a deficit that responsible adults should help a student to remedy. Resources are cited that may be utilized by school personnel in helping the unfriended to make more effective contact with potential friends. 相似文献
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Inmaculada M. García–Sánchez Marjorie Faulstich Orellana Megan Hopkins 《Multicultural Perspectives》2013,15(3):148-154
In this article Abraham Lincoln is considered as an alternative to the usual type of patriot's hero. He reminds us of our great historical failings. He remains a figure of controversy, a national hero in only some corners of society. He is the heroic President who serves as the first compassionate defender of the downtrodden, and he is a hero in those subcultures as well. Lincoln's treatment in the movies is discussed, focusing particularly on the recent movie Lincoln. Lincoln is seen as a match for the usual movie hero. His famous immunity to casual treatment in popular culture is discussed as well. 相似文献
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Research in the area of attribution theory is reviewed which documents the tendency to explain whatever happens to someone else as a just consequence of his own personal characteristics, rather than the result of environmental circumstances. The ramifications of this tendency in teachers' perceptions of students are discussed, and suggestions are offered for guarding against this sort of attributional bias. 相似文献
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Sixten Marklund Franz Hilker Marjorie L. Jenkins Franklin Parker Gustav Jahoda M. J. Langeveld Karl Henrik Eriksson Nicholas Hans Gilbert de Landsheere Leslie D. Mclean J. Cambon A. St. Langeland S. Wiegersma Richard F. Goodings J. B. Biggs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(2):221-251
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