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61.
Philip A. Vernon 《教育心理学家》2013,48(3-4):293-304
Little attention has been paid to biological or physiological correlates of mental ability in the development of theories or tests of intelligence. A number of such biological correlates exist, however; some showing a pronounced relationship with performance on standard intelligence tests. Given the magnitude of the correlations that exist between behavioral intelligence and such measures as averaged evoked potentials, nerve conduction velocity, and cerebral glucose metabolic rate, it is proposed that an appropriately weighted combination of these and other physiological processes could provide a reliable, culture-fair estimate of intelligence that could be administered in the same manner to persons of almost any age or level of ability. Biological approaches to the measurement of intelligence may not replace traditional assessments, but the information that they can provide deserves greater attention than typically has been the case. 相似文献
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63.
John F. Stone 《Communication quarterly》2013,61(2):227-243
In a preliminary effort to stem a steep decline in graduate enrollments, a regional comprehensive university began a search for its perceived market advantages. Using the tenets of Bormann's (1985) Symbolic Convergence Theory, the investigation identified fantasy types involved in student decisions to enroll and, after surveying new students (N = 739) over a four year period, isolated two emergent rhetorical visions ~ “Better Program, Quality University,” and “Small Campus, Big Opportunity”‐that were shared, to differing degrees, by students in professionally diverse academic programs. Results are discussed in terms of what they suggest about promoting professional master's degree programs generally, and communication programs specifically, and what they reveal about the saliency of rhetorical visions. 相似文献
64.
This paper reports a study based on Bruner, Shapiro and Tagiuri's conception of lay personality theory. The trait implication questionnaire adapted from Bruner et. al. was used to investigate the way in which freshmen students make inferences about instructor fairness and expertise. Results are discussed in light of their implications for the use of student course evaluations. 相似文献
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Julie M. Birkenmaier Vernon Loke Sally A. Hageman 《Journal of Teaching in Social Work》2013,33(5):519-536
ABSTRACTGraduating students must be prepared with knowledge and skills for the financial aspects of social work practice. This study examines graduating students’ attitudes and perceptions about client finances, as well as their financial knowledge. Internet survey results (n = 116) of BSW and MSW graduating students indicate that respondents (a) perceive a limited function for discussing client financial circumstances in practice, (b) understand the relevance, however, of client finances, (c) are unprepared to address this aspect, and (d) are supportive of integrating this content into required policy and practice courses. Teaching and curricular implications, along with programmatic recommendations, are included. 相似文献
67.
R. P. Clark Einar Lilja Eve Malmqvist Louis Arnaud Reid Edmund King John Downing C. M. Fleming Arnould Clausse G. de Landsheere Vernon Mallinson Paul Nash Tomio Goto M. A. Brimer Rudolf Cohen Gerhard Pause M. J. Langeveld W. E. Vliegenthart Emile Planchard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):351-382
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Mark Stone 《Psychology in the schools》1975,12(3):330-333
The Slosson Intelligence Test (SIT) is an age scale of intelligence with demonstrated reliability and high validity coefficients correlated to the Stanford-Binet. The items of the SIT were classified according to a scheme resembling Valett's classification of Stanford-Bmet test, items. A comparison of the classifications was made and an explanation given of how the interpretive profile can be used to enhance the value of the SIT. 相似文献
70.