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991.
J. Avenhaus R. Gotzhein T. H?rder L. Litz K. Madlener J. Nehmer M. Richter N. Ritter D. Rombach B. Schürmann und G. Zimmermann 《Informatik - Forschung und Entwicklung》1998,13(4):227-234
Ohne Zusammenfassung 相似文献
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P. R. May 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):66-70
This is a short historical review showing how researchers in the early part of this century attempted to define and measure artistic ability and establish a relationship between such ability and general intelligence. The definition of artistic ability was a recurring difficulty which has not, indeed, been satisfactorily settled yet, although the inadequacy of some of the criteria put forward earlier in the century can now be clearly seen. Such criteria were often wholly convergent, requiring pupils to conform to pre‐established notions of ‘correctness’ which now seem inappropriate to the subject. 相似文献
995.
Arleigh B. Williamson 《Quarterly Journal of Speech》2013,99(2):195-216
THE PRESIDENTIAL ELECTION AND TRANSITION 1960–1961. Edited by Paul T. David. Washington, D.C.: Brookings Institution, 1961; pp. x+353. $3.75. THE GREAT DEBATES: BACKGROUND, PERSPECTIVE, EFFECTS. Edited by Sidney Kraus. Bloomington, Ind.: Indiana University Press, 1962; pp. 439. $7.95. REPORT OF THE COUNTY CHAIRMAN. By James A. Michener. New York: Random House, 1961; pp. 310. $3.95. SIX CRISES. By Richard M. Nixon. New York: Doubleday, 1962; pp. xvi+459. $5.95. THE MAKING OF THE PRESIDENT 1960. By Theodore H. White. New York: Atheneum Publishers, 1961; pp. viii+393. $6.95. 相似文献
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J. R. Pelsma 《Quarterly Journal of Speech》2013,99(3):266-271
Communicators achieve increased rule consensus as they use talk to overcome problems. Two kinds of talk seem especially useful to increasing consensus: remedial talk, which uses rules to correct past problems; and legislative talk, which uses rules to propose guides for future conduct. 相似文献
997.
Marianne W. Devoe Gary F. Render James R. Collins 《Journal of Experimental Education》2013,81(4):296-301
This study investigates four variations of a microtechnology process and its effect on the development of cooperative behavior in 96 third grade children. Subjects were randomly assigned to one of four treatment groups. The treatments were the complete microtechnology process and three variations of the process. Findings suggest that: cooperative behavior can be significantly (p < .01) increased by use of microtechnology techniques; the microtechnology process is effective without the self-confrontation component; and the behavior developed exhibited short-term retention. 相似文献
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