排序方式： 共有4条查询结果，搜索用时 15 毫秒
1
1.
On the eve of the adoption of the new Council of Europe ‐ UNESCO Convention, this article goes back to the first agreement between the two international organizations to step up their co‐operation in the field of academic recognition and retraces the different stages that led to the final completion of the legal text. It offers an overview of the entire process, analyzing the development of the basic concepts of the Convention, highlighting controversial issues, and demonstrating the complex process of consultation in a wider and diversified Europe that will be brought to completion at the Lisbon Diplomatic Conference. This article, in a slightly different form, will be presented as a background document at the Lisbon Conference. 相似文献
2.
John R. Bergan 《Contemporary educational psychology》1981,6(3):237-249
This study investigated the extent to which various latent class models adequately described some elementary rule-governed mathematical behaviors. Two hundred and eighty-three children were given a fraction concepts test in which they identified fractional parts of sets of objects. Results supported the adoption of a set of three-class models including a mastery class, a nonmastery class, and a transitional class to describe the data. 相似文献
3.
The base rate fallacy describes how people rely on exemplars more than on base rates, when making judgments about a population. We provide a test of the base rate fallacy, considering the critiques of the research on the base rate fallacy on theoretical grounds. It is proposed that while trustworthy media outlets will allow readers to believe in anecdotal evidence found in news stories, readers will rely instead on base rates when presented with less trusted sources. Findings indicate that media credibility moderates the use of exemplars, although only among those with high trust in mass media. 相似文献
4.
People with more political knowledge tend to have more coherent ideologies (Delli Carpini & Keeter, 1996; Judd & Krosnick, 1989; Stimson, 1975; Zaller, 1992). Drawing on prominent theories of attitude structure (e.g., Dinauer & Fink, 2005; Hunter, Levine & Sayers, 1976), we propose an explanation for this relationship, testing whether people who spend time thinking about how political concepts relate to one another are more likely to exhibit ideologically coherent attitudes (Judd & Krosnick, 1989). We find that participants who are instructed to participate in an exercise that requires them to think about how political concepts are related exhibit greater correlations between social- and economic-policy attitudes than nonparticipants and find some evidence that participants’ policy attitudes are more consistent over time. Contrary to expectations, there was no evidence of greater consistency between policy attitudes and underlying values, including party identification. 相似文献
1