| 1. | Some psychological issues in distance teaching and learning
对从众行为的再认识 |
| 2. | The mathematical model of herd behavior in financial market
金融市场从众行为的数理模型 |
| 3. | On students ' conformity behavior in class in primary and secondary school
中小学生课堂从众行为探析 |
| 4. | Development of children ' s conformity behaviors in a cultural perspective
从文化角度重新审视儿童从众行为的发展 |
| 5. | The knowledge of sars , risk characteristics , willingness , conformity , relying on family and so on , can predict one s psychological state to some extent
个体对sars相关知识的了解风险特征意愿程度从众行为以及家庭依赖等因素在一定程度上可以预测个体的心理状态。 |
| 6. | Besides , education policy regulates the direction of the development teacher ' s creativity and circumscribes its function as a reflection of ruling class ' s will in education
笔者认为，由子从众行为本质上的求同性，使其对教师创造性的生成和发展起销蚀作用，不利于教师创造性发展。 |
| 7. | By combining herd behavior and market manipulation or game behavior , we establish a dynamic game model of incomplete information between market rigger and market follower and analyze
接着将从众行为与市场操纵结合起来，建立了市场操纵者和市场追随者之间的不完全信息动态博弈模型，分析了市场操纵与博弈行为对股票市场泡沫的影响。 |
| 8. | In this part , i have made an important proposition that the stock market satisfies the condition of " feedback imitation and accelerating risk model | " which means that risk can be imitated and contagion
通过对正反馈交易、从众行为的深入分析，本人在市场交易层面上，建立了一个“风险反馈?模仿加速模型” ，这一模型的基本结论包括三个方面。 |
| 9. | Based on the fruits of social psychology , this study introduces a new moderate variable " self - congruity " to interpret adolescents ' conformity , non - conformity and counter - conformity consumption behavior
本文以我国城市青少年为研究对象，在社会心理学研究成果的基础上引入了一个新的干扰变量自我一致性，用于解释广泛存在于青少年消费者中的从众、不从众和反从众行为。 |
| 10. | In the second part , the author investigate the influence which companion intercourse has on the view of the life and value via analyzing teenager ' s behavior characteristic of the companion community , that is to say , the self - cognition concerning social comparison behavior and observation mimicry concerning social study behavior and the happening of the self - identity about imitating others in the companion group
第二部分,通过对青少年同伴群体的行为特性:即社会比较行为的自我认知;社会学习行为的观察模仿;同伴团体内从众行为的认同发生;分析了同伴交往对青少年人生观、价值观形成的影响。 |
