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Titlebook: Restricted Environmental Stimulation; Theoretical and Empi Peter Suedfeld,John W. Turner,Thomas H. Fine Book 1990 Springer-Verlag New York

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樓主: Coarctation
41#
發(fā)表于 2025-3-28 16:29:38 | 只看該作者
42#
發(fā)表于 2025-3-28 20:27:01 | 只看該作者
A Cybernetic Model of Restricted Environmental Stimulation Effectson different theoretical explanations; and while most of these can also be classified into physiological and cognitive categories, some also draw on evolutionary principles to explain certain REST effects.
43#
發(fā)表于 2025-3-29 00:57:07 | 只看該作者
Hormonal Changes Associated with Restricted Environmental Stimulation Therapyployed a single subject double-blind crossover design. Plasma and urinary Cortisol and plasma ACTH showed significant decreases associated with REST. Testosterone and HL levels in plasma did not change. All subjects reported that the REST experience was deeply relaxing. Naloxone treatment consistent
44#
發(fā)表于 2025-3-29 06:27:26 | 只看該作者
Flotation REST and Information Processing: A Reaction Time Study occurred in REST. Reported mood changes in REST included decreased anxiety and tension and increased energy. No changes in mood occurred in the control condition. Although the results of this study do not rule out the possibility that cognitive disorganization can occur in REST, it appears that RES
45#
發(fā)表于 2025-3-29 08:05:38 | 只看該作者
46#
發(fā)表于 2025-3-29 12:19:14 | 只看該作者
47#
發(fā)表于 2025-3-29 16:17:23 | 只看該作者
Enhancing the Creativity of Psychologists Through Flotation RESTy the morning I had established the existence of a class of Fuchsian functions, those which come from the hypergeometric series; I had only to write out the results, which took but a few hours” (Vernon, 1970, p. 81). Kekule, too, is reported to have discovered the structure of benzine during a dream
48#
發(fā)表于 2025-3-29 20:19:45 | 只看該作者
49#
發(fā)表于 2025-3-30 02:40:59 | 只看該作者
50#
發(fā)表于 2025-3-30 06:07:28 | 只看該作者
en, z.B. hinsichtlich vergleichbarer und verallgemeinerbarer empirischer Befunde zu Ausma?, Erscheinungsformen und Entwicklungstendenzen von Gewaltph?nomenen an Schulen und deren (schulspezifischen) Determinanten sowie hinsichtlich des Standes und m?glicher Perspektiven schulischer Gewaltpr?vention
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