Effects of the Teacher Versus Students Game on Teacher Praise and Student Behavior

The Teacher versus Students Game is a variation of the Good Behavior Game (Barrish et al. in J Appl Behav Anal 2:119–124, 1969.  https://doi.org/10.1901/jaba.1969.2-119) in which students compete against the teacher to earn points and win the game. Students earn points when they follow rules, whereas the teacher earns points when they do not. The purpose of this study was to examine whether the game decreased students’ off-task behaviors while increasing teachers’ use of behavior-specific praise. Participants were five teachers and fifteen students (some with disabilities and some without) across five fourth and fifth grade elementary school general education classrooms, who were identified by their teachers as engaging in frequent off-task behavior. Results indicated that the game decreased off-task behavior for all students. The game also increased teachers’ use of behavior-specific praise statements, minimally increased general praise statements, and decreased corrective statements for all but one of the teachers.     

Characteristics of Peer Review Reports: Editor-Suggested Versus Author-Suggested Reviewers

Science and Engineering Ethics - Peer review is widely recognized as a mechanism for quality control of academic content. This research article aims at comparing the review reports and decisions of...     

Computational Versus Associative Models of Simple Conditioning

In associative models of simple conditioning, conductive connections (associations, Hebbian synapses) are strengthened by the repetitive temporal pairing of stimuli. The associations cause the animal to behave more adaptively, but they do not encode information about objectively specifiable properties of the conditioning experience. In information processing (computational) models, the temporal intervals in that experience are timed and the results recorded in memory for later use in computations that determine the decisions whether and when to respond to the conditioned stimulus. The predictions of these latter models depend on the ratios of remembered and currently experienced temporal intervals; hence, they are time-scale invariant. Two examples of empirical time-scale invariance are described: Neither the delay of reinforcement nor the ratio of reinforced to unreinforced presentations of the conditioned stimulus affects rates of acquisition and extinction. Time-scale invariance has far-reaching implications for models of the processes that underlie conditioning, for example, models of Hebbian synapses.     

Edgar Schein's Process Versus Content Consultation Models

Edgar Schein (1969, 1978, 1989, 1990) has proposed three models of consultation based on assumptions inherent in different helping styles. The first two models, purchase-of-expertise and doctor-patient, focus on the content of organizational problems. The client gives the problem to the consultant to find and implement solutions. The process consultation model focuses on how organizational problems are solved. The client and consultant collaborate throughout the problem-solving effort to find workable solutions. Because of the nature of organizations' cultures and the underlying assumptions that determine how they operate, Schein has suggested that it is most efficacious for consultants to begin in the process consultation mode and involve the client in the investigation of the problem.     

The Attributes Adolescents Associate with Peer Popularity and Teacher Preference

Perceived popularity and perceived teacher preference were investigated in a sample of 351 (179 boys, 172 girls) 10th-grade students from an urban community experiencing a moderate degree of economic distress. Students completed rating scale sociometric and behavioral nomination measures. Data on GPAs and unexplained absences were obtained from the school. Multiple regression analyses revealed that different behaviors were associated with perceived popularity and perceived teacher preference. Low GPA, low submissiveness, and high rates of absenteeism were associated with high perceived popularity and a low perceived teacher preference. Snobbishness and prosociality were more strongly associated with perceived popularity than perceived teacher preference. Students who were perceived as high on both dimensions simultaneously maintained a commitment to their scholastic success at school while behaving in a highly friendly nonsubmissive manner. A relation was also found between individuals' ratings of students' peer popularity and their own behavioral and academic attributes.     

Models of Success Versus the Success of Models: Reliability without Truth

In computer simulations of physical systems, the construction of models is guided, but not determined, by theory. At the same time simulations models are often constructed precisely because data are sparse. They are meant to replace experiments and observations as sources of data about the world; hence they cannot be evaluated simply by being compared to the world. So what can be the source of credibility for simulation models? I argue that the credibility of a simulation model comes not only from the credentials supplied to it by the governing theory, but also from the antecedently established credentials of the model building techniques employed by the simulationists. In other words, there are certain sorts of model building techniques which are taken, in and of themselves, to be reliable. Some of these model building techniques, moreover, incorporate what are sometimes called “falsifications.” These are contrary-to-fact principles that are included in a simulation model and whose inclusion is taken to increase the reliability of the results. The example of a falsification that I consider, called artificial viscosity, is in widespread use in computational fluid dynamics. Artificial viscosity, I argue, is a principle that is successfully and reliably used across a wide domain of fluid dynamical applications, but it does not offer even an approximately “realistic” or true account of fluids. Artificial viscosity, therefore, is a counter-example to the principle that success implies truth – a principle at the foundation of scientific realism. It is an example of reliability without truth.     

Normal Versus Noncentral Chi-square Asymptotics of Misspecified Models

In this article, we present a Bayesian spatial factor analysis model. We extend previous work on confirmatory factor analysis by including geographically distributed latent variables and accounting for heterogeneity and spatial autocorrelation. The simulation study shows excellent recovery of the model parameters and demonstrates the consequences of ignoring spatial dependence. Specifically, we find inefficiency in the estimates of the factor score means and bias and inefficiency in the estimates of the corresponding covariance matrix. We apply the model to Schwartz value priority data obtained from 5 European countries. We show that the Schwartz motivational types of values, such as Conformity, Tradition, Benevolence, and Hedonism, possess high spatial autocorrelation. We identify several spatial patterns—specifically, Conformity and Hedonism have a country-specific structure, Tradition has a North–South gradient that cuts across national borders, and Benevolence has South–North cross-national gradient. Finally, we show that conventional factor analysis may lead to a loss of valuable insights compared with the proposed approach.     

Career Decision-Making Models: Espoused Theory Versus Theory-in-Use

The author examines the limitations of career decision-making models from a theory-in-action perspective (Argyris, 1976). Research implications are discussed.     

Task-Oriented Versus Other-Referenced Competition: Differential Implications for Children's Peer Relations1

We conceptualized a multidimensional construct of competitiveness among children. In our model, competing in order to achieve task mastery is distinct from competition motivated by social comparison. Competition is further differentiated by domain, with a distinction between the physical and cognitive domains. Peer- and self-report measures were developed to measure these dimensions. In general, these factors emerged as well-defined and as having somewhat different implications for peer relations. There was little concordance between the peer-nomination and self-report data. The peer nominations indicated that task-oriented competition was generally associated with acceptance and prosocial behavior, whereas other-directed competition was generally associated with being liked less and being seen as aggressive. There was little corroboration of these links in the analyses based on the self-report data.     

教师领导行为与儿童同伴关系的研究

文章探讨了儿童知觉期望的教师领导行为与儿童同伴关系之间的关系.研究选取北京市某小学4、6年级学生作为被试,共180名(男100名,女80名).采用社会计量法测量儿童的同伴关系,教师领导行为问卷测量儿童知觉的和期望的教师领导行为.主要的结果如下:(1)知觉到放任型领导不利于儿童同伴关系的发展,而知觉到民主型与权威型领导对儿童的同伴关系影响不大;(2)知觉到权威型领导有利于形成一个有凝集力的班级团体,知觉到民主型领导行为有利于班级团体的调和.     

Forward Models: Supervised Learning with a Distal Teacher

Internal models of the environment have an important role to play in adaptive systems, in general, and are of particular importance for the supervised learning paradigm. In this article we demonstrate that certain classical problems associated with the notion of the “teacher” in supervised learning can be solved by judicious use of learned internal models as components of the adaptive system. In particular, we show how supervised learning algorithms can be utilized in cases in which an unknown dynamical system intervenes between actions and desired outcomes. Our approach applies to any supervised learning algorithm that is capable of learning in multilayer networks.     

Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms

We investigated the effects of My Teaching Partner-Secondary (MTP-S), a teacher professional development intervention, on students' peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain-that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.     

Theory of Mind and Sensitivity to Teacher and Peer Criticism Among Japanese Children

This study investigated sensitivity to teacher and peer criticism among 89 Japanese 6‐year‐olds and examined the connection between sensitivity to criticism and first‐order and second‐order theory of mind separately. Participants completed a common test battery that included tasks assessing sensitivity to criticism (teacher or peer condition), the Picture Vocabulary Test—Revised, and theory of mind tasks. The results showed that the children with better understanding of second‐order mental states rated their ability negatively after teacher criticism, but they were motivated to keep trying. This phenomenon was found under only the teacher condition, and peer criticism did not significantly affect children's response, irrespective of theory‐of‐mind level. Cognitive and social factors that may have contributed to the children's responses to criticism are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

Differentiation Matching Versus Level of Differentiation in Students' Judgments of Teacher Effectiveness

The present study examined the role of differentiation matching and level of differentiation in student-teacher relationships. Subjects were residents, mental health specialists, and medical students enrolled in psychiatry courses and in five core curriculum courses, and the respective faculty professors. All subjects completed measures of differentiation at the beginning of the course and students rated the teaching effectiveness of the faculty at the end. Judged teaching "effectiveness" was associated with a high level of interpersonal differentiation on the part of the teacher. Differentiation matching of teachers and student was related to high effectiveness ratings when the student was more differentiated than the teacher under conditions of frequent teacher exposure and familiarity.     

Impact of Two Clinical Peer Supervision Models on Practicing School Counselors

Two forms of clinical peer supervision were provided for a sample of 29 practicing school counselors. Pre- and posttest measures were used to assess the counselors' level of job satisfaction, counseling self-efficacy, and counseling effectiveness (including empathic responding, adaptability and flexibility in counselor response, and client behavior change). The sample was divided into 3 groups (2 treatment and 1 control). Each supervision treatment lasted 9 weeks. None of the analyses of covariance examining treatment effects were significant. However, these individually nonsignificant results showed movement in the hypothesized direction in each instance, indicating small but pervasive effects of treatment. Participants' qualitative session evaluations also supported the helpfulness of clinical peer supervision for school counselors. Implications for future research and the practice of school counselor supervision are discussed.     

Modeling Heterogeneous Peer Assortment Effects Using Finite Mixture Exponential Random Graph Models

Psychometrika - This article develops a class of models called sender/receiver finite mixture exponential random graph models (SRFM-ERGMs). This class of models extends the existing exponential...     

Bayesian Comparison of Latent Variable Models: Conditional Versus Marginal Likelihoods

Psychometrika - Typical Bayesian methods for models with latent variables (or random effects) involve directly sampling the latent variables along with the model parameters. In high-level software...     

A Comparison of Health Communication Models: Risk Learning Versus Stereotype Priming

Health communication research and practice have been strongly influenced by the protection motivation theory (Rogers, 1975, 1983), the health belief model (Becker, Haefner, Kasl, et al., 1977; Becker, Haefner, & Maiman, 1977; Rosenstock, 1974), and similar conceptualizations. I refer to these as risk learning models because the goal is to teach new information about health risks and the behaviors that will minimize those risks. These models have garnered a substantial amount of empirical support and are apparently quite useful to practitioners (Conner & Norman, 1996). The goal of this article is to describe a less familiar, but complementary, approach to persuading people to avoid risky behaviors, which I will refer to as the stereotype priming model (Bargh, 1989; Bargh, Chen, & Burrows, 1996; Bargh, Raymond, Pryor, & Strack, 1995). The goal is to make salient preexisting social stereotypes about people who do or do not behave as advocated. The stereotype priming model posits that the stereotypes that we possess regarding the personality traits of groups of people (e.g., smokers, drunk drivers, marijuana users, people with suntans) to a large extent govern our behavior. In this view, it is sometimes useful to capitalize on and reinforce preexisting stereotypes in order to encourage healthy, and/or discourage unhealthy, behaviors. This article reviews the traditional risk learning models and evidence that supports them, provides corresponding information for the stereotype priming model, compares and contrasts the models, and discusses how the stereotype priming model might be used to design health communications campaigns.