THE EFFECTS OF ORAL PRESENTATION PREVIEWING RATES ON READING PERFORMANCE

A multielement design was used to compare the effects of rapid oral presentation and slow oral presentation during listening previewing on rates of accurate oral rereading. The participants were 2 elementary students with reading skills deficits. For both students, rates of accurate oral rereading were higher when adults reduced their oral reading rates as students read silently.     

结果冲突与作业难度对双重作业绩效的影响

运用单作业和双作业操作探讨结果冲突与作业难度对双重作业绩效的影响。结果表明：（１）信息干扰对双作业操作有着明显的影响。信息干扰越大,结果冲突效应越大,双作业操作绩效越差。（２）作业难度对双作业绩效有明显影响。作业难度越大,双作业操作绩效越差。根据实验结果,本研究提出了双因素假设：信息干扰和资源竞争是影响双作业操作绩效的两个主要因素。     

THE EFFECTS OF INSTRUCTIONAL MATCH AND CONTENT OVERLAP ON GENERALIZED READING PERFORMANCE

This study examined the effects of instructional match and content overlap on students' ability to generalize from passage reading instruction. Four students with mild disabilities served as participants. Using a multielement design, students were instructed with passages at two levels of text difficulty (instructionally matched vs. instructionally mismatched), and generalization was assessed with passages at two levels of similarity to those instructed (low vs. high content overlap). Results indicated that students' oral reading accuracy and fluency showed the greatest degree of generalization when instructional materials were matched to the students' skill level and assessment materials were similar to those used during instruction. Moreover, these results were maintained at 1-month follow-up. The implications of these findings for classroom reading instruction and the assessment of students' reading skills are discussed.     

任务难度对基于位置返回抑制时间进程的影响

在返回抑制的实验范式下,采用线索一靶子模式进行了视觉字母觉察实验、实验发现,返回抑制在线索与靶子之间的时间间隔（ＳＯＡ）为７００ｍｓ时出现,且在９００ｍｓ时消退。这与先前许多实验发现的返回抑制在ＳＯＡ为３００ｍｓ左右时出现的结果不一致。作者认为,实验任务的难度是影响返回抑制时间进程的一个重要因素。     

EFFECTS OF INVENTED SPELLING AND DIRECT INSTRUCTION ON SPELLING PERFORMANCE OF SECOND-GRADE BOYS

Four second-grade boys, 2 rated by their classroom teacher as below average and 2 as above average in basic language skills, participated in a 16-week spelling investigation. The participants alternately received, in counterbalanced order, 5 weeks of an invented spelling approach that incorporated 15-min creative writing periods and 5 weeks of direct instruction that involved 15-min periods of guided practice on spelling word lists. At the end of 10 weeks, each condition was replicated for 3 additional weeks. Although direct instruction resulted in more targeted words spelled correctly, invented spelling resulted in more nontargeted words spelled correctly, higher preference ratings by children, and higher teacher ratings of the quality of 3 of the children's writing samples.     

THE EFFECTS OF PARTICIPATION AND GOAL DIFFICULTY ON PERFORMANCE

Previous research comparing the effects of assigned versus participatively set goals on performance were essentially tests of the null hypothesis in that goal difficulty level was not systematically manipulated. The present laboratory study investigated the effects of assigned versus participatively set goals, and the effects of varying goal difficulty level on an arithmetic task. Eighty-six college students were assigned to either a participative goal condition or one of three assigned goal conditions. In two of the assigned goal conditions participants were assigned goals equal to those set in the participative condition, the difference being that individuals in one group were assigned goals at random and those in the other group were assigned goals on the basis of their premeasure scores. Participants in the third assigned goal condition were randomly assigned a goal in the top quartile of the goals set participatively. As hypothesized, individuals with hard assigned goals had higher performance than peers with lower goals set in a participative manner. Contrary to modern organizational theory, individuals with participatively set goals did not have higher performance than those with assigned goals of equal difficulty. Personality traits were not found to moderate the effects of goal setting on performance.     

ANTECEDENT CONTROL OF ORAL READING ERRORS AND SELF-CORRECTIONS BY MENTALLY RETARDED CHILDREN

Academic behaviors can be enhanced through the manipulation of either consequent or antecedent stimuli. In this study, we evaluated the effects of manipulating two antecedent stimulus events with respect to oral reading errors and self-corrections of four mentally retarded children. Using an alternating treatments design, the effects of previewing the target text and previewing an unrelated text were evaluated against no-previewing. In the first previewing condition, the teacher discussed the target text with the children before they were required to read it orally. The same procedure was used in the other previewing condition but with the provision that an unrelated text was previewed. Oral reading errors decreased and self-corrections increased when the children previewed the target text with their teacher before reading it orally. No changes were observed as a result of implementing the other two procedures, previewing an unrelated text and no-previewing. The results, which were consistent across all four children, showed that reading proficiency can be increased by manipulating antecedent stimulus events prior to oral reading.     

汉字阅读材料的不同排列组合对字词认知速度及准确性的影响

本研究探讨了汉字阅读材料的不同组合对字词认知速度及准确性的影响。实验材料是一篇３２０个字的短文阅读材料,分成三种不同组合形式让被试从左往右发声念读．一种是顺意排列材料形式（即文章句子符合句法及词意）,一种是逆意排列材料形式（即将文章的字词逆反排列）;一种是随机排列材料形式（即将全文字词打乱随机排列）。实验结果表明：对顺意排列材料的念读效果最好,念读速度及准确性明显高于另外两种材料组合形式;中青年组被试的结果明显优于老年组及儿童组的结果．结果提示,对字词念读的认知加工过程明显受相邻字词关系的影响及字词句子化的影响．     

EFFECTS OF PROBLEM DIFFICULTY AND REINFORCER QUALITY ON TIME ALLOCATED TO CONCURRENT ARITHMETIC PROBLEMS

Students with learning difficulties participated in two studies that analyzed the effects of problem difficulty and reinforcer quality upon time allocated to two sets of arithmetic problems reinforced according to a concurrent variable-interval 30-s variable-interval 120-s schedule. In Study 1, high- and low-difficulty arithmetic problems were systematically combined with rich and lean concurrent schedules (nickels used as reinforcers) across conditions using a single-subject design. The pairing of the high-difficulty problems with the richer schedule failed to offset time allocated to that alternative. Study 2 investigated the interactive effects of problem difficulty and reinforcer quality (nickels vs. program money) upon time allocation to arithmetic problems maintained by the concurrent schedules of reinforcement. Unlike problem difficulty, the pairing of the lesser quality reinforcer (program money) with the richer schedule reduced the time allocated to that alternative. The magnitude of this effect was greatest when combined with the low-difficulty problems. These studies have important implications for a matching law analysis of asymmetrical reinforcement variables that influence time allocation.     

任务难度、决策培训诸因素对群体决策的影响

通过3人群体的人员选拔模拟实验。考察了任务难度、群体结构和决策培训三个变量对群体决策信息取样的影响。结果显示：(1)部分证明了Stasser的信息取样模型,分享信息具有讨论的优势,同时偏好是影响群体决策的中介因素,但是,该模型只适合于任务难度较大的情况;(2)设立具有信息管理作用的领导者这种群体结构在信息取样中没有表现出主效应,它只是通过与决策培训和任务难度一起对信息取样产生影响;(3)策略计划和信息警戒性的决策培训对信息取样有影响,一定程度上提高了非分享信息的讨论比例,然而这种影响仅发生在任务难度小或适中的情况下。决策培训对信息取样的影响发生在讨论的开始部分,并影响了讨论前的个体偏好;(4)群体结构和决策培训具有交互作用,从而影响了群体讨论的信息取样,群体结构和决策培训都受到任务难度的影响。     

任务难度对于返回抑制出现时间的影响

在返回抑制的范式下,以大学生为被斌,采用线索一靶子模式进行了两项实验.实施一发现,在觉察任务中,返回抑制在线索和靶子的时间间隔(SOA)为300ms时出现;在辨别任务中,返回抑制在SOA为700ms时出现.实验二发现在选择任务中,返回抑制在SOA为1300ms时出现.这些结果表明,随着实验任务的难度逐渐增大,返回抑制出现越来越晚.实验任务的难度是影响返回抑制出现时间的一个重要因素.     

阅读理解水平对文章信息保持迁移影响的研究

探讨阅读理解水平不同的被试前后两次阅读的文章结构与内容上的共同性对目标文章信息保持的迁移效应。研究结果表明：阅读理解水平的差异影响信息保持的迁移效应;被试必须具有一定的阅读理解水平,文章的结构特征与内容特征才会对文章信息的迁移有促进作用。     

目标取向和工作经验对绩效的效应

通过两个样本调查,对目标取向和工作经验量表进行了结构检验,并探讨了目标取向和工作经验对个体绩效的效应模式。结果表明：学习目标取向和工作经验定性成份与绩效间存在中等程度相关;在控制了人口统计学变量的效应后,学习目标取向对绩效具有显著的预测效应;工作经验定性成份与绩效间的关系受到学习目标取向缓冲,在学习目标取向低分组,工作经验定性成份对个体绩效更具预测力     

THE EFFECTS OF PERFORMANCE FEEDBACK ON THE SAFETY OF CLIENT LIFTING AND TRANSFER

Individual written and verbal performance feedback was examined to determine its influence on the safety with which physically disabled clients were transferred. Two client-transfer techniques were task analyzed and six direct service providers' on-the-job performance was measured weekly. A multiple baseline across settings and subjects was used to evaluate effects of the feedback. Consumer satisfaction and the costs of the procedures were also assessed. Results showed that feedback was consistently followed by improvements in safe performance. These improvements tended to maintain as feedback was faded. Participants favorably rated the feedback procedure and consistently recommended its use with other staff.     

刺激的知觉辨认难度与大脑两半球间的分布式加工

采用半视野速示术将标准刺激在中间视野呈现,比较刺激以不同偏心视角（3.5°,5°和6.5°）在左或右视野同时呈现,以检查不同偏心视角引起比较刺激知觉辨认难度的改变对汉字大写数字奇－偶概念同/异判断任务在大脑两半球间分布式加工的影响。结果显示：随偏心视角的增大正确反应时和错误百分数均显著提高;三种视角条件下左右手的正确反应时均有明显的右视野（左半球）优势;3.5°视角右视野（左半球）呈现时右手反应明显快于左手,5°视角右视野（左半球）与左视野（右半球）呈现时均为右手反应明显快于左手,6.5°视角右视野（左半球）与左视野（右半球）呈现时均为左手反应明显快于右手。这些结果提示：本研究条件下只有比较刺激在6.5°偏心视角呈现时刺激和反应可能出现大脑两半球间分布式加工,3.5°和5°视角呈现时可能为左半球单独加工。6.5°视角刺激呈现的分布加工明显由于大视角呈现时比较刺激辨认难度与注意要求的提高所致。     

领导-部属交换的多维结构及对工作绩效和情境绩效的影响

通过两项研究,对领导-部属交换的结构及其对员工的工作绩效和情境绩效进行了探讨。采用探索性因素分析、验证性因素分析、分层回归分析等方法对来自不同企业的员工及其主管的问卷调查结果进行了分析。 结果表明,领导-部属交换是一个多维度的结构,由情感、忠诚、贡献和专业尊敬四个维度组成。单维度的领导-部属交换和多维度的领导-部属交换都对员工的工作绩效和情境绩效具有预测作用,但多维度领导-部属交换的预测作用更强。     

THE EFFECTS OF CONTINGENT AND NONCONTINGENT ATTENTION ON SELF-INJURY AND SELF-RESTRAINT

Self-restraint and self-injurious behavior (SIB) are two responses that can sometimes be members of the same functional response class (i.e., maintained by the same contingency). In such cases, a single treatment should be effective for both responses. In this investigation, we examined the effects of providing attention (the presumed reinforcer) both noncontingently and contingent upon either SIB or self-restraint. Results were consistent with our hypothesis that both responses were maintained by attention and suggested that noncontingent reinforcement was a potentially effective treatment.     

材料规则难度对内隐与外显协同学习的影响

选取两种规则难度的人工语法字母串.采用强分离的实验程序,探索了材料规则难度对内隐学习、内隐与外显的协同学习的影响.结果显示: (1)规则难度较大的限定状态人工语法学习中,内隐学习成绩显著好于外显学习;而在难度较小的双条件语法学习中,外显学习显著好于内隐学习. (2)在两种规则难度的材料学习中,内隐与外显的协同学习成绩均好于单独的内隐或者外显学习,具有优势效应. (3)内隐学习获得的规则知识具有可迁移性.     

学生评价教师绩效的结构验证性因素分析

文章采用开放式调查、关键事件访谈、理论分析等方法建构了教师绩效的结构,并通过验证性因索分析验证了学生评价教师绩效的结构包含6个一阶因子,即职业道德、职务奉献、助人合作、教学效能、教学价值与师生互动,这6个因子组成了2个二阶因子,前3个因子属于关系绩效,后3个因子属于任务绩效。     

SIDE EFFECTS OF THERAPEUTIC PUNISHMENT ON ACADEMIC PERFORMANCE AND EYE CONTACT

The effects of therapeutic punishment delivered following inappropriate behavior on the academic responding and eye-to-face contact of 2 persons with developmental handicaps was examined using a counterbalanced alternating treatment design. Each subject was sequentially taught by two therapists each day. While one of the therapists taught the subject, the second therapist stood in close proximity directly behind the subject. During baseline, neither therapist delivered punishment following inappropriate behavior. During the treatment condition, one of the therapists delivered all punishment regardless of whether she was teaching or standing behind the subject. The therapist who delivered all punishment for 1 subject did not deliver any punishment for the other subject. During the last condition, the therapist delivering all punishment was reversed for 1 of the subjects. The results indicated that the task being taught was mastered by each subject only when the therapist delivering punishment was teaching. Data collected also indicated that each subject made more eye-to-face contact when the therapist delivering all punishment was teaching. Although neither therapist had to deliver punishers often, punishment had to be administered less often when the therapist teaching the subject was also the therapist delivering punishment.