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161.
Adams DM 《The Journal of clinical ethics》2011,22(4):328-34; author reply 335-7
In this article I take up a central question posed by the article jointly authored with Bill Winslade in this issue of JCE: What should be the role of clinical ethics consultants (CECs) in (what we call) an unsettled case: that is, a situation in which the range of allowable choices, among which the parties to a bioethical disagreement must select, cannot be clearly or completely specified? I argue here that CECs should, in such cases, guide the parties by presenting their own reasoned conclusions about what the scope of allowable choices should be taken to include. Since this position challenges the received view that CECs must not express their own moral positions or conclusions in their role as ethicists, I try to defend my view of the CEC's role in unsettled cases against several objections. 相似文献
162.
Operant conditioning techniques were applied to the verbal behavior of three speech deficient children. Subjects A and B having no intelligible speech and Subject C having very little. Using candy and a puppet with a 13-yr-old boy (A), it was possible to condition vocalization rate. Using social reinforcement with a 6-yr-old boy (B), it was possible to extinguish animal-like sounds, to condition vocalization rate, and to shape a small vocabulary of syllables, but not to gain discriminative control over word emission. Using varied reinforcers, e.g., candy, praise, repetitions other own responses, and hand clapping with a 13-yr-old girl (C), it was possible to condition rate of verbalization, to establish appropriate mimicking, and to establish naming of five pictures. The results were consistent with the findings of Salzinger et al. (1965) and with those of Kerr et al. (1965). 相似文献
163.
164.
The cultural grounding of personal relationship: enemyship in North American and West African worlds
Adams G 《Journal of personality and social psychology》2005,88(6):948-968
Three studies investigated the implicit constructions of reality associated with cultural differences in enemyship (personal relationship of hatred, malice, and sabotage). Results of interview (Study 1; N = 98) and questionnaire (Study 2; N = 166) research indicated that enemyship was more prominent among Ghanaian participants than among U.S. participants. Additional evidence located a potential source of these differences in different constructions of relationship. Responses linked the prominence of enemyship to constructions of relationship as inherent, enduring connection (interdependent models). Responses linked the sense of freedom from enemyship to constructions of relationship as the discretionary product of atomistic selves (independent models). An experiment among Ghanaian participants (Study 3; N = 48) provided evidence that increasing experience of inherent connection can be sufficient to increase accessibility of enemyship. Results help to illuminate the cultural grounding of personal relationship and other phenomena that are typically invisible in mainstream theory and research. 相似文献
165.
Anne-Marie Adams Lorna Bourke Catherine Willis 《International journal of psychology》1999,34(5-6):364-373
This study has two theoretical dimensions: (a) to explore which components of Baddeley's (1986) working memory model are associated with children's spoken language comprehension, and (b) to compare the extent to which measures of the components of this fractionated model and an index of a unitary model (listening span) are able to predict individual differences in spoken language comprehension. Correlational analyses revealed that within a group of 66 4– and 5-year-old children both listening span and phonological memory, but not visuospatial memory, were associated with vocabulary knowledge and spoken language comprehension. However, of the proposed measures of central executive function—dual task coordination, sustained attention, verbal fluency—only the latter was related to children's ability to understand spoken language. Hierarchical regression analyses indicated that variance in vocabulary knowledge was best explained by phonological memory skills, whereas individual differences in spoken language comprehension exhibited unique and independent associations with verbal fluency. 相似文献
166.
Marilyn McCord Adams 《Philosophical Studies》1993,69(2-3):167-186
167.
Recent reports have suggested that schizophrenics show brain abnormalities as reflected on computed tomography (CT Scan). We present data on three groups of schizophrenic patients which replicate our original report of this phenomenon with associated neuropsychological test results. The over-all evidence for an increased rate of neuropsychological abnormalities and related CT structural anomalies in groups of schizophrenics in several studies is robust. The biological dynamics, cause-effect relationships, and clinical applicability of this phenomenon in the individual case, however, are far from clear. Diagnostic agreements between behavioral and structural abnormalities should simultaneously sound a note of clinical caution and stimulate further study. 相似文献
168.
Fifteen autistic children, ages 4–6 years, participated in the present study. Imitation and object permanence skills were assessed. Language and social behaviors were observed during free play. Children were also exposed to three interactive procedures that differed in developmental sophistication. The experimenter either (1) simultaneously imitated the child's actions, (2) modeled a familiar action, or (3) modeled a novel action. It was found that the autistic children who had a low level of imitative ability (Piaget's Stages 2–3) were more socially responsive, showed more eye contact, and played with toys in a less perseverative manner when the experimenter imitated their behavior than when the experimenter modeled either a familiar or a novel action. When the experimenter modeled a familiar as opposed to a novel action, these children were more likely to spontaneously imitate the experimenter. The autistic children with more highly developed imitation skills, however, responded similarly to all conditions. They also were generally more socially and verbally responsive. These results suggest that developmental status is an important variable in designing intervention programs for severely impaired children.We would like to express our appreciation to the autistic children who participated in the study, and to their parents, and to the staff of the T.E.A.C.C.H. Division, University of North Carolina for their help and cooperation. We would also like to thank Karen Cotten, Pete Giordano, Vickie Hall, Lee Hendrix, Shari Jernigan, Kevin Lumley, Cindy Seagroves, Sheryl Solomon, Kathy Stetson, and Jeannie Teasley for their assistance in data collection and coding, and Mary Lynn Eckert and Anne Stanford for their secretarial assistance. Cathy Dent provided helpful suggestions on earlier drafts of the paper. Support was provided by UNC Research Council. 相似文献
169.
The central question considered is: given appropriate precisations of the ideas of an empirical system's approximately satisfying laws of measurement with error at most ? (for some ? ≥ 0), and of a real-valued function over its domain providing an approximate representation of its basic operations and relations with error at most δ, can it be shown that satisfaction of the laws with ‘sufficiently small’ error insures numerical representability with arbitrarily small error? Positive answers are given in the cases of ordinal and nominal measurement, together with some indications of the sizes of the errors involved. Problems of extending the theory to more complex types of measurement are discussed, some open problems and conjectures are formulated, and a relation between the ‘approximate representation’ and ‘stochastic choice model’ approaches to measurement with fallible data is established. 相似文献
170.
Marilyn Jager Adams 《Journal of experimental child psychology》1978,25(3):477-489
Five-year-old children were trained on the length relationships between the adjacent members of a five-term series of sticks. They were then tested on their abilities (1) to judge the length relationships between nonadjacent pairs of the series, and (2) to incorporate an unseen novel stick into the series through inference. Children who were trained with sticks of markedly different lengths succeeded on the first test but not the second; they apparently relied on memory for the absolute lengths of the sticks. Children in the other groups succeeded on both tests. The critical factor in inducing the use of seriation and transitivity seemed to be the elimination of alternative solutions. 相似文献