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Adrienne Y. Lee 《Behavior research methods》1992,24(2):205-212
HyperCard was used to develop a simplified tutoring system whose principles were based on a learning theory, and a genetics tutoring system was evaluated experimentally. Learning was studied by examining immediate versus delayed feedback after an error was made. Such tutoring systems aid in psychological studies of learning, because experimental variables can be easily manipulated. HyperCard provides a good vehicle for tutoring system development, since it requires no extensive programming skills. 相似文献
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A I Murphy P M Lehrer R Karlin L Swartzman S Hochron B McCann 《Psychological reports》1989,65(2):691-698
12 subjects from an experiment on relaxation therapy for asthma were given the Harvard Group Scale of Hypnotic Susceptibility, Form A. Full scale hypnotic susceptibility scores were positively correlated, at a borderline significance, with improvement in the methacholine challenge test, a measure of asthma severity. Performance on the amnesia item of the Harvard Group Scale was correlated with improvement in self-reported symptoms of asthma. 相似文献
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Claudia Card Jacquelynne S. Eccles Adrienne L. Zihlman Mary Lou Wylie 《Sex roles》1984,10(9-10):837-843
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Keith Lehrer 《Philosophical Studies》1994,74(3):283-290
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Dr. Fabricio E. Balcazar Ph.D. Richard Majors Ph.D. Katherine A. Blanchard M.A. Adrienne Paine M.A. Yolanda Suarez-Balcazar Ph.D. Stephen B. Fawcett Ph.D. Ray Murphy M.A. Jim Meyer B.A. 《Journal of Behavioral Education》1991,1(4):445-454
Recruiting help from mentors and other potential helpers is a promising strategy for helping disadvantaged and minority youths meet their personal and educational goals. Three African-American high school seniors participated in a project designed to evaluate the effectiveness of training procedures that would allow them to ask for help in attaining educational and other personal goals. A behavioral training procedure that included instructional materials, role-play practice, praise, and feedback was used. Targeted skills included goal setting and 30 responses involved in the process of meeting with a potential helper. Role-play situations were used to evaluate participants' help-recruiting skills before and after training. Participants increased their help-recruiting skills from an average of 38% during baseline, to an average of 75% after training. Self-reported measures of goal attainment suggested that the students benefited from the training. Implications for mentoring programs designed to increase minority students' opportunities to reach educational goals were discussed. 相似文献
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Keith Lehrer 《Philosophia》1973,3(2-3):153-165
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Nicholas Long Barbara-Jeanne Austin Mary M. Gound Abesie O. Kelly Adrienne A. Gardner Rick Dunn Stacy B. Harris Kim S. Miller 《Journal of child and family studies》2004,13(1):47-65
The Parents Matter! Program (PMP) has developed three interventions for parents of 4th and 5th grade African-American children (9–12 years old). The overarching goal of all three interventions is to provide parents with knowledge, skills, and support for enhancing their efforts to raise healthy children. The interventions are: (1) Enhanced Communication and Parenting (five 2
-hour sessions), (2) Brief Communication and Parenting (single 2
-hour session), and (3) General Health (single 2
-hour session). This article discusses the development of these interventions, presents an overview of the content of each intervention, and discusses issues related to the facilitation/presentation of these interventions. 相似文献
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