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81.
Alice J. Thacker
Sally Austen
《Journal of Fluency Disorders》1996,21(3-4):271-279This is a case study of a 36-year-old man who was assessed by a psychiatric service for deaf people in London, England. Among the presenting symptoms of the client were poor eye contact, inconsistently hurried, poorly organized gross movement, apparent deficits in ability to establish rapport, grandiose content in the context of excellent writing skills, and, most relevant to this discussion, unintelligible speech marked by several types of disfluency. The client appeared to have little or no insight into his speech impairment. Formal and informal assessment procedures were used by the speech and language pathologist and clinical psychologist to distinguish the effects of childhood-onset deafness from those of autism, psychosis, depression, and/or a hitherto undiagnosed genetic or neurological disorder. Investigation included hematological and neurological tests. 相似文献
82.
Alice F. Healy 《Journal of psycholinguistic research》1973,2(2):167-170
Two groups of investigators have recently reported some success in teaching language to chimpanzees. This finding has been generally attributed to the choice of a favorable communication modality. However, the fact that the languages employed were not phonemic also seems critical. It is doubtful whether chimpanzees could learn a phonemic language.This research was supported in part by PHS Grants No. GM01789 and GM16735 to The Rockefeller University. 相似文献
83.
Ann E. Boehm Jan Duker Maryanne D. Haesloop Mary Alice White 《Journal of School Psychology》1974,12(2):150-157
Competency standards are important to school psychology training, and this study demonstrates, in the area of individual intelligence test administration, how competency standards can be implemented. The study sets up behavioral objectives, determines what training is required for specified levels of mastery, and shows what specific training procedures contribute to the achievement of competency. 相似文献
84.
Michael E. Kelley M. Alice Shillingsburg Crystal N. Bowen 《Journal of applied behavior analysis》2016,49(2):394-398
Preference stability provides clues about the extent to which a clinician might be able to deliver a particular stimulus contingent on behavior as a reinforcer. Previous research has been somewhat mixed in terms of evidence for preference stability. Results of the current study are consistent with studies that have reported correlations between preference assessments, suggesting that preferences are relatively stable across time. 相似文献
85.
Increasing Single‐Word Requests to Multiword Requests in Children with Autism and Related Disabilities 下载免费PDF全文
Rachel N. Yosick Lori R. Muskat Crystal N. Bowen Caitlin H. Delfs M. Alice Shillingsburg 《Behavioral Interventions》2016,31(1):28-43
Initial language training with children with autism often focuses on the production of single‐word requests (i.e., mands). As a child progresses in treatment, it is desirable to increase the mean length of utterance (MLU) of requests. The present study examined treatment outcomes of behavioral intervention designed to increase the MLU of requests in a larger sample of children with language delays (n = 30). Intervention consisted of prompts and differential reinforcement for lengthier requests, and trials were conducted flexibly throughout the treatment session. A non‐concurrent multiple baseline across participants design was utilized to establish experimental control, and MLU intervention consisted of a baseline and treatment phase for each participant. Nonoverlap of all pairs (NAP) was employed to estimate an effect size. Overall treatment effects were medium to large (average NAP = 0.89; average d = 2.36), and the majority of the sample (70%) demonstrated strong treatment effects. Results suggest that targeted behavioral intervention to increase the length of requests can be effective for children with autism and associated language delays. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
86.
The present study aimed to examine the child‐rearing practices in Chinese families in Beijing and Hong Kong. The sample consisted of 89 mothers in Beijing and 45 mothers in Hong Kong. The mothers were instructed to respond to the Child‐rearing Practice Report (CRPR) in Q‐sort format. Some of the item clusters were combined to produce the authoritarian and authoritative disciplinary styles. The results indicated that mothers in Hong Kong were more likely to adopt an authoritarian child‐rearing pattern than mothers in Beijing; however, the two groups did not differ in authoritative child‐rearing style. The results also showed that mothers in Hong Kong controlled their children more than their counterparts in Beijing, and they were less inclined to show affection towards their children; mothers in Beijing emphasized their children's achievement much more than their Hong Kong counterparts. The findings suggest that Chinese parental disciplinary styles may be quite different in various regions of Chinese societies. Such variance across different geopolitical locations within the same cultural background has been ignored in past cross‐cultural research. 相似文献
87.
88.
A speaker often decides whether or not to saysomething based on his assessment of the impact itwould have on his hearer's beliefs. If he thinks itwould bring them more in line with the truth, he saysit; otherwise he does not. In this paper, I developa model of these judgments, focusing specifically onthose of vague sentences. Under the simplifyingassumption that an utterance only conveys a speaker'sapplicability judgments, I present a Bayesian model ofan utterance's impact on a hearer's beliefs. Fromthis model I derive a model of a speaker's judgment ofwhether or not an utterance would be informative. Iillustrate it with several examples of judgments ofvague and non-vague sentences. For instance, I showthat it models the common judgment that assertingeither ``George is tall' or ``George is not tall' wouldbe misleading if George were borderline tall, butasserting ``George is tall and he isn't tall' would notbe. 相似文献
89.
Alice Drewery 《Ratio》2000,13(1):1-12
Sentences of the form ' F s are G s' can express laws of nature, weaker Special Science laws, and also regularities which are not a part of any explicit science. These so-called generic sentences express nomic relationships which may have exceptions. I discuss the kinds of regularities expressed by generic sentences and argue that since they play a similar role in determining our ability to categorise and reason about the world, we should look for a unified treatment of them. 相似文献
90.