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951.
Nicholls et al. (1999, Proc. Royal Soc. B, 266, 1517-1522) demonstrated that models turn their left or right cheeks when expressing or concealing emotion, respectively. This study examined whether emotionally expressive individuals are more likely to turn their left cheek when posing for a photograph than less emotionally expressive individuals. One hundred twenty-four normal participants completed an Emotional Expressivity Scale (EES) and posed for a photograph. Females had a higher EES than males and there was a trend for left cheek posers to have a higher EES than right cheek posers. Females were more likely to turn their left cheek than were males. Results support our argument that emotionally expressive individuals turn their left cheek when posing. The higher incidence of leftward poses in females than males may reflect the higher EES for females. These results support the proposition that the leftward bias in painted portraits is related to a desire to capture the emotive qualities of the left side of the face. 相似文献
952.
Laura J. Hall Gretchen Stadnik Grundon Catherine Pope Amanda Balderama Romero 《Behavioral Interventions》2010,25(1):37-51
Although the use of paraprofessionals in the education of young children with autism spectrum disorders (ASD) is a common practice, research on effective training procedures is scarce. The following study used a multiple‐baseline design across settings replicated by five paraprofessionals to evaluate their use of behavioral strategies with young children with, or at risk for, autism spectrum disorder. A training package consisting of a workshop and performance feedback by their supervising special education teacher served as the intervention. Results revealed that even though the paraprofessionals demonstrated skills in the use of behavioral strategies at the workshop, there was either no transfer or generalization to the preschool or home environments where they worked, or their use of skills decreased over time. When performance feedback was provided to all participants, their correct use of strategies increased. The training model evaluated in this study provides an example of one that could be employed in a typical public school classroom or early intervention program. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
953.
Regina A. Carroll John T. Rapp Amanda M. Colby‐Dirksen Ally M. Lindenberg 《Behavioral Interventions》2009,24(3):137-155
The extent to which a greater proportion of small behavior changes could be detected with momentary time‐sampling (MTS) was evaluated by (a) combining various interval sizes of partial‐interval recording (PIR) with 20 s, 30 s, 1 min MTS and (b) using variable interval sizes of MTS that were based on means of 20 s and 1 min. For each targeted percentage, low, moderate, and high inter‐response times (IRTs) to event‐run ratios were compared with reversal designs to determine whether sensitivity increased with either variation of MTS. The results showed that (a) combinations of 30 s and 1 min MTS/PIR yielded increased sensitivity over MTS alone; however, the increased sensitivity was offset by an increased probability of generating false positives and (b) variable‐interval MTS produced comparable sensitivity to fixed‐interval MTS. Thus, none of the methods increased detection of small behavior changes (decreased false negatives) without also increasing false positives. Copyright © 2009 John Wiley & Sons, Ltd. 相似文献
954.
Richard D. Ashmore Robert Griffo Raymond Green Amanda H. Moreno 《Journal of applied social psychology》2007,37(12):2922-2950
Previous work on implicit personality theory and the college student culture suggests that thinking about college student types should include academic involvement and social involvement dimensions. Further, positive and negative social, positive academic, and oppositional clusters of types were predicted based on studies of high school crowds. Using 85 college student type labels as stimuli, a free‐sorting method coupled with multidimensional scaling and hierarchical clustering analyses provided support for these hypotheses. Also, the results suggest convergence in the cognitive structure underlying perception of college student types across major demographic categories. 相似文献
955.
This study examined the roles of fear reactivity and emotional regulatory abilities in overt and relational bullying behaviors. Survey data were collected from 124 middle school students (mean age=10.3 years, 47% males, 61% Caucasian) and their teachers in the fall and spring of a school year. Surveys included teacher- and self-rated measures of students' overt and relational bullying along with self-reported fear reactivity and effortful control. Findings show that low levels of fear reactivity and effortful control predict higher future levels of overt bullying, but not relational bullying. These results suggest that despite high correlations between overt and relational bullying, these two forms of aggression develop through different processes. The findings from this investigation are discussed with respect to their implications for theory on the development of aggression as well as prevention and intervention programming for youth aggression. 相似文献
956.
Carly A. Moher D. Daniel Gould Elisa Hegg Amanda M. Mahoney 《Behavioral Interventions》2008,23(1):13-38
Conditioned reinforcers, or tokens, are frequently used in clinical settings; however, little applied research has focused on establishing and validating their effectiveness. Following pairing of a novel token with an edible reinforcer in the present study, preference and reinforcer assessments verified that the tokens functioned as conditioned reinforcers. Results indicated that the tokens were established as conditioned reinforcers that matched the reinforcer value of the primary reinforcers with which they had been paired. The effects of motivating operations (MOs) on the effectiveness of these conditioned reinforcers were then evaluated. Conditioned reinforcer effectiveness decreased during satiation conditions. Subsequently it was found that increasing the number of backup reinforcers with which the token was paired resulted in the effectiveness maintaining during satiation conditions. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
957.
Diana M. Doumas Marianne King Christa Stallworth Polly Peterson Amanda Lundquist 《Journal of Addictions & Offender Counseling》2015,36(2):66-80
This study evaluated the effectiveness of a parent‐based intervention, the Parent Project, among 84 parents of at‐risk youth. Results indicated improvements in child management, family involvement, parent–child affective quality, substance use rules communication, and parental self‐efficacy at a 10‐week follow‐up. 相似文献
958.
Researchers have developed an array of highly adaptable intervention packages with well‐documented efficacy for staff and teacher training. As indicated by Parsons, Rollyson, and Reid (2012) in their article on best practices in staff training, behavior analysts must use methods that are both effective and efficient given the limited resources of many human service settings (e.g., low trainer‐to‐staff ratios). The purpose of this paper is to summarize research on practical innovations for staff and teacher training, including the use of video‐based technology and self‐instruction materials that may help trainers to operate effectively despite limited time and personnel. Results are discussed in terms of the current state of the evidence for each practical innovation and considerations for integrating these strategies with best practices in staff training. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
959.
Amanda L. Giordano Bryan G. Stare Philip B. Clarke 《Journal of Creativity in Mental Health》2015,10(1):100-113
Empathy is associated with positive outcomes in addictions counseling. The moral model of addiction and unresolved countertransference issues may hinder counseling students’ development of empathic understanding for clients with substance use disorders. Counselor educators must structure courses in such a way as to help students overcome obstacles to empathy. We provide examples of several experiential activities framed within the context of Kolb’s experiential-learning cycle that are designed to deconstruct obstacles to student empathy development. 相似文献
960.
Emily K. Clark Melissa A. Fuesting Amanda B. Diekman 《Journal of applied social psychology》2016,46(11):641-654
A deterrent to recruiting students into STEM pathways is the stereotype that STEM fields do not afford communal goals to work with or help others. We investigate the challenges to cueing communal opportunities in science via brief exposure to scientist exemplars. Both male and female scientists depicted as engaged in communal work increased beliefs that science afforded communal goals and positivity toward science careers (Study 1). Without the direct performance of communal activities, communal affordances were cued only when a female scientist was prototypic of her gender category and respondents were highly communally oriented (Study 2). To change stereotypes that science does not involve communal goals, both female and male scientists can highlight communal aspects of their work. 相似文献