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Professor Anne McIntyre 《Journal of abnormal child psychology》1973,1(1):57-67
Hypotheses about the relationship between anxiety and affiliation derived from the psychoanalytic, drive, and social comparison models were tested by exposing high anxious (HA) and low anxious (LA)Ss to stress and subsequently to conditions meant to fulfill either nurturance or information needs. Unstressed and non-need fulfilled control groups were included. (N=224 grade school children.) Stress significantly increased the strength of adult affiliating in HA Ss; nurturance reduced it. Peer affiliating was not influenced by stress or information, nor did the conditions affect the affiliation of LASs. Results supported the hypothesis that dependency motives mediate the anxiety-affiliation relationship.This study is based on a doctoral dissertation completed at Yale University. The author thanks Prof. Seymour Sarason, who directed the thesis, and the children, teachers, and school psychologists of Milford, Conn. whose cooperation made this study possible. 相似文献
43.
The purpose of this study was to: (a) compare student-administered token programs with similar programs administered by professional teachers, (b) investigate the contribution of feedback to the success of token systems, (c) compare the effectiveness of peer and teacher feedback, and (d) test a sequence of withdrawal from token programs designed to increase generalization. Results indicated that (a) peers could do just as well as teachers in reducing disruptive behavior through a token program, (b) feedback is not solely responsible for the effectiveness of token reinforcement, (c) peer feedback may be more effective than teacher feedback, and (d) withdrawal from token reinforcement to feedback may be a successful method of retarding the increases in disruptive behavior usually found when backup reinforcers are eliminated.The project was supported by Grant OEG 0-71-2872 (607) from the U.S. Department of Education and Department of Health, Education, and Welfare. The opinions expressed herein, however, do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by that Office should be inferred. The author would like to thank Drs. L. Krasner, A. O. Ross, and K. Feldman for their assistance throughout the study, and Dr. K. D. O'Leary for his invaluable help. Also gratefully acknowledged is the help of R. Spitalnik, R. Kent, M. Hageman. S. Ransom, W. Kaler, S. Golembeski and E. Howard. 相似文献
44.
Jeffrey A. Grimm Professor Sidney W. Bijou Joseph A. Parsons 《Journal of abnormal child psychology》1973,1(1):26-39
An operant problem-solving model was used to assist two handicapped young boys to learn the concept of number. During the initial baseline condition, with intermittent teacher-attention contingencies in a classroom setting, both boys were performing number concept tasks at about the 50% level of accuracy. The situation was changed to a one-to-one, tutor-pupil arrangement, with continuous reinforcement for correct responses. This alteration failed to increase the subjects' accuracy rates. Training was initiated in which the covert part of the response chain was made overt (e.g., attending and counting out loud) so that mediating responses could be monitored and reinforced. Once the subjects were performing at a high degree of accuracy, the reinforcers for the mediating responses were systematically eliminated and only final solution responses were reinforced. Accuracy of problem solutions remained high after training.This research was supported by the U.S. Office of Education, Division of Research, Bureau of Education for the Handicapped, Project No. 23–2030, Grant No. OEG-0-9-232030-0762(032). Linda S. Berner contributed to the execution of the study. Her assistance is greatly appreciated. 相似文献
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The predictive validity of WISC-R factor scores was examined with samples from the four sociocultural groups of Anglo, Black, Chicano, and native American Papago. The Full Scale IQ and Verbal Comprehension (VC) factor scores were significantly better predictors of achievement as measured by teacher ratings and the Metropolitan Achievement Test. The Perceptual Organization and Freedom from Distractibility (FD) factor scores were also significantly related to achievement, but at a lower level than Full Scale and VC. The correlations of the WISC-R and achievement measures were nearly the same for three of the four groups (exception was native American Papago). The relationship of the FD factor score to ratings of attention was statistically significant, but relatively low. Cautions in interpreting FD as a measure of attention were recommended due to overlap of distributions and low proportion of variance in attention accounted for by FD. 相似文献
48.
终末期癌症病人诊治中的心理特征与人文关怀 总被引:1,自引:0,他引:1
在诊治终末期癌症病人过程中不仅要关心他们的躯体方面,更要关心他们的心理方面,在诊治过程中要根据他们的独特的心理特征来进行人文心理关怀,维持生命质量和保证他们应有的人格尊严. 相似文献
49.
Professor DAVID J KAVANAGH SUSAN SPENCE HEIDI STURK JENNY STRONG JILL WILSON LINDA WORRALL NATASHA CROW ROBYN SKERRETT 《Australian psychologist》2008,43(2):96-104
There is little controlled research on the impact of supervisor training on supervision. The current study examined the effects of supervision training in a sample of 46 supervisor–supervisee pairs of mental health practitioners. It compared Immediate 2‐day workshop training of the pair, a wait‐list control in which workshop training was delayed 3 months, and a condition in which supervisors were trained 3 months before their partners (Split). Benefits of Immediate training were restricted to supervisors reporting fully specified agreements, and to reduction of some perceived problems. Self‐efficacy in providing effective supervision fell in the Split condition, relative to the other conditions. Across conditions in general there was a fall from baseline to post‐test assessment in the proportion of sessions where recommended supervision strategies were used, perhaps partly because the controlled trial extended across the summer vacation period. Results are consistent with other observations of the limited impact of workshop training on practice. 相似文献
50.
Professor David. Kember Celina. Hong Amber. Ho 《The British journal of educational psychology》2008,78(2):313-329
Background . Consideration of motivation in higher education has often been drawn upon theories and research that were based upon school or workplace studies. Aims . This paper reports an open naturalistic study to better characterize the motivational orientation of students in higher education. Method . Open semi‐structured individual interviews were conducted with 36 students from three universities in Hong Kong. The analysis used an exploratory grounded theory approach. Results . Motivation was characterized as a framework with six continua with positive and negative poles. On enrolment, students had positions on the six facets of motivation, which shifted as they progressed through their degree, according to perceptions of their teaching and learning environment. The positive poles of the six continua were given labels: compliance, individual goal setting, interest, career, sense of belonging and university lifestyle. Conclusion . The formulation of motivational orientation is consistent with contemporary social cognitive theories of motivation in that it has been characterized as a multifaceted phenomenon, with students expressing context‐dependent multiple motives. 相似文献