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141.
Chester I. Palmer W. R. Boyles John G. Veres III J. B. Hill 《Journal of business and psychology》1992,7(2):239-257
zWork simulation performance tests of filing and proofreading were the principal criteria in a validation study of a paper and pencil clerical selection test constructed by content-oriented methods; supervisory ratings were also used. Experiment 1 was a concurrent study using as subjects 59 provisional employees. Experiment 2 was a predictive study using as subjects 184 employees actually selected on the basis of test scores. In both studies, substantial correlations were found between scores on the selection test and performance on the work samples: Estimates of correlations in the original selection group ranged from .4 to .8. Correlations between the selection test and the supervisor ratings were significant in Experiment 1, but not in Experiment 2; even when significant, they were much lower than the correlations with the work samples. These results suggest the value of using work samples as criteria for validation studies. Implications for other validation efforts are considered. 相似文献
142.
Michael Hill 《Journal of Contemporary Religion》1992,7(2):19-21
The Satanism Scare. James T. Richardson, Joel Best, and David G. Bromley, eds. New York: Aldine de Gruyter, 1991. 320 pp, £1750 (p/b). 相似文献
143.
Hope M. Hill Ph.D. Monique Levermore M.A. James Twaite Ph.D. Lauren P. Jones Ph.D. 《Journal of child and family studies》1996,5(4):399-414
We examined the effects of exposure to violence and social support on self-reported state and trait anxiety and parental rated problem behaviors among school-aged African-American children in low and high violence areas. Ninety-seven (97) fourth through sixth graders and their parents were interviewed about exposure to community violence, social support, and state and trait anxiety. Results indicate that trait anxiety was correlated positively with exposure to violence and negatively with social support. State anxiety was correlated negatively with family social support. Problem behaviors were correlated negatively with family support and income. Hierarchial multiple regression analyses indicated that children's reports of their exposure to community violence continued to explain significant variability in trait anxiety, and problem behavior after controlling for both income and social support measures. Social support from peers, family and teachers played differential roles in predicting problem behaviors among children from high and lower violence areas. These findings suggest that in planning intervention programs for children exposed to violence, greater attention to empowering parents to support their children, to fostering peer group support, and to bolstering teacher support may be useful, but attention to the underlying socio-political causes of violence exposure is essential. 相似文献
144.
Robert F. Bornstein Janet Morgan Riggs Erica L. Hill Casey Calabrese 《Journal of personality》1996,64(3):637-374
ABSTRACT Although dependency in adults is inextricably linked with passivity and submissiveness in the minds of many theoreticians, clinicians, and researchers, evidence has accumulated which suggests that in certain situations, dependency is actually associated with high levels of activity and assertiveness. Three experiments were conducted to test the hypothesis that when a dependent person is concerned primarily with getting along with a peer, he or she will “self-denigrate” (i.e., will utilize strategies that ensure that a peer will be evaluated more positively than he or she is on a laboratory task), but when a dependent person is concerned primarily with pleasing an authority figure, he or she will “self-promote” (i.e., will adopt strategies that increase the likelihood that he or she will be evaluated more positively than a peer on a laboratory task). This hypothesis was supported in all three experiments. Theoretical implications of these findings are discussed, and an interactionist model of interpersonal dependency is briefly described. 相似文献
145.
146.
In the first experiment, after establishing baseline composition rates in each classroom, timing (announcing time limits) and feedback (student self-scoring) were introduced followed by the introduction, removal, and reintroduction of public posting of highest scores. Timing and feedback improved story writing performance and public posting of highest scores improved performance even further in both classrooms. Teacher praise produced further improvement in one classroom but had no effect on performance in the other. Changes in on-task behavior paralleled changes in writing rate. Comments made by children concerning their own work or work of their peers were recorded throughout the experiment. Although the baseline rate of performance comments was almost zero, the introduction of each variable markedly increased the rate of performance comments. In the second experiment, baseline rates on reading and language exercises were established in a fifth-grade classroom. The entire performance feedback system was introduced on a multiple baseline across the two behaviors and then removed during the final phase of the experiment. Introducing the system improved performance on both tasks. These results further increased the generality of some of the findings of the previous experiment and of previous research on the efficacy of the experimental package of timing, feedback, public posting, and praise. 相似文献
147.
A. Lewis Hill 《Attention, perception & psychophysics》1972,11(2):175-178
A series of experiments investigating the constancy of perceived direction was conducted. Experiments 1, 2, and 3 indicated that the perception of direction, while close to constancy, exhibited a consistent departure from constancy of approximately 2.5 deg. Experiments 4 and 5 investigated the departure from constancy in terms of the information of the position of the eyes within the head and the information of the retinal area (local sign) being stimulated. The results of these experiments indicated that the departure from constancy was a function of the underestimation of the position of the eyes within the head. 相似文献
148.
In a double-blind experiment with 90 undergraduate students the hypothesis was tested that proximity to sugar reduces human grip strength. An earlier study indicated that sugar proximity does indeed significantly reduce human grip strength. When additional controls were added to this design to reduce random sampling error, the hypothesis was not supported. 相似文献
149.
The purpose of this study was to compare the drinking behaviors of college students at a large state university to the drinking behaviors of their counterparts at a smaller church university.Questionnaires were administered to a total sample of 764—434 students represented the state university, while 330 students represented the church university. Statistical analysis of the data revealed significant differences at the .05 alpha level between the two groups of drinkers. However, many similarities between the two groups did exist. Two of the three null hypotheses were supported by the data. Only in one category did the drinkers at the church school respond notably higher than the state school drinkers. Considerably more church school drinkers admitted to drinking primarily when in a lonely or sad mood than the state school drinkers. Drinkers at the church school felt a need to hide or be alone when drinking and did not use alcohol to socialize as often as their state school counterparts. 相似文献
150.
Damage to the hippocampal formation in rats selectively impairs the ability to learn cue relationships 总被引:1,自引:0,他引:1
We assessed the contribution of the hippocampal formation to performance in tasks that require rats to respond to a relationship between discriminative stimuli. The first experiment employed a nonmatching-to-sample procedure in a Y-maze. Three pairs of boxes were used which differed in brightness of the walls and in the odors that they contained. The rats were trained prior to receiving kainic acid and colchicine-induced damage to the hippocampal formation or electrolytic damage to the amygdala. After surgery all rats performed the nonmatching-to-sample task accurately if both brightness and odor cues were present in the sample and choice boxes or if the boxes contained either visual cues alone or odor cues alone. If the available cue modality was different in sample and choice boxes, then the amygdala-damaged, but not the hippocampal-damaged, rats performed accurately. In the second experiment control rats or rats with hippocampal formation damage were trained postoperatively in a conditional black/white discrimination task in a Y-maze. Only the control group successfully learned to select the white arm if the start box was illuminated and the black arm if the start box was dark. Subsequently, both groups learned a simple black/white discrimination. The same rats were tested in the hidden platform version of the Morris water task and only the control group learned to swim accurately to the goal. Both groups learned to swim accurately to a visible black platform. The results are consistent with the notion that the hippocampal formation is essential to learning that involves control exerted by a configural relationship among cues, independently of the spatial or conditional requirements of tasks. 相似文献