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111.
Brian K. Martens Tanya L. Eckert John C. Begeny Lawrence J. Lewandowski Florence D. DiGennaro Staci A. Montarello Lauren A. Arbolino Derek D. Reed Barbara H. Fiese 《Journal of Behavioral Education》2007,16(1):38-53
This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched
controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design,
whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted
changing criterion design. Increases in WRCM due to training and number of trainings to criterion were also evaluated as a
function of pre-training fluency levels. Results showed statistically significant gains on dependent measures for the treatment
group, mean increases of two to three grade levels in passages mastered, and an optimal pre-training fluency range of 41-60
WRCM. Implications for fluency-based reading programs are discussed. 相似文献
112.
Although quantitative analysis (in which behavior principles are defined in terms of equations) has become common in basic behavior analysis, translational efforts often examine everyday events through the lens of narrative versions of laboratory-derived principles. This approach to translation, although useful, is incomplete because equations may convey concepts that are difficult to capture in words. To support this point, we provide a nontechnical introduction to selected aspects of quantitative analysis; consider some issues that translational investigators (and, potentially, practitioners) confront when attempting to translate from quantitative models; and discuss examples of relevant translational studies. We conclude that, where behavior-science translation is concerned, the quantitative features of quantitative models cannot be ignored without sacrificing conceptual precision, scientific and practical insights, and the capacity of the basic and applied wings of behavior analysis to communicate effectively. 相似文献
113.
Derek Henry Brown 《Philosophical Studies》2009,145(3):377-394
I defend indirect perceptual realism against two recent and related charges to it offered by A. D. Smith and P. Snowdon, both
stemming from demonstrative reference involving indirect perception. The needed aspects of the theory of demonstratives are
not terribly new, but their connection to these objections has not been discussed. The groundwork for my solution emerges
from considering normal cases of indirect perception (e.g., seeing something depicted on a television) and examining the role
this indirectness plays in demonstrative assertions. I argue that indirectness routinely if not typically plays a justificatory
role in such judgements, and not a semantic one, and that the same can be said of such judgements when considered within the
indirect realist framework. The denial of this, on my analysis, is essential to the criticisms of Snowdon and Smith. The discussion
is extended to include scenarios involving the sorts of misconceptions Smith employs.
相似文献
Derek Henry BrownEmail: |
114.
The generalized matching equation is a robust and empirically supported means of analyzing relations between reinforcement and behavior. Unfortunately, no simple task analysis is available to behavior analysts interested in using the matching equation to evaluate data in clinical or applied settings. This technical article presents a task analysis for the use of Microsoft Excel to analyze and plot the generalized matching equation. Using a data‐based case example and a step‐by‐step guide for completing the analysis, these instructions are intended to promote the use of quantitative analyses by researchers with little to no experience in quantitative analyses or the matching law. 相似文献
115.
In light of literature highlighting gender differences related to academic self-concept and depressed mood, this study explored the contributions of academic self-concept in individual subject areas to self-reported depressed mood in 86 elementary-age boys and girls from a province in central Canada. Results indicated that academic self-concept explained 68% and 62% of the variance in self-reported depressed mood for boys and girls, respectively. Separate analyses conducted for boys and girls indicated disparate predictive models that cohered with gender stereotypic self-perceptions: math for boys and reading for girls. Interestingly, physical education emerged as a significant contributor for boys and girls. Results are discussed in terms of the importance of addressing the relationship between children’s social-emotional self-perceptions and academic self-concept within domain-specific lenses. 相似文献
116.
Events have beginnings, ends, and often overlap in time. A major question is how perceivers come to parse a stream of multimodal information into meaningful units and how different event boundaries may vary event processing. This work investigates the roles of these three types of event boundaries in constructing event temporal relations. Predictions were made based on how people would err according to the beginning state, end state, and overlap heuristic hypotheses. Participants viewed animated events that include all the logical possibilities of event temporal relations, and then made temporal relation judgments. The results showed that people make use of the overlap between events and take into account the ends and beginnings, but they weight ends more than beginnings. Neural network simulations showed a self-organized distinction when learning temporal relations between events with overlap versus those without. 相似文献
117.
The assumption that the contents of our conscious visual experience directly control our fine-tuned, real-time motor activity has been challenged by neurological and psychophysical evidence that suggest the two processes work semi-independently of each other. Clark [Clark, A. (2001). Visual experience and motor action: Are the bonds too tight? The Philosophical Review, 110, 495–519; Clark, A. (2002). Is seeing all it seems? Action, reason and the grand illusion. Journal of Consciousness Studies, 9, 181–202; Clark, A. (2006). Vision as dance? Three challenges for sensori-motor contingency theory. PSYCHE, 12 (1). Available from http://www.psyche.cs.monash.edu.au] argues that such evidence implies a more indirect relationship between conscious visual experience and motor-control where the function of visual consciousness is not to control action but to select what actions are to be controlled. In this paper, I argue that this type of dynamic also exists at the wider level of self-regulation where conscious intent appears to indirectly control the enactment of the intended behaviour. I argue that by drawing parallels between Clark’s proposed dynamic and self-regulation, the former is not only bolstered by a previously unrecognised source of support but our understanding of the latter can help to further elucidate Clark’s proposed mechanism of indirect conscious control. 相似文献
118.
A central feature of many formal accounts of reading aloud, and of Coltheart and colleagues dual-route cascaded model in particular, is that activation across various modules is cascaded. Evidence is reviewed that this assumption is problematic in a particular context, along with a solution that involves thresholding the output of the letter level to the nonlexical routine. Consideration of the known effects of repetition leads to the prediction of a three-way interaction between stimulus quality, repetition, and lexicality in which repetition and stimulus quality interact when reading aloud exception words, but produce additive effects when reading aloud nonwords. The result of such an experiment confirms this prediction, and appears consistent with the localized dual-route model. Implications for other accounts are briefly noted. 相似文献
119.
Attitude certainty, or the sense of conviction with which one holds one's attitude, has been the subject of considerable research attention. This article provides an overview of past, present, and future research on this topic. First, we review past work on attitude certainty, focusing on what has been learned about the antecedents and consequences of feeling certain or uncertain of one's attitude. Following this review, we examine emerging perspectives on attitude certainty. In particular, we describe recent work exploring the metacognitive appraisals that shape attitude certainty, the different meanings attitude certainty can have, and the dynamic effects of attitude certainty on attitude strength. Along the way, we also highlight important questions that have yet be answered about the certainty construct. 相似文献
120.