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41.
John T. Blaze D. Joe Olmi Sterett H. Mercer Brad A. Dufrene Daniel H. Tingstom 《Journal of School Psychology》2014
The purpose of the present study was to compare the effects of teacher public (i.e., loud) and private (i.e., quiet) praise on students' appropriately engaged behavior (AEB) and disruptive behaviors (DB). Employing a combined multiple-baseline withdrawal design, the effects of loud and quiet praise were assessed across two pairs of secondary classrooms. Each classroom's mean percentage of observed intervals of AEB and DB across loud and quiet praise intervention phases was assessed and compared. Overall, visual analysis of the data, multilevel modeling, and effect sizes showed that both loud and quiet praises were more effective than no treatment at increasing AEB and decreasing DB. In addition, there were no statistical or clinically significant differences between the loud and quiet praise interventions. The results are discussed in light of appropriate practices and controversies in the literature. 相似文献
42.
The relationship between threat and authoritarianism in relation to support for democratic values and military aggression was examined. Participants completed Altemeyer's Right-Wing Authoritarianism Scale, read a scenario concerning 9/11/01 that was either threatening or nonthreatening, and completed the Democratic Values Scale and the Militarism Scale. Simple linear regressions indicate RWA scores contributed significant variation to Democratic Value Scale scores (43% of the variance) and Militarism Scale Scores (22% of the variance). There was a significant difference in the contribution of RWA scores between the threatening and nonthreatening conditions on the Democratic Values Scale (34% and 17%, respectively). These results suggest that in the presence of threat, there is increased activation of authoritarian responses. 相似文献
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Michelle L. Klvacek Eula Ewing Monroe Brad Wilcox Kendra M. Hall-Kenyon 《Reading Psychology》2017,38(5):542-551
This article describes how one second-grade teacher implemented Follow the Reader, her term for dyad reading. Common Core expects students to read increasingly complex texts. Teachers can implement dyad reading with this end in mind. It is a modified version of the neurological impress method in which a lead reader and an assisted reader sit side by side and read a shared text aloud in unison. As this article demonstrates, this strategy can be implemented successfully with small groups or an entire class and is effective with both English-proficient and English-learning children. She included fiction and nonfiction texts, daily class discussions, book logs to maintain student accountability, and discussion between partners about texts. She provided modeling for students and gave them time to practice procedures. 相似文献
46.
Robert Weis M. Christine Lovejoy Brad W. Lundahl 《Journal of psychopathology and behavioral assessment》2005,27(4):269-278
This study examined the factor structure and discriminative validity of the Eyberg Child Behavior Inventory (ECBI) with community-based and clinic-referred samples of young children (2–6 years). In the community sample, confirmatory factor analysis indicated a three-factor structure with components reflecting Inattentive, Oppositional Defiant, and Conduct Problem Behavior. In the clinic sample, component scores differentiated children with specific behavior problems from children without significant externalizing symptoms. However, component scores did not differentiate within the externalizing spectrum. The data suggest that ECBI components may be useful to screen community-based and clinic-referred young children for externalizing symptoms, but may be less useful to identify children with specific behavior problems. 相似文献
47.
Jeffrey D. Green Brad Pinter Constantine Sedikides 《European journal of social psychology》2005,35(2):225-235
The mnemic neglect effect is the phenomenon of disproportionately poor recall for threatening (rather than non‐threatening) feedback that refers to the self (rather than another person). Does trait modifiability moderate mnemic neglect? We hypothesized that mnemic neglect will be present for feedback on unmodifiable traits, but absent for feedback on modifiable traits. In the latter case, the feedback would be lower in threat potential because its consequences are fleeting and steps to prevent its reoccurrence are possible. Participants received mixed (threatening and non‐threatening) feedback that referred either to the self or another person. The feedback pertained to (central and peripheral) self‐conceptions that were either unmodifiable or modifiable. In support of the hypothesis, mnemic neglect emerged for feedback on unmodifiable, but not modifiable, traits. The findings illustrate the selective and strategic nature of self‐protection. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献
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Research on sex differences in jealousy using continuous measures sometimes reveals that women report more intense jealousy than men in response to both sexual and emotional infidelity. Two studies tested whether these findings might have stemmed from sex differences in the interpretation of the upper anchor of the jealousy scales (e.g., “extremely jealous”). In Study 1, women and men offered different types of exemplars when describing situations in which they felt extremely jealous. A significantly greater proportion of women than men reported feeling extreme jealousy in the context of romantic relationships. Additional results demonstrated that women and men confuse the terms “jealousy” and “envy,” although this confusion cannot account for the sex differences in the contexts of extreme jealousy. Study 2 demonstrated that the sex difference in the intensity of reported jealousy disappears if the upper anchor of the scale is modified to include specific contextual information (e.g., “as jealous as you could feel in a romantic relationship”). 相似文献
49.
Three experiments using rapid serial visual presentation (RSVP) tested participants' ability to detect targets in streams that are in motion. These experiments compared the ability to identify moving versus stationary RSVP targets and examined the attentional blink with pairs of targets that were moving or stationary. One condition presented RSVP streams in the center of the screen; a second condition used an RSVP that was orbiting in a circle, with participants instructed to follow the stream with their eyes; and a third condition had participants fixate in the middle while observing a circling RSVP stream. Relative to performance in stationary RSVP streams, participants were not markedly impaired in detecting single targets in RSVP streams that were moving, either with or without instructions to pursue the motion. In streams with two targets, a normal attentional blink effect was observed when participants were instructed to pursue the moving stream. When participants had to maintain central fixation as the RSVP stream moved, the attentional blink was nearly absent even when a trailing mask was added. We suggest that the reduction of the attentional blink for moving RSVP streams may reflect a reduced ability to perceive the temporal boundaries of the individual items. 相似文献
50.
Drawing from an interactionist approach and feedback research, we examine the role of developmental feedback and proactive personality on newcomer task performance and helping behavior. Data were collected from 2 high-tech joint-ventures within the information technology and manufacturing industries located in Shanghai, China. Results based on 151 newcomer-manager dyads showed that supervisor developmental feedback (SDF) positively related to newcomer helping behavior and that SDF and coworker developmental feedback interactively predicted newcomer task performance. We also found differential moderating effects of proactive personality: SDF more strongly related to helping behavior when proactive personality was lower; conversely, coworker developmental feedback more strongly related to helping behavior when proactive personality was higher. 相似文献