Comparison of observational recordings in vivo, via mirror, and via television

Simultaneous observational recordings were made in vivo, via an observation mirror, and via closed circuit television. Three of nine observers had extensive experience recording behavior in vivo; three had extensive experience recording behavior via mirror; and three had extensive experience recording via television. Observers recorded nine categories of disruptive behavior for children in a special class setting. Frequencies of behavior recorded in vivo, via mirror, and via television differed significantly for only one category, vocalization. There were no significant main effects or interactions involving the observers' previous experience. Occurrence reliability coefficients computed within and between media demonstrated the similarity of observer agreement in all three media. Data collection procedures using an observational mirror or closed circuit television appear to be reasonable alternatives to in vivo observation in circumstances similar to those in the present study.     

Standardized classroom management program: Social validation and replication studies in Utah and Oregon

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.     

A comparison of the Bem Sex-Role Inventory and the Heilbrun Masculinity and Femininity Scales

This study compares two instruments which have recently been devised to measure sex-role identification, Heilbrun's Masculinity and Femininity Scales and the Bem Sex-Role Inventory. Correlations between the masculine and feminine scales of these instruments were significant for male but not female subjects; intrascale comparisons found no relationship between the Bem scales but moderate correlations between the Heilbrun scales for male subjects. There was agreement between the two measures in classifying approximately 47% of the subjects into one of the four sex-role categories. Misclassification occurred primarily on categories which have been found to show considerable overlap in personality characteristics.     

新康德主义

新康德主义一词,是用来说明1870年至1920年间,遍及全德国的一种多少有些相似的哲学活动;它们都强烈地反对非理性主义与思辨的自然主义,确信只有回到康德的方法与精神上去,哲学才可能成为一种“科学”;除此之外,它们没有多少共同之处。这些哲学活动是实现了康德的预言,即一百年内他的哲学会得到复兴。由于康德哲学的复杂性与内部矛盾,新康德主义者从哥尼斯堡的圣人那里取来的经并不一样,他们主张不一,众说纷纭。到十九世纪末,新康德主义者之间,和在其初期第一代的康德主义者活     

哲学在马克思主义中的作用

1973年8月,南斯拉夫实践派的哲学家们,在科尔丘拉岛举行第十次夏季哲学问题讨论会。会议的总题目是:资本主义世界和社会主义。在这个标题下,大家也谈到了哲学的作用以及哲学和科学的关系。会上,G.彼得洛维奇就哲学的作用问题作了报告;接着,我也就这个论题发表了讲话。这篇讲话最初发表在1974年的《实践杂志》(第45页-52页)上。     

我们争论的是什么?(代结束语)

我不想涉及过去对我的文章的各种反应的全部内容,只想就述评的某些地方做些简要的答复,这些地方我认为需要加以解释。 1.我一再特别强调:我所捍卫的按照从抽象上升到具体的方法来叙述辩证法的命题并不是我提     

新托马斯主义批判

天主教教会及其意识形态特征对新托马斯主义哲学进行考察,必须先简略分析天主教教会在当今世界上的地位及其意识形态的一些特征。十九世纪后半叶,天主教教会从封建制度和君主制政体的卫士,变为反对工人阶级运动、反对社会主义、维护资产阶级的一种武器。天主教教会是教权主义运动中的一支极其强     

辩证逻辑

黑格尔对形式逻辑和辩证逻辑的看法辩证逻辑是德国哲学家黑格尔在十九世纪初引入的哲学术语。这个术语是他用来称呼自己关于一切“自然和精神事物”发展的规律的唯心主义学说的,又同被他作了歪曲解释的形式逻辑直接地对立起来。他正确地指出了他那个时代哲学理论的弊病之一,就是思维的规律和形式被形而上学地看作为某种一成不变的东西。其实,受工业生产的进步所制约的自然科学的发展已经表明,形而上学和它的     

Effects of a token reinforcement system on journal reshelving

A token reinforcement program involving two levels of token value and backup reinforcers to increase journal reshelving behavior in a large university library was experimentally evaluated. Results showed that instructions (in which signs asked users to reshelve journals) had no impact. By contrast, token reinforcement contingent on reshelving behavior led to a marked increase in journals reshelved. A return to instructions-only conditions, when data were corrected for library usage, showed an increase in unreshelved journals over the token reinforcement period, though the increase was not to baseline levels. For the next 11 months, library staff maintained a modified token program. Follow-up data collected after that interval showed that number of unreshelved journals remained markedly lower than levels at baseline and the first instructions-only period, though they were slightly higher than at the token reinforcement period. Token reinforcement of the variety employed in this study constitutes an efficient, economical means of changing the behavior of library users who fail to reshelve books and journals.     

Effects of fixed-ratio sample and choice response requirements upon oddity matching

Three pigeons were trained on oddity matching in which either 1, 4, 8, 16, or 32 sample-key observing responses were required to turn off the sample stimuli and turn on the comparison stimuli. Oddity accuracy increased when the observing-response requirement was raised and decreased when the requirement was lowered. Next, while the observing requirement was maintained at one response, the number of responses required to the comparison stimuli was either 1, 4, 8, 16, or 32. Under these conditions, choice was defined as the comparison that first accumulated the required number of responses. In general, increasing the comparison-response requirement decreased accuracy and lowering the comparison requirement increased accuracy. The fixed-ratio observing requirements appeared to facilitate control by stimuli serving an instructional function.