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171.
Two implications of best-example theory for category acquisition were considered. The first is that categories which people acquire based on initial exposure to good exemplars should be learned more easily and (at first) more accurately than categories based on initial exposure to poor exemplars. The second is that people should generally learn that the best exemplars are category members, before learning that the poor exemplars are category members. These implications are based on the premise that people generalize based on similarity, and that the best example has maximal within-category similarity and minimal extra-category similarity, while the poor examples have minimal within-category similarity and relatively high extra-category similarity. Both implications were strongly supported by the present research. It was also found that when pressure to communicate was removed, comprehension and production of category names were virtually identical. The predictions of best-example theory concerning the conceptual structures underlying the words used by children who are just beginning to talk were discussed briefly. This research also allowed the replication of several important categorization results which had previously been found with real-world categories, with a set of artificial concrete object categories. 相似文献
172.
173.
Application of power spectral density analysis to normal human standing sway showed that the power in sway was unevenly distributed among various frequencies below 1.0 Hz. Ss were divided, with regard to antero-posterior sway, into two types on the basis of the frequencies at which peaks of power occurred. The same Ss were divided into four types, with regard to lateral sway, using similar criteria. The different types appear to represent normal variations in the basic mechanism for standing upright. 相似文献
174.
Marsha B. Parsons Maureen M. Schepis Dennis H. Reid Joyce E. McCarn Carolyn W. Green 《Journal of applied behavior analysis》1987,20(2):139-150
Experimental evaluations of behavioral staff management procedures usually have been limited to relatively small-scale demonstration studies. We evaluated a large-scale, long-term application of a staff management program designed to improve the functional utility of educational services for severely handicapped persons. The intervention, involving a brief in-service program followed by supervisory prompts and feedback, was implemented by three principals in four schools involving 21 classrooms. Implementation of the management procedures was consistently accompanied by increases in student involvement in functional educational tasks in each classroom. Further, the improved services continued throughout a 2-year follow-up period. Staff responses to a questionnaire indicated a high degree of staff acceptance of the management program. Results are discussed in terms of expanding the use of behavioral supervisory procedures from experimental demonstrations to actual adoption by existing human service agencies. 相似文献
175.
Joel Brockner Jeanette Davy Carolyn Carter 《Organizational behavior and human decision processes》1985,36(2):229-244
The present study explored the effect of layoffs on the subsequent productivity of “survivors”. All participants performed a proofreading task either after witnessing the dismissal of a co-worker (Layoff condition) or not (No-Layoff condition). Consistent with equity theory, the quantity of workers' performance was greater in the Layoff than in the No-Layoff condition. A Worker Self-Esteem × Layoff interaction effect revealed that the Layoff effect was entirely attributable to the low, rather than the medium or high, self-esteem participants. Additional analyses revealed that the layoff caused participants to (1) experience increased feelings of remorse and (2) develop more negative attitudes toward their co-worker, both of which are also consistent with equity theory. Practical and theoretical implications are discussed. 相似文献
176.
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178.
Carolyn R. Plateau Faye A. Brookes Matthew Pugh 《Cognitive and behavioral practice》2018,25(2):310-318
The efficacy of Cognitive Behavioral Therapy–based Guided Self-Help for mild to moderate bulimia and binge eating disorders has been well supported. However, limited research has explored in-depth individual experiences of this treatment approach. In-depth semi-structured interviews were conducted with 4 individuals who had completed Cognitive Behavioral Therapy–based Guided Self-Help (CBT-GSH) for bulimic or binge eating disorders. The interviews were transcribed verbatim and subsequently analyzed using Interpretative Phenomenological Analysis (IPA). Three superordinate themes emerged: Autonomy and volition; A dynamic relationship: the guided and the guide; and The unwanted friend. The reciprocal nature of the guide/guided relationship was identified as integral to the success of the therapeutic approach. However, participants expressed initial uncertainty towards the therapeutic process, and experienced an uncomfortable dissonance between a lack of volition in therapy seeking and the need to continually self-prescribe CBT-GSH. The findings affirm the central role of the guide in promoting motivation to engage with therapy and highlight the potential benefits of in-session weighing. However, it may be necessary to provide additional support on commencing CBT-GSH to address concerns about the therapeutic approach in this group. 相似文献
179.
Sburlati ES Schniering CA Lyneham HJ Rapee RM 《Clinical child and family psychology review》2011,14(1):89-109
While a plethora of cognitive behavioral empirically supported treatments (ESTs) are available for treating child and adolescent
anxiety and depressive disorders, research has shown that these are not as effective when implemented in routine practice
settings. Research is now indicating that is partly due to ineffective EST training methods, resulting in a lack of therapist
competence. However, at present, the specific competencies that are required for the effective implementation of ESTs for
this population are unknown, making the development of more effective EST training difficult. This study therefore aimed to
develop a model of therapist competencies for the empirically supported cognitive behavioral treatment of child and adolescent
anxiety and depressive disorders using a version of the well-established Delphi technique. In doing so, the authors: (1) identified
and reviewed cognitive behavioral ESTs for child and adolescent anxiety and depressive disorders, (2) extracted therapist
competencies required to implement each treatment effectively, (3) validated these competency lists with EST authors, (4)
consulted with a panel of relevant local experts to generate an overall model of therapist competence for the empirically
supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders, and (5) validated the overall
model with EST manual authors and relevant international experts. The resultant model offers an empirically derived set of
competencies necessary for effectively treating children and adolescents with anxiety and depressive disorders and has wide
implications for the development of therapist training, competence assessment measures, and evidence-based practice guidelines
for working with this population. This model thus brings us one step closer to bridging the gap between science and practice
when treating child and adolescent anxiety and depression. 相似文献
180.
Philips GT Sherff CM Menges SA Carew TJ 《Learning & memory (Cold Spring Harbor, N.Y.)》2011,18(4):272-282
The defensive withdrawal reflexes of Aplysia californica have provided powerful behavioral systems for studying the cellular and molecular basis of memory formation. Among these reflexes the tail-elicited tail withdrawal reflex (T-TWR) has been especially useful. In vitro studies examining the monosynaptic circuit for the T-TWR, the tail sensory-motor (SN-MN) synapses, have identified the induction requirements and molecular basis of different temporal phases of synaptic facilitation that underlie sensitization in this system. They have also permitted more recent studies elucidating the role of synaptic and nuclear signaling during synaptic facilitation. Here we report the development of a novel, compartmentalized semi-intact T-TWR preparation that allows examination of the unique contributions of processing in the SN somatic compartment (the pleural ganglion) and the SN-MN synaptic compartment (the pedal ganglion) during the induction of sensitization. Using this preparation we find that the T-TWR is mediated entirely by central connections in the synaptic compartment. Moreover, the reflex is stably expressed for at least 24 h, and can be modified by tail shocks that induce sensitization across multiple temporal domains, as well as direct application of the modulatory neurotransmitter serotonin. This preparation now provides an experimentally powerful system in which to directly examine the unique and combined roles of synaptic and nuclear signaling in different temporal domains of memory formation. 相似文献