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排序方式: 共有102条查询结果,搜索用时 15 毫秒
1.
Lynette K. Chandler Susan A. Fowler Roger C. Lubeck 《Journal of applied behavior analysis》1992,25(2):249-263
We examined the effects of four combinations of setting events on the social interactions of 7 preschool children with social delays. In Study 1, the status of the teacher, activity materials, and peer varied across conditions. In Study 2, the status of the teacher and materials varied across conditions. Within the combinations of setting events, we also examined teacher behavior. Teacher presence and absence was varied in both studies. The type and rate of teacher prompting were varied in Study 2. The four combinations of setting events produced different rates of social behavior by the children with social delays. The optimal combination of setting events for promoting peer interaction and reducing teacher—child interaction included teacher absence from the activity, a limited number and form of materials, and children paired with a socially skilled partner. 相似文献
2.
Samuel L. Odom Lynette K. Chandler Michaelene Ostrosky Scott R. McConnell Susan Reaney 《Journal of applied behavior analysis》1992,25(2):307-317
This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period. 相似文献
3.
Memory for A-B word pairs (e.g.,child-apple) was tested by a cued recall test (e.g.,child-app__). Showing an A-C “relative” (e.g.,child-bicycle) reduced recall, especially if it was shown recently and was highly accessible (Experiments 1 and 2). In Experiment 3, a relative facilitated recall if it was semantically similar to the target (A-B′:child-cookies) but interfered if it was semantically dissimilar (A-C:child-fever). The best explanation for these results is that the relative primed features that affected the functional retrieval cue, and that interference occurred if the cue did not match the trace for the target (Martin, 1972). In other words, the interference effects are an example of cue-dependent forgetting. Neither blocking nor a discrimination process can account for these findings, although some evidence for a discrimination process has been found with other materials 相似文献
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Diane A. Koch Michael J. Chandler David W. Harder Katherine F. Paget 《Journal of applied developmental psychology》1982,3(1):11-21
This study sought to explore the possible relationship between parental style of psychological defense and children's social competence in 50 families in which one parent had been hospitalized for a psychiatric disorder. Based upon a formal analysis of the logical transformations inherent in various defense mechanisms, three levels of complexity of defenses were identified, along with a counterpart set of cognitive operations necessary for decoding these defense levels. It was hypothesized that children lacking the requisite cognitive skills to grasp the logical complexities of their disturbed parent's primary mode of psychological defense would be less socially adjusted and judged less competent than children who could understand the defensive transformations of their parent. The results suggested that children who, due to their cognitive immaturity, are potentially 相似文献
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There is a growing body of evidence suggesting that many traditional instructional techniques may unnecessarily overload limited working memory and impede learning. Based on cognitive load theory, it was hypothesised that instructional design only takes on a crucial role when there is a high level of interaction between learning elements resulting in those elements having to be simultaneously held in working memory. When there is little, if any, interaction between individual learning elements, then the format of presentation should be inconsequential. These hypotheses were tested using a computer-aided design/computer-aided manufacture (CAD/CAM) package with trainees from a Sydney company. Results showed that when instructions involved high element interactivity, a self-contained manual that physically integrated disparate information and did not require the use of the computer hardware was vastly superior to instructional formats that involved continual interaction with the computer. No differences were found between instructional formats when the learning material entailed low element interactivity. Evidence that these findings were due to cognitive load rather than other factors came from secondary task analysis. In light of these and previous results, suggestions are made for cognitively guided instructional packages. 相似文献
9.
Scherl WF Krupp LB Christodoulou C Morgan TM Hyman L Chandler B Coyle PK MacAllister WS 《Psychological reports》2004,95(2):593-603
Healthy control participants (46 women, M age=44.3 yr., SD=7.6; 29 men) were recruited to undergo a comprehensive neuropsychological battery and serve as a comparison group in a study of cognitive functioning in patients with Lyme isease. Participants were selected using Mitofsky-Waksberg random digit dialing. The Buschke 12-word, six-trial Selective Reminding Test was administered as part of the neuropsychological battery and normative data are presented stratified by age and sex. Performance on alternate forms of this measure were examined. Mean education, intelligence quotient, and Wide Range Achievement Test-3 Reading scores are reported. 相似文献
10.
Julie A. Weast Ashley Walton Braylen C. Chandler Kevin Shockley Michael A. Riley 《Psychonomic bulletin & review》2014,21(3):823-829
The present study investigated the role of different types of movement in affordance perception, as well as the influence of sports experience. Perception of another actor’s maximum vertical jumping height and horizontal long-jumping distance was evaluated for basketball players, soccer players, and nonplayer controls after viewing point-light representations of the actors’ movements. Perceptual reports were more accurate after jumping-related movements (walking and squatting) were viewed than after nonrelated movements (standing and twisting). Vertical jump reports were more accurate than horizontal jump reports. Basketball and soccer players demonstrated higher accuracy than did controls. This research establishes that point-light displays contain essential kinematic information sufficient to support accurate affordance perception, and athletes appear better attuned to kinematic information specifying affordances for others as a result of their sports experience. 相似文献