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161.
In a previous experiment, the authors demonstrated that kindergarten and first-grade children can be trained to test hypotheses sequentially within the context of a discrimination learning task. The present experiment is concerned with delineating various aspects of the pretraining that contribute to the improved hypothesis-testing strategies of kindergarten children (mean CA = 71.6 months). It was found that children who have learned to anticipate an invariant cue-reward relation in such tasks manifest improved hypothesis-testing behavior, as well as improved discrimination performance, whereas children who have been trained to identify and name the various stimulus components of the discriminanda do not perform better than those without such training. It was also found that children who have had practice in shifting from an irrelevant to a relevant dimension perform better than those who have not had such experience. Moreover, children who have been given explicit instruction and training in the use of win-stay and lose-shift rules, as well as in the use of valid hypotheses, manifest strategies superior to those without such training. Finally, extensive pretraining over two sessions, administered on separate days, resulted in a marked reduction in the proportion of children who were dimensionally fixated while solving discrimination problems with two genuine dimensions. 相似文献
162.
Charles A. Maher 《Journal of School Psychology》1979,17(3):203-212
Contemporary standards of professional practice (e.g., American Psychological Association, 1977) and recent educational compliance legislation (e.g., PL 94–142) emphasize the delivery of appropriate school psychological services geared to a range of school-age children with special needs. Thus, school psychologists must pay increased attention to the development of school psychology service delivery systems. Toward this end, guidelines are presented for planning and evaluating school psychology service delivery systems. The guidelines are set forth in order that school psychologists might consider them and adapt them to local circumstances. The eight principles which comprise the guidelines have been used by the author in planning and evaluating school psychology service delivery systems in several public school districts. One particular school district will serve to illustrate the utilization of the guidelines. 相似文献
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Kindergarten children were given simultaneous discrimination tasks with two irrelevant dimensions varying within settings. Prior to each block of eight feed-back trials, the children were asked to attempt to provide a statement of the solution. The introtacts thus provided were found to have several of the desirable characteristics that have been reported for older children with either introtact or blank-trial probes, but which have not been found previously for kindergarten children with the blank-trial probe. Classification of the children according to the trial block on which they first verbalized the correct relevant dimension was found to account for more than 60% of the total variability in discrimination performance. The introtacts were also used to assign parameters to theoretical prediction equations, with nearly two-thirds of the total variability in discrimination performance accounted for by the theory. Extension of the method to other models is discussed. 相似文献
168.
Previous investigations of the effects of bogus arousal feedback on approach toward an aversive stimulus have failed to separate two conceptual issues: (1) the influence of perceived anxiety on approach behavior, and (2) the degree to which perceptions of decreased anxiety are central to systematic desensitization. The present research deals with only the first of these issues. The procedure required each subject to attach a microphone to his or her chest and approach a snake. Bogus heartbeat feedback was presented concurrently with the subject's approach. In Experiments 1 and 2, self-reported snake phobics approached more with a constant than with an accelerating heartbeat. Nonphobics in Experiment 2 were not systematically influenced by the feedback. In Experiment 3, subjects with moderate fear, but who had stated that they could pick up a snake, behaved like the previously tested nonphobics; moderate fear subjects who had stated uncertainty about their ability to handle a snake behaved like previously tested phobics. In no case did postexperimental self-rated fear of snakes yield a difference between feedback conditions. The results are discussed in terms of the attributional analysis of emotional behavior. 相似文献
169.
Ronald A. Giannetti James H. Johnson Thomas A. Williams Charles F. McCusker 《Behavior research methods》1977,9(2):133-138
Current on-line assessment applications are limited to mimicking instruments designed for paper and pencil. The development of an instrument designed specifically for on-line technology is described. The instrument provides research data on treatment effectiveness, clinical information for treatment planning, and management information for resource allocation. 相似文献
170.