Video records of five different sessions of a single therapy group were scored for the occurrence of laughing, smiling, and talking. Successive five-minute intervals were also scored for therapeutic level through ratings derived from the Hill Interaction Matrix. Humorous remarks were categorized according to humor target: self, other in group, and generalized other. Results indicated that the vast majority of humorous remarks were directed at some specific target, and that over 50% of these remarks were negative in tone. Results also revealed that remarks targeted at others in the group tended to decrease therapeutic effectiveness whereas remarks targeted at individuals or institutions not presently in the group were found to increase therapeutic effectiveness. Selftargeted remarks were found to produce inconsistent effects. These findings are discussed in terms of their significance for a more general analysis of group humor as well as in terms of their more specific implications for therapeutic interventions. 相似文献
Theoretical issues regarding cognitive aspects of the semantic interpretation of two syntactic structures were examined. A 2-year study was conducted investigating possible developmental trends in children's sentence-processing strategies. Experimental materials incorporated two levels of role expectations and two levels of syntactic complexity. Subjects were initially 6–10 years old; 12 original subjects from each age group were retested a year later. Exceptional and typical syntactic structures were not of significantly different difficulty either year. Semantic and cognitive complexity, as reflected in the two levels of expectation, was significant both years (p<0.001). Performance improved, over the 12-month period, in all but the 7- to 8-year-old group (p<0.005). Results are discussed with reference to cognitive strategies in sentence processing.This article is based on research reported at the annual meeting of the Northeastern Educational Research Association, Ellenville, New York, October 29–31, 1975. 相似文献
Most personality tests are based on concepts assessing typical performance, and tests of this sort have not been generally successful in predicting criterion behaviors with useful levels of efficiency. Ability tests, which call for maximal performance, have been much more successful as predictors of criterion outcomes. Following a model derived from ability tests, predictors requiring separate typical and maximal self-reports of emotional expressivity were compared to measures of typical and maximal emotional expression in the laboratory. For angry expression, self-reports of maximal expressivity tended to outpredict self-reports of typical expressivity for both typical and maximal laboratory measures of angry expression. Although similar trends were observed for elation, the advantage of maximal self-report measures over typical self-report measures was negligible. Results were discussed in terms of both experimental and clinical implications. 相似文献
Empathic ability is the ability to interpret the emotional state of others. In today's highly partisan and polarized environment, empathic ability may play a key role in determining how partisans respond emotionally to changes in public policy and those helped or harmed by the policy. Utilizing Baron-Cohen et al.'s (Journal of Child Psychology and Psychiatry, 42, 241–251, 2001) “Reading the Mind in the Eyes” test to measure empathic ability, we conduct a survey experiment where we asked participants to read about a partisan individual who may lose their health insurance if the Affordable Care Act were to be repealed. We show that empathic ability shapes attitudes about people and policies, but that the effects are contingent upon the respondent's partisanship, the target's partisanship, and an interaction of the two. Empathic ability produces more positive affect and policy support among Democrats but reduces positive affect among Republicans. The divergent effects of empathic ability on Democrats and Republicans are further exacerbated when the target is an out-partisan. 相似文献
What does it mean for a Black woman to choose to do intellectual work? In the twenty‐first century, Black women, either by virtue of their academic careers or their vocations outside of institutional settings, pursue intellectual work for its own sake as well as in pursuit of collective goals. That is to say, they can acknowledge intellectual work as a source of personal fulfillment, indeed a source of joy in ways that earlier generations of Black women could not. At least that should be true. In fact, it remains difficult for Black women to own the joy that their engagement with ideas produces. 相似文献
The goal of education can be defined in many ways; but in searching the literature, we found that in most cases, people consider the goal of education to be developing a self-determined individual. Self-determination is an abstract term. Behavior analysts may find this term difficult to define. Therefore, it may be difficult to observe and measure whether “self-determined behaviors” have developed. Many other service providers use this term frequently; thus, behavior analysts working with these service providers must come to terms with this concept in order to better collaborate. We argue that self-determination can be operationally defined with the concepts of choice, self-control, and self-management. By using the measurable behaviors included in these concepts, we believe that services can be developed to teach self-determination skills. This paper explores these concepts and how they can contribute to an operational definition of self-determination, and ultimately, help behavior analysts work with other providers to effectively teach self-determination to individuals with developmental disabilities.