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101.
The effect of amount of student-proctor interaction was investigated within the framework of Keller's (1968) method of personalized instruction. College students enrolled in introductory psychology were randomly assigned to five groups: 0%, 25%, 50%, 75%, and 100%, reflecting the percentage of units on which each student was proctored. The results indicated that (a) the proctored students were superior to the non-proctored students as measured by final examination performance, (b) for the proctored groups, the amount of proctoring did not differentially affect final examination performance, and (c) the major effect of increased proctoring was an acceleration of the rate of progress through the course. 相似文献
102.
Sherry M. Cole Antoinette R. Thomas Courtland C. Lee 《Journal of multicultural counseling and development》1988,16(3):110-116
This article is adapted from a presentation at the 1987 Convention of the American Association for Counseling and Development, New Orleans, LA. 相似文献
103.
Behavioral procedures are used frequently with persons who present the dual handicapping conditons of mental retardation and chronic behavior difficulties. It is suggested that behavior management and behavior control procedures are used excessively and at the expense of active behavior treatment. It is recommended that behavior treatment staff be more discriminating in use of these classes of procedures, and that the major focus of behavioral programs be that of active treatment. 相似文献
104.
D A Cole 《Journal of abnormal psychology》1989,98(3):248-255
Two studies of adolescents examined the relation of several cognitive variables and depression to suicide-related behaviors. Study 1 compared hopelessness and depression in 281 high school students. Unlike research with adults, depression was significantly related to suicidal behaviors, even after hopelessness was statistically controlled. When depression was controlled, hopelessness was unrelated to suicidal behaviors for boys and only modestly related for girls. Study 2 examined depression, hopelessness, survival-coping beliefs, fear of social disapproval, and social desirability in relation to suicidal behaviors in 53 male juvenile delinquents. Again, hopelessness did not account for a significant proportion of the variance in suicide. Depression was uniquely related to past suicide attempts. Survival-coping beliefs were associated with self-predicted future suicide and other suicidal behaviors. Survival-coping beliefs are discussed as a cognitive buffer to suicidal ideation in adolescence. 相似文献
105.
106.
Subjects were shown two letters from the set BDGbdg. In one condition, subjects were required to decide whether or not the letters had the same name. In the other condition, subjects decided whether or not the two letters were presented in the same case. Reaction times were always faster when the two letters on a given trial were physically identical. However, there was no difference in the speed of a name match or a case match when the two letters were not physically identical. Since subjects could have based a case match on the presence or absence of a single feature — a protruding vertical line — it was concluded that subjects are not able to selectively attend to a single visual feature in order to identify a letter. Rather, a subject analyzes several features in parallel in order to arrive at a simultaneous decision about a letter's name or case. 相似文献
107.
In previous experiments Ss were presented for ordered recall with sequences of five consonant phonemes paired with /a/ in which the middle three consonant phonemes shared the same manner of articulation (voiced, unvoiced, nasal), the same place of articulation (front, middle, back), or neither the same manner nor place of articulation (control sequences). Compared to performance in control sequences, the middle consonant phoneme was always more difficult to recall in manner of articulation sequences but not in place of articulation sequences. The results suggested that for these sequences consonant phonemes were not remembered in terms of their place of articulation. In the present experiment, sequences of consonant-vowel (CV) or vowel-consonant (VC) syllables were presented for recall in which each consonant phoneme was paired with a different vowel. When consonant phonemes in the different sequence types were presented for recall with different vowels, phonetic interference was observed for the middle consonant in place of articulation sequences as well as manner of articulation sequences, and the effect was observed in both CV and VC groups. It was suggested that vowels are encoded in short-term memory in terms of their place of articulation and that presenting consonant phonemes for recall with different vowels caused Ss to use this dimension to code consonant phonemes in short-term memory. 相似文献
108.
Ronald A. Cole Max Coltheart Fran Allard 《Quarterly journal of experimental psychology (2006)》1974,26(1):1-7
Subjects were presented with a sequence of two letters, each letter spoken in either a male or female voice. On each trial, the subject was required to indicate, as quickly as possible, whether the two letters had the same name. Reaction times (RTs) were faster for letters spoken in the same voice for both “same” and “different” responses, even when letters were separated by 8 s. These results are incompatible with the notion of physical and name codes in auditory memory since a “different” response should always be based on a comparison of letter names and should not be influenced by voice quality. It was also found that RTs were not influenced by the phonemic distinctive feature similarity of the letters. 相似文献
109.
The stop consonants /b, d, g, p, t, k/were recorded before/i/,/a/,/u/. The energy spectrum for each stop consonant was removed from its original vowel and spliced onto a different steady-state vowel. Results of a recognition test revealed that consonants were accurately recognized in all cases except when /k/ or/g[ was spliced from/i/to/u/. Further demonstrations suggested that/k/ and /g/ do have invariant characteristics before/i/, /a/, and /u/. These results support the general notion that stop consonants may be recognized before different vowels in normal speech in terms of invariant acoustic features. 相似文献
110.
Lachter GD Cole BK Schoenfeld WN 《Journal of the experimental analysis of behavior》1971,15(2):233-236
Two White Carneaux hen pigeons were exposed to a 60-sec random-interval baseline procedure. Six different exteroceptive stimuli were successively correlated, within a single session, with blocks of 10 reinforcement presentations. Following this training, a non-contingent reinforcement procedure was instated with inter-reinforcement intervals of 5, 15, 30, 60, 120, and 240 sec. Within a single session, each non-contingent frequency was correlated with one of the previously presented discriminative stimuli. After an initial increase in the rate of responding as the result of a high density of non-contingent reinforcements, the rate declined as exposure to each non-contingent frequency was prolonged. 相似文献