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231.
This article presents a meta-analytic review of simulation studies that examine the effect of defendant's race on jurors' sentencing decisions. Several narrative reviews have characterized the results of these studies as inconsistent or demonstrating only occasional effects. In contrast, the present meta-analysis indicated significant overall support for the hypothesis that racial bias influences sentencing decisions. In addition, our analysis failed to support several common generalizations that have been made about this literature. That is, we did not find that stronger results were associated with older studies, those taking place in the southern US, or those involving the crime of rape. Instead, several components of methodological rigor—the nature of the race manipulation, presence of controls for victim's race, and specification of the race of the subject sample—were most closely associated with stronger results in these studies. 相似文献
232.
Trends and issues regarding the community-based support of people with developmental disabilities who exhibit severe behavior problems are discussed. Living in the community provides a unique framework within which behavior change programs are developed, implemented, and monitored. Support models for people with challenging behavior need to: (a) program for diversity across people, settings, and activities; (b) plan for high levels of integration in community settings among typical community members; and (c) meet guidelines regarding restrictions in intervention typologies. Increasingly, behavior analysts are conducting analog and in vivo assessments prior to intervening in order to develop an understanding of why behavior problems are occurring. Along with the increase in assessing the functions of behavior, is a greater attention to the contexts in which interventions are applied. The rearranging of contexts, communication training, choice-making, matching people's competence to their settings, the use of novelty, and proactive programing reflect these concerns. 相似文献
233.
Alan A. Hartley James Kieley Craig R. M. Mckenzie 《Attention, perception & psychophysics》1992,52(2):175-185
Younger and older adults were compared in three experiments, using procedures that had been shown to affect the spread of visual attention. The attentional effects found in previous experiments were replicated. A broader focus of attention speeded responses to peripheral targets. In addition, two established findings concerning aging were replicated: Responses were slower in older than in younger adults, and, in certain conditions, they slowed more rapidly as target eccentricity increased. No interactions of age effects with attentional manipulations were found. The results of all three experiments were consistent with the interpretation that younger and older adults do not differ in the allocation of attention. 相似文献
234.
Paul M. Evans James C. Craig Martha A. Rinker 《Attention, perception & psychophysics》1992,52(5):571-581
Previous research has shown that subjects appear unable to restrict processing to a single finger and ignore a stimulus presented to an adjacent finger. Furthermore, the evidence suggests that, at least for moving stimuli, an adjacent nontarget is fully processed to the level of incipient response activation. The present study replicated and expanded upon these original findings. The results of Experiment 1 showed that an equally large response-competition effect occurred when the nontarget was presented to adjacent and nonadjacent fingers4on the same hand). The results of Experiment 2 showed that the effects observed in Experiment 1 (and in previous studies) were also obtained with stationary stimuli. Although small, there was some indication in the results of Experiment 2 that interference may dissipate more rapidly with distance with stationary stimuli. An additional finding was that interference effects were observed in both experiments with temporal separations between the target and nontarget of up to 100 msec. In Experiment 3, target and nontarget stimuli were presented to opposite hands. Although reduced, interference was still evident with target and nontarget stimuli presented to opposite hands. Varying the physical distance between hands did not produce any change in the amount of interference. The results suggest that the focus of attention on the skin extends nearly undiminished across the fingers of one hand and is not dependent upon the physical distance between sites of stimulation. 相似文献
235.
We studied the relation between the presence versus the absence of sleep deprivation or allergy symptoms and the rate and function of problem behavior. Three students whose problem behavior was negatively reinforced by escape from instruction were studied across several weeks using analogue functional analyses. Our results indicated that the extraexperimental events were associated with (a) termination of instruction functioning as a negative reinforcer, (b) increased rates of negatively reinforced problem behavior, or (c) increased rates of problem behavior across all conditions. 相似文献
236.
Craig C. Brookins Thabiti M. Anyabwile Rupert Nacoste 《Journal of applied social psychology》1996,26(3):243-264
The relationship between racial identity attitudes and psychological closeness to various African American groups was examined in 171 African American college students at a predominantly White southeastern university. The data were collected using the Racial Identity Attitude Scale (Helms & Parham, 1985), and a scale measuring Perceived Psychological Closeness to African Americans. The closeness scale is a 14-item instrument that was found to represent (in this sample) psychological closeness to 4 African American groups. Internalized racial identity attitudes indicated positive feelings toward various groups of African Americans. A hierarchical multiple regression analysis indicated that internalized racial identity attitudes were predictive of psychological closeness to African Americans, although this varied somewhat depending on the subgroup. 相似文献
237.
Nancy A. Gonzales Ana Mari Cauce Ruth J. Friedman Craig A. Mason 《American journal of community psychology》1996,24(3):365-387
Using a 1-year prospective design, this study examined the influence of family status variables (family income, parental education, family structure), parenting variables (maternal support and restrictive control), peer support, and neighborhood risk on the school performance of 120 African American junior high school students. In addition to main effects of these variables, neighborhood risk was examined as a moderator of the effects of parenting and peer support. Family status variables were not predictive of adolescent school performance as indexed by self-reported grade point average. Maternal support at Time 1 was prospectively related to adolescent grades at Time 2. Neighborhood risk was related to lower grades, while peer support predicted better grades in the prospective analyses. Neighborhood risk also moderated the effects of maternal restrictive control and peer support on adolescent grades in prospective analyses. These findings highlight the importance of an ecological approach to the problem of academic underachievement within the African American community. 相似文献
238.
239.
Craig H. Kennedy Lisa Sharon Cushing Tiina Itkonen 《Journal of Behavioral Education》1997,7(2):167-189
One desired outcome of inclusive education is the enhanced social development of students with disabilities. Some have suggested that planned and systematic support of students with severe disabilities in general education environments may lead to greater social interaction between these students and their peers without disabilities. In an effort to analyze this proposition, we studied two students with severe disabilities as they began participating in general education classrooms. Using within-student multiple baseline designs across class periods, the effects of participating in general education were studied across a range of social participation indicator variables. Our results suggest that planned and systematic efforts to include students with severe disabilities into general education courses can have positive effects on their social contacts and friendship networks. Our findings are discussed in relation to policy efforts to establish inclusive education in public schools, strategies for structuring general education participation, and the potential effects such efforts can have on the social inclusion of students with disabilities. 相似文献
240.
Thomas G. Haring Ph.D. Catherine G. Breen M.A. Jan Weiner Ph.D. Craig H. Kennedy Ph.D. Florene Bednersh Ph.D. 《Journal of Behavioral Education》1995,5(1):29-53
Six students with moderate and severe disabilities were taught generalized purchasing skills through the use of videotape modeling in one, two, or three stores and in vivo instruction within one store. Training was conducted within three orders of treatments: (a) in vivo instruction followed by videotape training, (b) videotape training followed by in vivo instruction, and (c) concurrent videotape and in vivo instruction. Generalization probes were conducted in stores that were the same as those modeled on videotape, untrained stores that were infrequently probed (and never modeled on tape or taught directly), and novel stores that were probed only once after training. Results indicated the production of generalized purchasing skills by the students who received concurrent training and by the students who received sequential training. Videotape and in vivo training in isolation did not lead to generalized shopping skills. The results are discussed in terms of investigating the possible role of verbalization during videotape training on generalized responding and the effects of multiple probe interventions on inadvertent learning of critical skills.deceased. 相似文献