The Effects of a Self-Management Program in Reducing Off-Task Behavior

Two adolescents with learning disabilities were taught to use a self-management program to decrease off-task behavior in two general education classes and a study hall class. The self-management program included three components—a checklist, a behavior rating scale, and a self-monitoring form. A multiple baseline design was implemented across settings for each participant. The findings indicated that the self-management program was successful in all three settings in decreasing off-task behaviors. Additionally, the teacher ratings of student behavior were found to increase during self-monitoring, suggesting the overall behavior of the students improved during the self-management program. The results are discussed in terms of the novelty of using teacher ratings of student behavior to demonstrate a relationship between the implementation of the self-management program and teacher reports of changes in other classroom behaviors.     

Subjectivity and Orientation in Levinas and Kant

Continental Philosophy Review - This essay presents an argument for reconceptualizing subjectivity as orientational rather than foundational in nature. My focus is on the work of Emmanuel Levinas...     

視、听語文材料同时識記的干扰与相对优势

問題識記时若有两种或多种感觉通道同时活动,可能彼此助长,也可能相互干扰。这对于了解識記时神經中枢各部分的活动与相互影响可能有一定的启发意义。视、听两种感觉通道在学习时最常应用,两种感觉通道可以同时或先后接受同一的刺激物,也可接受不同的刺激物。以往关于比較視、听材料識記效果的研究較多,結果指出,两种感觉材料的識記效果一般难分高低,主要决定于材料的性貭与被試的經驗等条件。     

Batterer Program Directors' Views on Substance Abuse and Domestic Violence

This article reports on a national survey of batterer intervention program (BIP) directors (N?=?150). The beliefs of these directors on the relationship of substance abuse and domestic violence is reported and discussed. BIP director's opinions are important because they make programmatic and treatment decisions. Most BIP directors believe that for many of their clients, both men and women, perpetrator and victim, violence and substance abuse is related. Treatment and methodological considerations are discussed.     

不同年龄儿童对权威认知水平的研究

文章采用两难故事法对儿童(7～17岁)在与权威(父母、教师与社会上的成人)发生矛盾冲突时所处的认知水平进行了研究,结果发现儿童对有关权威的规则与命令并不是一种盲目的服从与不服从,而是依据自己对权威的一种认知而行动的,儿童对权威的认知处于一种发展过程中,不同年龄儿童对权威的认知水平不同且存在显著的年龄差异和对象差异。     

Children's social groups and intergroup prejudice: Assessing the influence and inhibition of social group norms

A simulation group study examined whether the effects of group norms on 7‐ and 9‐year‐old children's intergroup attitudes can be moderated by a contrary school norm. Children learnt that their school had an inclusion norm, were assigned to a group with an outgroup inclusion or exclusion norm, and indicated their ingroup and outgroup attitudes under teacher surveillance or not. Results revealed reduced outgroup liking when the group had an exclusion norm, but that the effect was moderated when the school had an inclusion norm, especially among the older children. The participants’ ingroup liking was also reduced, but teacher surveillance had no effect on attitudes. The findings are discussed in relation to possible strategies to moderate social group norm effects.     

HARKing's Threat to Organizational Research: Evidence From Primary and Meta‐Analytic Sources

We assessed presumed consequences of hypothesizing after results are known (HARKing) by contrasting hypothesized versus nonhypothesized effect sizes among 10 common relations in organizational behavior, human resource management, and industrial and organizational psychology research. In Study 1, we analyzed 247 correlations representing 9 relations with individual performance in 136 articles published in Journal of Applied Psychology and Personnel Psychology and provide evidence that correlations are significantly larger when hypothesized compared to nonhypothesized. In Study 2, we analyzed 281 effect sizes from a meta‐analysis on the job satisfaction–job performance relation and provide evidence that correlations are significantly larger when hypothesized compared to nonhypothesized. In addition, in Study 2, we documented that hypothesized variable pairs are more likely to be mentioned in article titles or abstracts. We also ruled out 13 alternative explanations to the presumed HARKing effect pertaining to methodological (e.g., unreliability, publication year, research setting, research design, measure contextualization, publication source) and substantive (e.g., predictor–performance pair, performance measure, satisfaction measure, occupation, job/task complexity) issues. Our results suggest that HARKing seems to pose a threat to research results, substantive conclusions, and practical applications. We offer recommended solutions to the HARKing threat.     

大学生弱势群体的伦理社会处境分析与思考

随着高校招生规模的不断扩大,大学生中弱势群体的绝对数量也大大增加,成为高校必须正视、重视和关注的特殊群体.从共性角度对这一特殊群体面临的两大伦理困境:挫折感强和社会认同感弱进行了深层解析;从类特性的角度对其他伦理问题进行了有益的探究和思考.     

Arnold gesell and the maturation controversy

This article examines the work of Arnold Lucius Gesell and argues that he not only paved the way for contemporary research in motor development, but that he and colleagues anticipated fundamental issues about growth that must be addressed by psychologists and neuroscientists who are committed to the advancement of developmental science. Arnold Lucius Gesell was a pioneer in developmental psychology when the field was in its infancy. He worked diligently for the rights of physically and mentally handicapped children to receive special education that would enable them to find gainful employment. Gesell’s writings in books and popular magazines increased public awareness of and support for preschool education and better foster care for orphans. Despite these achievements, many of his successors have questioned his views about infant development. Developmental psychologists have criticized Gesell for proposing a stage theory of infant growth that has fallen into disfavor among contemporary researchers. His conception of development as a maturational process has been challenged for allegedly reducing complex behavioral, perceptual, and learning processes to genetic factors. The author rejects this overly simplistic interpretation and contends that Gesell’s work continues to stand the test of time. Reprinted from Jaan Valsiner (ed.).Thinking in Psychological Science: Ideas and Their Makers. Transaction Publishers. Previously published inFrom Past to Future, Vol. 3(2), Beyond Observing Human Nature: Theoretical Contributions of Arnold Gesell to Developmental Science, pp. 7–31. @ 2001 Frances L. Hiatt School of Psychology, Clark University. Author: Thomas C. Dalton, Cal Poly State University, San Luis Obispo, CA.