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201.
Don Browning 《Zygon》1992,27(4):421-436
Abstract. Sociobiological theories have had little impact on Christian concepts of neighbor love. Since sociobiological theories of altruism depict love as a form of egoistic interest in enhancing one's general fitness, they are often thought to contradict Christian theories of love. However, altruism as defined by sociobiology has more affinity with Roman Catholic views of Christian love as caritas than Protestant views of extreme agape. Sociobiological views of altruism may provide more updated models for defining the orders and priorities of love, which has been an important aspect of Roman Catholic ethics. The family's role in mediating between kin altruism and wider love for the community is investigated. 相似文献
202.
Don Diener 《Attention, perception & psychophysics》1981,30(3):237-246
Predictions derived from a “unitary-process” theory on the relationship between detection and recognition were examined in two experiments on visual detection and recognition. As predicted on the basis of this theory, recognition accuracy was superior to detection accuracy. An analysis of the conditional probabilities from a joint detection-recognition task revealed the pattern of relationships predicted by the theory. Increasing the number of alternative stimuli while maintaining only two response categories was found not to significantly affect detection or recognition performance, contrary to expectations based on the idea of multiple independent detectors. 相似文献
203.
Seven experiments are described on reaction time (RT1) to a first auditory stimulus in a double stimulation paradigm, where the response to a second visual stimulus was explicitly non-speeded. In all studies it was found that, compared to a single stimulus control condition, RT1 showed a constant delay of about 20–30 msec. The effect occurred irrespective of (a) the viewing conditions of the second stimulus in terms of either duration, processing demands or presence vs absence of a backward masking signal (experiments 1, 4, 5, 6, 7); (b) the duration of the interstimulus interval ranging from -200 msec up to at least a second (experiments 2, 3, 5); and (c) the processing demands of the first task (experiment 7). It is suggested that the delay reflects a basic concurrence cost which remains when two reactions can be time-shared. 相似文献
204.
The topic of diversity/multiculturalism is explored in terms of how to teach about racism in counselor education programs. Issues about racism in general, how racism is handled in multicultural counseling courses, and strategies for successful teaching are explored. 相似文献
205.
206.
V. William Harris Don Bushell James A. Sherman John F. Kane 《Journal of applied behavior analysis》1975,8(4):462-462
The study was conducted within a training and demonstration center for teachers from several different school districts. The teachers staffing the center were employees of the host school district who volunteered to serve in the center. Unfortunately, these volunteers did not always use the program materials appropriately and therefore did not always provide clear models for visiting teachers. In particular, four of the volunteer teachers did not always instruct their students from the appropriate reading text, even when encouraged to do so by the principal of the school in which the center was located. Various procedures were employed to alter this situation. The experimenter, (associate director of the training and demonstration center) provided instructions, feedback, and praise regarding use of the appropriate reading text. These procedures had clear effects with only one teacher. Then, merit or bonus payments were provided for teachers who used the appropriate reading text for criterion periods of time; a procedure that was very effective with all four teachers. The problem worked on in this study is typical of those faced by workers in public institutions where change cannot be brought about by the researcher's authority. All teachers in the present study had the necessary skills to demonstrate accurately the prescribed program procedures, but they did not always do so until the bonus payment was used. Although the bonus payment procedure might be inappropriate in some school situations, the procedure could easily be adjusted to accommodate the established practices of many schools. For example, establishment of explicit performance criterion and use of in-service stipends for meeting criterion performance during school hours, rather than attendance at meetings after school, might well be comparably effective. 相似文献
207.
The probability of a successful draw of a dot position within a random dot pattern is considered for the special case where a minimal city block distance is imposed separating any two dots within the random pattern. An analytical solution is derived and is tested against Monte Carlo simulations. The agreement is considered to be good, except at extremely low probabilities of a successful draw. An alternative method, based upon the utilization of successively coarser grids, is also given. Formulas are also provided for circular and for diamond-shaped separation regions. 相似文献
208.
Ss reported visibility fluctuations in a luminous target consisting of small, medium, and large circles. Each S had previously learned a response to each of the three circles. The experimental group learned two words which were free associates of each other and a third unrelated word. The control group learned three unrelated words. Concurrent visibility for the pair of circles associated with related words was greater than for the pairs associated with unrelated words. Thus word associations influence perception of stimuli for which the words are responses. 相似文献
209.
Individuals often evaluate hypotheses about the cause of particular events on the basis of circumstantial evidence. This article describes a quantitative model of belief revision with circumstantial evidence. The model assumes that subjects revise belief on the basis of a cascaded reasoning process that combines beliefs about three premises—the association of a clue and a possible cause, and forward and backward implications of the clue—to revise belief in a causal hypothesis. Subjects in three experiments solved fictional murder mysteries, reporting on each trial a subset of the beliefs specified by the model. Experiment 1 demonstrates that the model provides a good account of the reasoning process, over several contexts in which clues are evaluated. Subjects appear to develop causal models that affect the interpretation of clues. Experiment 2 provides further evidence on the development of causal models and compares the present model with a model based on Bayes' theorem. Experiment 3 is a control experiment which demonstrates that the belief assessments used in Experiments 1 and 2 do not alter the process of belief revision. Tests of subjects' memory for suspect-clue associations provide further support for the hypothesis that subjects develop causal models of the true cause and demonstrate the contrast between reasoning with currently available information and retrospective access to the facts on which belief revision is based. The present view is compared with other theories of causal thinking and belief revision. 相似文献
210.
Charles R. Greenwood Granger Dinwiddie Voris Bailey Judith J. Carta Don Dorsey Frank W. Kohler Chris Nelson David Rotholz Dan Schulte 《Journal of applied behavior analysis》1987,20(2):151-160
We conducted a large-scale field replication study of classwide peer tutoring applied to spelling instruction (Greenwood, Delquadri, & Hall, 1984). Two hundred and eleven inner-city students in four schools participated during their first- and second-grade school years. The effects of classwide peer tutoring were compared to teacher instructional procedures and pretest probes using a group replication design (Barlow, Hayes, & Nelson, 1984). Analysis of group and individual results indicated that (a) both teacher instructional procedures and classwide peer tutoring were effective in increasing spelling performance above pretest levels, (b) peer tutoring produced statistically greater gains relative to the teachers' procedures for both low and high student groups formed on pretest levels, (c) these outcomes were representative of groups, classes, individuals, and years during the project, and (d) participant satisfaction with the program was generally high. A separate analysis of the social importance of treatment outcome revealed differential findings for low and high groups related to pretest levels. Implications of these findings are discussed. 相似文献