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81.
Do learning-disabled children exhibit peripheral deficits in selective attention? An analysis of eye movements during reading 总被引:1,自引:0,他引:1
Benjamin B. Lahey David L. Kupfer Vicki E. Beggs Douglas Landon 《Journal of abnormal child psychology》1982,10(1):1-10
It has been suggested that deficits in selective attention play a functional role in the learning and behavior problems of children diagnosed as learning- disabled. In the present study, peripheral and central aspects of selective attention were distinguished and peripheral aspects were examined. The attending eye movements during reading of 12 fifth-grade learning-disabled children who read at the third-grade level were compared with 12 fifth-grade children who read at the fifth-grade level (grade placement controls) and 12 third-grade children who read at the third-grade level (reading level controls). The learning-disabled children did not differ from their reading level controls on any of W measures but showed a pattern of eye movements that was generally slower and less smooth than their grade placement controls. While these patterns might be considered to be immature relative to normal readers of the same age, they are not indicative of peripheral deficits in selective attention. Males, however, did exhibit more variability in duration of fixations and made more regressive eye movements than did females. 相似文献
82.
Emilia Dowling Brian Cade† Douglas C. Breunlin‡ Neil Frude§ Philippa Seligman 《Journal of Family Therapy》1982,4(1):61-72
This paper describes the development of the training programme offered at the Family Institute in Cardiff and presents the results of a retrospective survey reflecting the 'consumers' views of the programme. Questionnaires were sent to all students who had trained at the Institute between 1972 and 1977, to elicit information about their views of the placement, as well as their post-qualifying experience, activities and interest in family therapy. A briefer preliminary report has been published earlier (Dowling and Seligman, 1980). 相似文献
83.
Two experiments are reported concerning the effects of the differential use of verbal approval by problematic adolescents serving as tutors in a remedial reading program for an inner-city school. The experiments, each with 3 tutors and 15 tutees, used a combined multiple baseline and ABCBC design. Data showed that tutors' approvals as well as tutors' and tutees' on-task and reading responses were low and stable during baseline. Tutors were trained to use verbal approval for tutees' on-task behavior. Tokens were presented and withdrawn to control the tutors' use of approval. During phases in which tutors' approvals were raised via token dispensation, tutor reading and on-task scores increased in a nonexperimental setting. Tutee reading scores also increased as a function of tutor approvals. The second experiment replicated these findings and, in addition, (a) tested the validity of changes in reading responses via standardized tests, (b) isolated and compared the covariance between variables in all phases, and (c) provided data on tutee attention to tutors as a possible natural reinforcer for the short-term maintenance found in both studies. Data are discussed as evidence that tutors had acquired the ability to recruit reinforcement from the classroom for appropriate behavior. 相似文献
84.
The Tzeng and Tzeng (1982) criticisms of the assumptions underlying the Jackson, Chan, and Stricker (1979) study of Implicit Personality Theory fail to take account of the relevant empirical data. For example, the key contention of Tzeng and Tzeng–that the measures of judged and empirical trait-co-occurrence used by Jackson et al. were not comparable–is contradicted by replicated findings which establish that the two are substantially and consistently related, results for which Tzeng and Tzeng offer no alternative explanation. In short, Tzeng and Tzeng have not demonstrated that their criticisms have any real substance. Hence, none of the Jackson et al. results and conclusions, including those questioning the conditional probability index as a measure of empirical co-occurrence and those supporting the validity of Implicit Personality Theory, are affected or changed. 相似文献
85.
86.
R J Douglas G M Clark L C Erway D G Hubbard C G Wright 《Journal of comparative psychology (Washington, D.C. : 1983)》1979,93(3):467-480
A large battery of behavioral tests was administered to normal mice and to mice with varying degrees of otoconial agenesis due to genes affecting vestibular development. Many significant differences were found, but a factor analysis revealed that the variance on the 11 best tests could be accounted for in terms of two underlying variables. Factor I, the more important of the two, was associated with activity, habituation, and spontaneous alternation. Factor II appeared to represent a fear of new stimuli or situations. In both cases factor scores were highly related to the degree of otoconial deficiency. One subgroup of mice with severe otoconial agenesis displayed hyperactivity and a total absence of either habituation or spontaneous alternation. In these animals, brain and body development were stunted, and the reactions to amphetamine and physostigmine were opposite to those seen in normal mice. The results support the idea that the static organs contribute importantly to spatial orientation and suggest that early-onset vestibular defects can result in profound alterations of emotionality. 相似文献
87.
Synthetic data are used to examine how well axiomatic and numerical conjoint measurement methods, individually and comparatively, recover simple polynomial generators in three dimensions. The study illustrates extensions of numerical conjoint measurement (NCM) to identify and model distributive and dual-distributive, in addition to the usual additive, data structures. It was found that while minimum STRESS was the criterion of fit, another statistic, predictive capability, provided a better diagnosis of the known generating model. That NCM methods were able to better identify generating models conflicts with Krantz and Tversky's assertion that, in general, the direct axiom tests provide a more powerful diagnostic test between alternative composition rules than does evaluation of numerical correspondence. For all methods, dual-distributive models are most difficult to recover, while consistent with past studies, the additive model is the most robust of the fitted models.Douglas Emery is now at the Krannert Graduate School of Management, Purdue University, West Lafayette, IN, on leave from the University of Calgary. 相似文献
88.
89.
Subjects studied a long list of individual words that were presented either visually or auditorily. Recall was tested immediately or after a filled delay by using either word endings or taxonomic categories as extralist retrieval cues. Two interactions were of particular interest. First, word ending cues were just as effective as taxonomic cues on the immediate test. On the delayed test, however, ending cues were less effective. This result suggests that sensory information encoded about a word decays at a faster rate than semantic information. Second, although modality had no observable influence on the taxonomic cues, word ending cues were more effective when all items were shown visually than when they were presented auditorily. Taken together, these findings indicate that the visual features of words are encoded at study and that this information can be accessed during test if it is recapitulated by the retrieval cue shortly after acquisition. 相似文献
90.
Edgar C. O'Neal Peter J. McDonald Cindy Cloninger Douglas Levine 《Motivation and emotion》1979,3(4):373-379
After being exposed to either an aggressive or a nonaggressive filmed model, four- and five-year-old boys were tested for imitation while either alone or with a confederate who had also seen the film. The confederate's behavior was either inactive, the same as that in the film, the same as that in the film the child had not seen, novel but of the same category (aggressive or nonaggressive) as that in the film seen, or novel but in the category of the film not seen. These conditions conformed to the dimensions of a 2 × 6 factoral design. According to prediction, the imitation of subjects exposed to the aggressive model was greatest when the confederate's behavior was similar to the model's. No difference in imitation was produced by the confederate's actions if the boy had watched the nonaggressive model. The results were interpreted within the context of social comparison theory.This project was facilitated by the senior author's Margaret Bosshardt Pace and Paul David Pace Research Fellowship. 相似文献