Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities

An alternating treatments design was used to compare the effects of Active Student Response (ASR) error correction and No Response (NR) error correction during instruction of the capitals of states and countries. Three students with learning disabilities were provided one-to-one daily instruction on four sets of 14 unknown capitals (7 ASR capitals and 7 NR capitals). Student errors during instruction on ASR capitals were immediately followed by the teacher stating the capital and the student repeating it (an active student response). Errors on NR capitals were immediately followed by the teacher stating the capital while the student visually attended to a geography card with the correct capital handwritten on it (an on-task response). During instruction each of the three students correctly stated more capitals taught with ASR instruction than he or she stated with NR error correction. Results of same-day and next-day tests show that all three students learned more capitals with ASR error correction than with NR error correction The students also correctly stated more ASR error correction capitals on 1-week maintenance tests.     

Using self-evaluation to improve difficult-to-read handwriting of secondary students

We used delayed multiple-baseline and multiple-probe techniques to assess the effects of self-evaluation training on the legibility of cursive handwriting. Five secondary special education students with difficult-to-read handwriting served as participants. All participants improved the legibility of their handwriting during self-evaluation training. A systematic withdrawal of the training package demonstrated maintenance of treatment effects. For the most part, the students' handwriting remained at least 90% legible to judges following the systematic withdrawal of the self-evaluation training.     

Paternal empathy in the transference/countertransference relationship

This paper explores the process of paternal empathy within the context of the transference and countertransference relationship. The masculine and feminine elements of paternal responsiveness are described with implications for therapeutic resonance and mirroring. Case material illustrates the author's thesis.     

A Study of the Role of Gender in Family Therapy Training

A survey of the role of gender in family therapy training programs was conducted by the Women's Task Force of the American Family Therapy Association (AFTA) in order to determine the extent to which gender issues were included in the curriculum. Questionnaires were sent to 285 programs in the U.S., Canada, and overseas. Only 19% (n = 55) of the original sample participated, with the East Coast representing the largest proportion of respondents. Findings revealed that the three most frequently addressed gender issues are: 1) the impact of cultural and economic conditions on single, female-headed families; 2) gender issues associated with wife abuse; and 3) an examination of the implications of the therapist's gender in therapy interventions. Only 27 programs identify with a feminist model or have a clearly defined sense of gender awareness. A significant finding associated with the introduction of feminist content was the difficulty of integrating gender issues with major theoretical models. Trainee resistance and lack of faculty awareness were also considered obstacles to including gender in program curriculum.     

人性观对心理学理论与研究的影响

心理学的基本理论,尤其是人格理论,通常都蕴含着对人性的假设。人性观的差异常常导致其理论建构的差异。而且人性观影响心理学研究的方式、方法,影响对心理成因的认识、对心理疾病的理解、及对异常矫正策略的选择。     

Caring fathers in the Netherlands

Data from two studies on heterosexual men and their care work at home are discussed. Five groups of fathers are distinguished. They range from the traditional father (hardly any care work within the home) to the very caring father (who does at least as much as his wife). What makes the difference between these five groups of men? Measures at three levels have been studied: present social context, value orientation, and family of origin of the fathers. Measures at the first and second levels seem to be the most important. The role of the female partner is also discussed. Caring men do not report a lesser degree of well-being, including the quality of their relationship.     

WHO IS HAPPY?

A flood of new studies explores people's subjective well-being (SWB) Frequent positive affect, infrequent negative affect and a global sense of satisfaction with life define high SWB These studies reveal that happiness and life satisfaction are similarly available to the young and the old, women and men, blacks and whites, the rich and the working-class. Better clues to well-being come from knowing about a person's traits, close relationships, work experiences, culture, and religiosity. We present the elements of an appraisal-based theory of happiness that recognizes the importance of adaptation, cultural world view, and personal goals