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101.
Theodore G. Alper Assistant Professor of Educational Psychology
Owen R. White
Director of Research 《Journal of School Psychology》1971,9(4):445-454The authors of this paper have tried to provide an introduction to the language and problem solving approach called Precision Teaching. Reasons for using a specific language and reporting techniques are listed. Definitions of the terminology and examples taken from the classroom are provided. The main point of this paper is that systematic interventions, precisely described and systematically recorded, lead to the most successful interventions. 相似文献
102.
This paper attempts to show that the concept of brain damage has little utility for the school psychologist or educator. This argument is based on three major points: (a) the definition of brain damage, particularly minimal brain damage, is unclear and confusing; (b) diagnosis of brain damage is often difficult and results of psychological testing often equivocal; and (c) differential treatment programs and educational procedures suggested for the brain injured child appear to be of only questionable value. Extreme caution is urged to prevent hasty, uncritical adoption of many inadequately tested teaching and management techniques advocated for brain damaged children. 相似文献
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104.
Ines Diminić M.D. Tanja Frančišković M.D. Biljana Delić B.Sc. in Psychology Ilinka Serdarević Dr. Ljiljana Moro M.D. Dr.SC 《Group》1994,18(1):46-54
Displaced persons are a special, threatened group of people, participants in this war, who were suddenly forced to abandon their homes. The majority of them were, overnight, left without anything they had, some even without their closest family. They all have one thing in common: they have all lost so much. Work with such people is directed toward overcoming their feelings of loss and abandonment and preventing psychical decompensation. Groups of displaced persons temporarily sheltered in the Rijeka region have been observed to be markedly regressed, with increased sensitivity, a low degree of tolerance, great demands on society and strongly expressed projective tendencies. Therapists suffer personal traumatization in working with displaced persons. This paper describes the reactions and feelings of group leaders caused by manifestations of group dynamics in different phases of exile. 相似文献
105.
Judith Landon Alpert Associate Professor of Educational Psychology 《Journal of School Psychology》1979,17(4):333-338
To further understanding regarding how content of change, degree of change, and initial level of functioning influence consultants' evaluation of consulation outcome, 14 mental health consultants completed a questionnaire. For each of the 18 prepost consultation ratings on the questionnaire (2 context × 3 degrees of change × 3 initial levels = 18), consultants rated the success of consultation and the degree to which they would like to have been the consultant. Analysis of variance results for both dependent measures indicate main effects for degree of change and initial level. Neither main effects for content nor interaction effects are indicated. It appears that consultants perceive consultation as more successful with and prefer working with consultees who improve the most and who function at a higher initial level. 相似文献
106.
精神药物对学习和行为影响的实验研究。开始于氯丙嗪和二乙基麦角酰胺(LSD)的诞生。自从1954年首次报道氯丙嗪对精神病患者的疗效后,精神药物对学习和行为影响的研究一直十分引人注意。早期的研究强调精神药物和学习的动机有关,因此以食物巩固为基础的正动因学习和以电击巩固为基础的负动因学习间,被认为存在本质差 相似文献
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108.
一、问题的提出 噪声对人体的危害,特别是直接对听力的危害,随着现代工业的迅速发展,已成为公害之一,越来越普遍地引起人们的极大关注。为了控制噪声和制定出可行的噪声允许标准,以期达到对人体的危害减少到最低的程度,多年来,国内外已做过不少的工作。 就人的听域而言,在一定的强度下,可听到的频率范围是很宽的。然而,就在现代化 相似文献
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110.
本文用Garner快速分类法研究了发音人规范化和语境补偿过程与声调知觉的关系。得到的主要结果是:(1)发音人变化对声调识别产生了显著的Gar-ner干扰;声调变化对男女声判别产生了同样的十扰。(2)语境变化对声调识别也产生了显著的Garner干扰。按照Garner方法的假设,这说明发音人规范化和语境变异补偿与声调识别之问是相互联系和相互影响的。(3)虽然发音人和语境同时变化引起的声调识别反应时延长约等于它们单独变化时反应时延长量之和,但正确率下降远大于单独变化时下降量之和。说明发音人和语境变异对声调识别的干扰不是独立的,它们之间存在相互作用。这种作用增加了声调识别的难度。 相似文献