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61.
Eileen Braman 《Political psychology》2023,44(1):21-41
This study investigates support for changes to the U.S. Supreme Court using prospect theory. Risk domain is alternatively conceptualized as the perception of retrospective benefits and future risks posed by Supreme Court decision-making. Two experiments explore how citizens think about gains and losses from Court outputs. Findings indicate that retrospective benefits are influenced by the relevant time frame respondents are asked to consider, political partisanship, and the interaction between them; prospective risks are affected by question wording, partisanship, and an interaction between respondents' partisanship and the relevant time frame. Using retrospective benefits as a proxy for determining if someone is in the domain of gains or losses does not yield consistent results regarding support for change to the Supreme Court. Conceptualizing risk domain in terms of the expectation of future gains and losses, however, does yield significant effects consistent with prospect theory. 相似文献
62.
Erin S. Leif Eileen M. Roscoe William H. Ahearn Jacqueline P. Rogalski Heather Morrison 《Journal of applied behavior analysis》2020,53(3):1638-1659
A competing stimulus assessment (CSA) is commonly used to identify leisure items for use in treatments designed to decrease automatically reinforced problem behavior. However, this type of assessment may not yield useful information if participants do not readily engage with leisure items. The purpose of this study was to evaluate a modified CSA that included additional treatment components (i.e., prompting, prompting plus differential reinforcement of alternative behavior). The modified CSA identified the treatment components and leisure items that were most effective for increasing leisure-item engagement and decreasing problem behavior for each participant. Modified CSA outcomes maintained during an extended treatment analysis in a natural setting and when intervention components were faded. 相似文献
63.
Nonverbal decoding skills are important for successful social functioning, particularly for emotionally disturbed children. Boys with severe emotional disturbance (n = 25) and a control group of boys (n = 22) were compared regarding the relationship between ratings of classroom social behaviors and nonverbal decoding skills. Participants were predominantly African American. The Diagnostic Analysis of Nonverbal Accuracy (Nowicki, 2001; Nowicki & Duke, 1994) was administered individually to the boys while teachers completed ratings of their social behavior in the classroom. The 2 groups of boys did not differ in nonverbal skills. However, aggressive classroom behaviors were associated with specific nonverbal skills only for the boys with severe emotional disturbance. These findings suggest that nonverbal abilities may have a greater impact on the social behavior of emotionally disturbed boys. Future research is needed to better understand the social difficulties of boys with severe emotional disturbance. 相似文献
64.
Coordinated interpersonal timing (CIT) is a measure of "conversational congruence," or "attunement," and refers to the degree to which the temporal aspects of the vocal behaviors of co-conversationalists are correlated over the course of a conversation [Jasnow, M., & Feldstein, S. (1986). Adult-like temporal characteristics of mother-infant vocal interaction. Child Development, 57, 754-761]. In the present study, CIT was examined in a group of children who stutter (CWS), and a matched group of nonstuttering children (CWDNS; children who do not stutter), during conversations with either their mother or father recorded in two separate sessions (i.e., mother-child, father-child). Separate audio signals for both the child and parent (mother or father) were analyzed using AVTA software, which allowed for the quantification of sound and silence patterns in simultaneous speech. Squared cross-correlations (i.e., coefficients of CIT) for the durations of five vocal behavior states were obtained for each subject, through time series regression analysis using lag procedures. Vocal state behaviors within conversational turns included: vocalization, pauses, turn switching pauses, and interruptive and noninterruptive simultaneous speech. Results indicated that CWS and their parents showed mutual influence (i.e., CIT in both directions, child to parent and parent to child, or bi-directional influence) for more vocal state behaviors than did CWDNS and their parents. In addition, the CWS exhibited CIT with their parents for the durations of more vocal state behaviors than did the CWDNS (i.e., unidirectional influence). Findings suggest that children who stutter may be more easily influenced by the subtle timing aspects of conversation. Taken further, some of these children may perceive conversations with their parents as either challenging or difficult because of an element of unpredictability brought into conversations by the production of stuttering, the social skills of the child, and the nature of the parent-child relationship. Consequently, these children may be engaging in more pervasive coordination of the temporal characteristics of their speech to those of their conversational partner, as a mechanism by which to more effectively manage verbal interaction. EDUCATIONAL OBJECTIVES: After reading this paper, the learner will be able to: (1) describe the phenomenon of coordinated interpersonal timing (CIT); (2) summarize research findings in CIT as they apply to the verbal interactions of children and their parents; (3) summarize research findings in parent-stuttering child interaction, especially those related to the temporal aspects of both parent and child conversational speech, and (4) discuss the applicability of the findings from the present study to the treatment of childhood stuttering. 相似文献
65.
Play with Barbie dolls is an understudied source of gendered socialization that may convey a sexualized adult world to young girls. Early exposure to sexualized images may have unintended consequences in the form of perceived limitations on future selves. We investigated perceptions of careers girls felt they could do in the future as compared to the number of careers they felt boys could do as a function of condition (playing with a Barbie or Mrs. Potato Head doll) and type of career (male dominated or female dominated) in a sample of 37 U.S. girls aged 4–7 years old residing in the Pacific Northwest. After a randomly assigned 5-min exposure to condition, children were asked how many of ten different occupations they themselves could do in the future and how many of those occupations a boy could do. Data were analyzed with a 2?×?2?×?2 mixed factorial ANOVA. Averaged across condition, girls reported that boys could do significantly more occupations than they could themselves, especially when considering male-dominated careers. In addition, girls’ ideas about careers for themselves compared to careers for boys interacted with condition, such that girls who played with Barbie indicated that they had fewer future career options than boys, whereas girls who played with Mrs. Potato Head reported a smaller difference between future possible careers for themselves as compared to boys. Results support predictions from gender socialization and objectification theories. 相似文献
66.
Lucia Zivcakova Eileen Wood Gail Forsyth Martin Zivcak Joshua Shapiro Amanda Coulas Amy Linseman Brittany Mascioli Stephen Daniels Valentin Angardi 《Journal of Academic Ethics》2014,12(2):89-99
This study investigated students’ (n?=?819) perceptions following a prepared, common presentation regarding academic integrity provided by their residence dons. This peer instruction study utilized both quantitative and qualitative analyses of survey data within a pre-test post-test design. Overall, students reported gains in knowledge, as well as confidence in their knowledge of academic integrity. Notably, students reported increases in their personal value for academic integrity after participating in the presentations. Overall, the quality and content of the presentations were judged positively, and participants’ ratings of the presentation were predictive of increases in personal value of academic integrity, as well as self-reported knowledge and confidence gains. Qualitative analyses supported that the key ideas in the presentation served as the focal material for discussion, but also introduced specific topics that students wanted to explore in greater depth. 相似文献
67.
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69.
In Study 1, we evaluated preference stability across 4 preference‐assessment methods for 6 individuals, 5 of whom had autism spectrum disorder and 1 of whom had traumatic brain injury. We also measured participants’ problem behavior as a corollary measure during all assessment methods. The highest mean correlation coefficients and Kendall rank coefficients of concordance across administrations were observed for the paired‐stimulus and multiple‐stimulus‐without‐replacement methods. Lower correspondence across administrations was observed for the free‐operant and response‐restriction methods. Although differentially higher levels of problem behavior did not occur with a single method, lower levels were consistently observed with the free‐operant method. During Study 2, we evaluated the implications of lower coefficients on reinforcer efficacy by comparing an initially identified and an immediately identified high‐preference stimulus in a reinforcer assessment. Initially identified and immediately identified high‐preference stimuli were equally effective reinforcers, suggesting that fluctuations in preference do not necessarily affect reinforcer efficacy in practice. 相似文献
70.
This study investigated the psychometric properties of two subjective career success instruments within the South African context: Perceived Career Success (PCSS: Gattiker &; Larwood, 1986) and Life Success Measures Scale (LSMS: Parker &; Chusmir, 1992). Data were collected via a convenient sample of 708 South African Police Services (SAPS) personnel (females = 36.8%; Sotho language = 62.50%). Exploratory factor analysis (EFA) was conducted on both instruments, followed by confirmatory factor analyses (CFA). Both instruments showed acceptable construct validity and reliability of scores. 相似文献