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971.
Significant relationships between the Holland Vocational Preference Inventory (VPI) and the Strong Vocational Interest Blank (SVIB) were again empirically demonstrated in this study, and conversion equations were developed to use standard scores of SVIB scales, rather than items, to produce estimates of VPI scores. Cross validation on a limited population yielded supportive evidence that these conversion equations can provide meaningful VPI estimates from SVIB scale scores. The need for validation across a variety of populations was underscored in order to assess further generalizability of these findings.  相似文献   
972.
This study was designed to test Holland's hypothesis that parents encourage the development of their own personality types in their offspring. Data were collected by personal interviews from three freshmen classes at a large midwestern university. Parent's personality types (occupations) were compared to offsprings' personality types (expressed occupational choices) using the Kolmogorov-Smirnov one-sample test to determine whether or not the comparisons were due to chance. The results indicated that relationships existed between the personality types of fathers-sons, fathers-daughters and mothers-daughters while no relationship was confirmed between mothers-sons.  相似文献   
973.
974.
The purpose of this study was to compare college students' perceptions of the similarity of occupations with the groupings suggested by Roe (1956). Subjects were 90 male and 99 female university freshmen. Four illustrative titles were selected from five of Roe's eight groups. Subjects were asked to judge the similarity of each of the possible pairs of titles. The results were analyzed using multidimensional scaling procedures. The data provide partial support for Roe's postulated structure, although the subject's perceptions were generally more complex than suggested by Roe. In particular, the hypothesized circumplex arrangement of groups received only limited support.  相似文献   
975.
Differential reinforcement and imitation were used with two retarded children to train three sequential verbal responses associated with the display of a picture and questions related to that picture. Each response consisted of a three-word chain in sentence form; combined with verbal responses from the experimenter, this trained sequence formed a short conversational unit. Three experimenters measured the use of each sentence in settings different than the one in which training took place, and with pictures different than those used during training. Two types of generalization sessions were used: (1) General sessions, during which 10 pictures never used during training were displayed to the subject with reinforcement delivered on a noncontingent basis, and (2) Intermixed sessions, during which 10 pictures never used during training were displayed to the subject, but a picture having received training was also displayed, and correct responses to this picture were reinforced on a variable schedule. Both subjects learned the sentences being trained. However, little generalization was evident from this training when all experimenters conducted General probe sessions. Generalization occurred with one experimenter only after that experimenter conducted Intermixed probe sessions. Generalization to a third experimenter was then observed (i.e., after the first two experimenters had conducted Intermixed probe sessions) without the use of Intermixed probe sessions by this third experimenter.  相似文献   
976.
The effects and side effects of overcorrection for self-stimulatory behaviors of two children in a specialized day-care program were evaluated. For one child, a “hand” overcorrection procedure involving arm and hand exercises was introduced contingent upon inappropriate hand movements and later contingent upon inappropriate foot movements. After “hand” overcorrection was withdrawn for inappropriate foot movements, a “foot” overcorrection procedure involving foot and leg exercises was introduced contingent upon inappropriate foot movements. For a second child, the “hand” overcorrection procedure was introduced contingent upon inappropriate hand movements during a free-play period, and later contingent upon inappropriate vocalizations at naptime. “Hand” overcorrection was withdrawn and then re-introduced sequentially for both behaviors. Several concurrent behaviors were measured to assess multiple effects of treatment. Results for both children indicated the “hand” overcorrection procedure suppressed inappropriate hand movements and inappropriate behaviors that were topographically dissimilar. In addition, inverse relationships were observed between the second child's inappropriate hand movements and appropriate toy usage during free play and between his inappropriate vocalizations and inappropriate foot movements during naptime. Results suggest that overcorrection procedures that are effective for one behavior can be used to reduce the frequency of topographically different behaviors. This finding is discussed in terms of its practical implications for therapists.  相似文献   
977.
According to Hoyt (1974), career education efforts are underway in almost one-third of all school districts in the United States. Indications are that this trend will continue. However, the question of the effects of career education programs remains essentially unanswered. This study was designed to assess the effects of a career education program on students' career maturity as measured by the Career Maturity Inventory (CMI). A pretest/ posttest design was used. The sample consisted of 480 sixth and eighth grade students, one-half of whom participated in a career education program (experimental), with the remaining one-half in a regular school program (control). The career education students consistently displayed higher posttest career maturity levels, four scores being significantly higher. Significant differences were found in occupational knowledge of sixth graders, occupational planning for both the sixth and eighth graders and in the attitude scale score for the eighth graders. It was concluded that the career education program had a positive effect in increasing students' levels of career maturity.  相似文献   
978.
979.
Noninstitutionalized retardates and normal children of equal mental age (approximately 8 years) listened to 11 orders of 20 nouns with no instructions to overtly or covertly rehearse. All subjects were in each of three list conditions: (a) when all words were at the same decibel (dB) level, (b) when the 11th item was at a higher dB level, and (c) when the items were repeated at the same dB level using the rehearsal protocol of Rundus (1971). The normals' overall recall was superior to that of the retardates' recall. Repetition of items had no effect on the performance of either group except in the recency portion of the learning curve and on the initial trial for both groups and the fifth trial for the retarded group. The normal group was more susceptible to the yon Restorff effect than was the retarded group. These results were discussed in terms of the changing and different recall strategies of the two groups.  相似文献   
980.
Studies have reported that an accessory stimulus in a second modality can have a facilitative effect on sensory detection in a primary modality. However, performance declines when the subject has the additional task of reporting on the accessory stimulus. The facilitative effect has been attributed to an arousal or warning process, while the interference effect has been characterized as a result of limited channel capacity. Auditory sensitivity was assessed under accessory visual stimulation. Visual stimulus intensity (arousal), processing demand, and interstimulus compatibility (same or opposite direction of change of primary and secondary stimuli) were manipulated. The results indicated that interstimulus compatibility, not arousal, accounted for the obtained facilitation effect. Interference due to additional task demands was not observed. It was proposed that the facilitation effect was due to selective sensory encoding.  相似文献   
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