THE USE OF IMPOSED AND SELF-SELECTED TRAINING PACKAGES TO ESTABLISH CLASSROOM TEACHING SKILLS1

Although much is known about techniques for teaching elementary pupils in the classroom, no procedures have been consistently effective in training teachers to use these techniques. In the present study, six teacher trainees were observed individually and trained sequentially to use a variety of teaching skills: praise for academic responses, praise for appropriate classroom behavior, correction procedures for incorrect academic responses, and token fines. These skills were examined under four conditions: (1) baseline sessions were taught by the trainees before any instructions on the use of the teaching skills. (2) Instruction sessions were taught by the trainees after they were given instructions describing the use of several teaching skills. (3) During each Imposed-Package session, the trainees received modelling, verbal feedback, graphic feedback, and grade and quiz contingencies on their use of a particular teaching skill. (4) During each Self-Selected Package session, a grade contingency was in effect with the trainees choosing the components (modelling, verbal feedback, graphic feedback, quiz contingency) they wanted included in their training package for a particular skill. The effects of instructions were quite varied. Large increases on three of the four skills occurred with one trainee; almost no changes occurred with another trainee; and changes with the remaining four trainees fell within these extremes. The Imposed and Self-Selected Packages reliably increased the use of teaching skills, including those skills for which instructions had not been effective. The Self-Selected Package was considered to be as effective as the Imposed Package, since the time required for training a teaching skill varied from two to nine sessions with both packages. Under the Self-Selected Package, the trainees chose from modelling, verbal feedback, and graphic feedback, but none chose the quiz contingency. Questionnaire data collected after training showed that all six trainees preferred the Self-Selected Package to the Imposed Package. The effectiveness of the Self-Selected Package, together with the trainees' preference for it, suggests that it may be desirable for teacher training programs to specify the teaching skills, arrange a contingency for performance, and allow trainees to choose which additional components are to be used in each training session.     

Transfer of training after guidance or practice

On a pursuit tracking apparatus presenting target courses of three levels of complexity, provision was made for either normal practice or forced-response guidance; the guidance training was gained by holding the control knob during automatic tracking. After five training trials on the most complex course, or on the simplest course, subjects were transferred to the intermediate course. The effects of guidance on the intermediate course were also examined.

Normal practice on the simple course produced more transfer than normal practice on the most complex. Further, guidance on the complex course gave significantly better transfer than did practice on that course. The superiority of guidance is tentatively ascribed to the opportunity it provides for the development of anticipation.     

Some factors affecting tachistoscopic letter recognition

Summary The paper reports a series of studies that attempt to examine the issue of tachistoscopic identification of letter material. In particular a reductionist approach is used to investigate the influence of retinal locus, cerebral dominance, metacontrast, letter symmetry, and ocular dominance on the task. Retinal locus, metacontrast, and ocular dominance were shown to influence letter reportability under the present conditions with, it is argued, retinal locus and metacontrast affecting the integrity of the icon. Evidence is given for the construct of ocular dominance as the eye (dominant) initiating eye movements with the other passively following.     

Tales of the unexpected: executive function and person perception

The present research investigated the role of executive functioning in person perception. Given the assumption that perceivers' recollective preference for unexpected material relies on the operation of an executive cognitive process (i.e., inconsistency resolution), it was anticipated that only under dual-task conditions in which executive functioning is impaired would one expect inconsistency resolution to be impaired and perceivers' memory bias for unexpected material to be eliminated. When concurrent mental activity impairs the operation of nonexecutive cognitive operations, inconsistency resolution and the related process of individuation were not expected to be impaired. The results of 2 experiments using different memory measures (e.g., free recall and source identification) supported these predictions. The findings are considered in the context of contemporary issues in person perception and executive functioning.     

On disregarding deviants: Exemplar typicality and person perception

A pervasive problem in mental life is that of exemplar selectivity or how one isolates specific category members from other instances of a class. This problem is particupared pronounced in person perception, where perceivers may routinely want to personalize selected individuals while continuing to respond towards other members of the category in a stereotype-based manner. To realize these flexible effects, we hypothesized that, when perceivers encounter a group member, they inevitably encode an exemplar-based representation of the individual in mind. Part of this representation, moreover, is information signaling the person's goodness-of-Fit with respect to his or her salient group memberships. When the representation is activated on a subsequent occasion, these inferences of category fit moderate the extent of stereotypical thinking. The results of two studies provided converging evidence for this analysis of stereotype function. Exemplar typicality moderated both the accessibility of Stereotypic knowledge (Study 1) anxd the extent to which perceivers used a stereotype to organize information about a target (Study 2). We consider the theoretical and practical implications of these findings for our understanding of the role of stereotypes in person perception.     

Scale 5 of the MMPI and MMPI-A: evidence of disparity

Scale 5 of the MMPI and MMPI-A was compared in a repeated measures design. Participants for the study were 43 adolescents classified as emotionally disturbed in a public school system and 17 inpatients at a residential treatment center. The MMPI Scale 5 mean score was substantially higher than that of the MMPI-A. The alternate-form reliability between Scale 5 of the two forms was surprisingly low, suggesting that the deletion of 16 items and rewording of 6 additional items changed the scale on the MMPI-A to an extent that may have significantly altered the underlying construct. The authors discuss factors that could be associated with the findings, including: (a) the diminished ability to express feminine interest on the MMPI-A, and (b) general changes in attitudes among adolescents over the 3 or more decades since the MMPI norms were developed.     

Frequency, phase, and colour coding in apparent motion: 2

In an earlier paper, Caelli and Finlay demonstrated that the perception of apparent motion was contingent on critical phase relationships between inducing sources, and their spatio-temporal frequency ranges. In their original stimulus red-green centre-surround sources were used and phase-specific inhibition was found at 60 degrees--90 degreee phase angle differences between the complementarily coloured elements. In this experiment we show that, when centre-surround sources are replaced by vertically-horizontally displaced complementary (or identically coloured) sources, symmetrical phase inhibition effects occur with both motions.     

Das Alter der Welt und die Energiequellen der Geftirne

Ohne Zusammenfassung Vortrag, gehalten bei der Er?ffnungsfitzung der Naturwiffenfchaftlichen Gefellfchaft an der Univerfit?t Iftanbul.     

Predicting Exercise and Health Behavioral Intentions: Attitudes,Subjective Norms,and Other Behavioral Determinants1

By comparing exercise and health domains, the current experiment extends recent findings that within‐participant analyses of attitudes and subjective norms predict behavioral intentions well (Finlay, Trafimow, & Moroi, 1999). Within‐participant analyses show that health behaviors are particularly likely to be influenced by subjective norms, and those that are relatively normatively influenced are intended to be performed more than those that are not. However, neither was true of exercise behaviors. Additionally, other potential predictors for exercise (e.g., indirect attitudinal measures and goal‐oriented attitudes and intentions) correlated more strongly with exercise behavioral intentions than did general health attitudes and intentions.     

Was that a man? Sex identification as a function of menstrual cycle and masculinity

The accuracy of female perceivers on a face sex‐categorization task was investigated as a function of perceivers' menstrual cycle and target facial qualities. Regularly ovulating female participants completed a sex‐categorization task twice, once during ovulation (high fertility) and once during menstruation (low fertility). Perceivers made more errors in identifying male than female faces at both testing sessions. Fewer errors were made in identifying male targets rated high on masculinity, but only during periods of high fertility. For female targets accuracy was negatively associated with masculinity and positively associated with attractiveness ratings, at both high and low fertility testing sessions. Results are discussed in terms of adaptive person construal. Copyright © 2008 John Wiley & Sons, Ltd.