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211.
Anderson’s work on street codes has become a seminal piece in cultural criminology. Today, it is frequently argued that street-oriented cultural beliefs are strongly linked to criminal offending. While numerous studies have found support for this link, research has yet to examine this relationship as it applies to Internet-based criminal behaviors. The current study attempts to fill this gap by examining both the predictors and effect of similar cultural beliefs in the online context. Results indicate that while controlling for more commonly examined predictors of crime, individuals who adhere to street-oriented beliefs in an online context are more likely to commit cybercrime. 相似文献
212.
Christopher J. Perrin Stefanie H. Perrin Elizabeth A. Hill Kristin DiNovi 《Behavioral Interventions》2008,23(2):87-95
As a result of the impact of functional analysis methodologies in identifying maintaining variables of problem behavior, considerable research has been devoted to tailoring the methodologies to be practical for an outpatient setting. The purpose of this study was (a) to use brief functional analysis (BFA) methodologies to empirically demonstrate the function of elopement exhibited by two preschoolers diagnosed with autism and (b) to develop function‐based interventions derived from the results of the BFA. In phase one, a BFA consisting of 5‐min sessions with multiple repetitions of each condition was conducted with each participant. In phase two, the efficacy of function‐based interventions was assessed using a pairwise design. Both participants' rates of elopement were differentially lower during the implementation of the function‐based intervention relative to baseline. Collectively, these results demonstrated that brief functional methodologies could be applied successfully to the assessment and treatment of elopement. Moreover, the application of BFA and the ensuing treatment in an outpatient setting extend the existing research on functional analysis. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
213.
Jennifer Gross Brian Lakey Kristin Edinger Edward Orehek andDenise Heffron 《Journal of applied social psychology》2009,39(7):1609-1638
An important applied aspect of person perception occurs when college students evaluate their professors' teaching. Student evaluations of teaching typically are conceptualized as reflecting the characteristics of professors. Yet, this view overlooks the possibility that teaching evaluations also reflect the personal tastes of students, manifested as systematic disagreement among students. Large effects of personal tastes are routinely observed in person perception research and, therefore, should be expected in students' evaluations of teaching. This article describes 3 studies in which students evaluated the same professors' teaching effectiveness. In each study, students' evaluations were strongly influenced by their personal tastes regarding teaching. Moreover, personal tastes in teaching were related in meaningful ways to students' positive affect and memory for lectures. 相似文献
214.
Jason D. Seacat Richard Hirschman Kristin D. Mickelson 《Journal of applied social psychology》2007,37(7):1442-1461
A vignette methodology was used to investigate the effects of systematically manipulating HIV onset controllability and victim sexual orientation on (a) participant attributions about a victim (i.e., perceptions of victim control, responsibility, and blame); (b) participant emotional reactions (anger and sympathy) toward a victim; and (c) participant helping intentions toward a victim. Weiner's (1980a, 1980b, 1995 ) attributional helping model was tested to determine whether participant anger and sympathy mediated the onset controllability/helping intentions relationship. A total of 399 undergraduate psychology students completed the survey. Statistically significant effects were found for HIV onset controllability and victim sexual orientation on participant attributions, emotional reactions, and helping intentions. Theoretical and practical implications of the study are addressed. 相似文献
215.
Kristin Rotte Murali Chandrashekaran Stephen S. Tax Raj deep Grewal 《Journal of Consumer Psychology》2006,16(3):283-294
Despite the widespread belief that trust is a critical determinant of loyalty, empirical and anecdotal evidence calls into question the real‐world robustness of the trust–loyalty link. An important reason for the fuzzy nature of the trust–loyalty link may be the fuzzy nature of trust itself. That is, stated trust judgments embody both a magnitude dimension (i.e., the position along a favorable‐unfavorable continuum) and an uncertainty dimension (i.e., the lack of conviction with which the judgment is held). We investigated this possibility using data pertaining to consumers’ reactions to a service failure and the provider's success in responding to their complaints. We found that the interplay between dissatisfaction with the complaint handling and past experience simultaneously influences trust magnitude and trust uncertainty. However, these two dimensions of trust are shaped by different underlying processes. Finally, uncertainty dampens the impact of stated trust on loyalty. 相似文献
216.
217.
Johnson BM Miltenberger RG Egemo-Helm K Jostad CM Flessner C Gatheridge B 《Journal of applied behavior analysis》2005,38(1):67-78
This study examined the effectiveness of individual behavioral skills training in conjunction with in situ training in teaching 13 preschool children abduction prevention skills. Children's performance was measured during baseline, training, and at 2-week, 1-month, and 3-month follow-ups using in situ assessments in which abduction prevention skills were measured in naturalistic settings. Results revealed that all the children learned the skills and all the children available at the 2-week and 1-month follow-ups maintained the skills at criterion level. All but 3 children's criterion-level performances were maintained at the 3-month follow-up as well. 相似文献
218.
In this study, we interviewed 14 doctoral students from 10 COAMFTE-accredited doctoral programs to learn more about how they experienced their research training and what they might suggest to strengthen the research culture in their training programs. We solicited somewhat unconventional data--metaphors, poetry, free associations, critical experiences--to (a) tap into our participants' underlying thought processes, (b) capture the multifaceted nature of their doctoral research training, and (c) represent the richness of our participants' subjective experiences. The themes we identified reflect both positive and negative research training experiences and suggest several ways that family therapy program faculty might improve their programs' research training and culture. 相似文献
219.
Daly EJ Bonfiglio CM Mattson T Persampieri M Foreman-Yates K 《Journal of applied behavior analysis》2005,38(4):485-497
Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions have not systematically examined difficulty level as a variable that may affect instructional outcomes. The experiment reported in this paper expands (a) the measurement of the dependent variables to include generalized increases across tasks (reading passages) and (b) the combination of independent variables used to produce measurable generalized increases. The results demonstrate the importance of combining reward and instructional variables (including difficulty level) to produce generalized increases and how those variables can be meaningfully investigated prior to making treatment recommendations. 相似文献
220.
Miltenberger RG Gatheridge BJ Satterlund M Egemo-Helm KR Johnson BM Jostad C Kelso P Flessner CA 《Journal of applied behavior analysis》2005,38(3):395-398
This study evaluated behavioral skills training with added in situ training for teaching safety skills to prevent gun play. Following baseline, each child received two sessions of behavioral skills training and one in situ training session. Additional in situ training sessions were conducted until the child exhibited the safety skills (don't touch the gun, get away, and tell an adult). All children acquired and maintained the safety skills at a 3-month follow-up. In addition, of the 7 children assessed in a dyad situation, all exhibited the correct skills in the presence of another child. 相似文献