Standardized classroom management program: Social validation and replication studies in Utah and Oregon

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.     

Issues in multivariate assessment of a large-scale behavioral program

Several social and research issues directly affected the development and implementation of multivariate assessment in a large community-based applied research program. Examples are drawn from experiences of the Preparation through Responsive Educational Programs Project for disruptive and skill deficient adolescents in suburban, rural, and urban junior high school settings, focusing on the assessment of academic and social skill development and long-term skill maintenance. The social context altered both project treatment and follow-up plans, requiring assessment of potentially unintended effects and decreasing consistency across sites. Future community acceptance of such programs may depend on the investigators' adaptation to diverse community pressures for program conduct and assessment and the measurement of phenomena that are not always directly observable.     

哲学在马克思主义中的作用

1973年8月,南斯拉夫实践派的哲学家们,在科尔丘拉岛举行第十次夏季哲学问题讨论会。会议的总题目是:资本主义世界和社会主义。在这个标题下,大家也谈到了哲学的作用以及哲学和科学的关系。会上,G.彼得洛维奇就哲学的作用问题作了报告;接着,我也就这个论题发表了讲话。这篇讲话最初发表在1974年的《实践杂志》(第45页-52页)上。     

The effect of landmark features on mental rotation times

By varying what we take to be the saliency oflandmarks (which are cues to location and orientation that are unique and visible from a distance), the slopes and intercepts of the time/angle function in the "mental rotation" task were caused to vary accordingly.     

The effects of primary reward on the I.Q. performance of grade-school children as a function of initial I.Q. level

The effect of candy reward on I.Q. scores was investigated in 72 first- and second-grade children. All subjects were administered Form A of the Peabody Picture Vocabulary Test and, based upon these scores, were divided into three blocks: low, middle, and high. From each block, subjects were randomly assigned to one of three conditions (contingent reward, noncontingent reward, or no reward) that were in effect during administration of Form B. Results showed that candy given contingent upon each correct response increased I.Q. scores for the initially low scoring subjects, but had no influence on the scores of middle and high scoring subjects.     

Effects of signals preceding and following shock on baseline responding during a conditioned-suppression procedure

Long-Evans rats were exposed to a succession of conditioned-suppression procedures involving pairings of (1) signal-shock, (2) shock-signal, and (3) a signal-shock-signal sequence in which first and second signals were at first physically identical. Traditional suppression of food-reinforced responding was obtained under the signal-shock arrangement, and exposure to the shock-signal sequence resulted in conditioned enhancement of responding during the signal. The signal-shock-signal condition reliably suppressed responding during the first signal, but produced no differential effect on response rate during the second signal. Baseline responding was least changed from preshock rates under the signal-shock-signal procedure, but baseline rate was considerably reduced under the signal-shock and shock-signal arrangements, the latter yielding most substantial reductions. A second experiment indicated that the magnitude and direction of changes in baseline responding reported in Experiment I were not confined to cases in which the first and second signals in the signal-shock-signal arrangement were physically identical. It is suggested that the major effects of the conditioned-suppression procedure on response rate might not be confined to presentations of the signal.     

談談“神經心理学”

关于因局部性脑部病变所致各种心理活动障碍的研究已有了100多年的历史。在开始时期这方面的研究主要是由神经病学家进行的,他们对失语症、失认症、失用症等等进行了大量的详尽的研究。这些研究不但为神经病临床的定位诊断提供了宝贵的资料,而且也为进一步了解脑的机能积累了大量资料。以后有不少心理学家也从事于这方面的研究工作,因为,这些研究有助于阐释心理活动的生理机制。近年来随着神经病学特别是神     

心灵、机器和哥德尔

哥德尔定理必定适用于控制论机器。机器所能证明为真的结论,相当于在相应的形式系统中所能证明的定理。于是我们就能在这种形式系统中构造出一个哥德尔公式。此公式不能在此系统中得到证明。因而机器也就不能推导出相应的公式为真的;但这一点却是人的心灵可以做到的。由此得出结论:没有一架机器会成为一个心灵的完备的或合适的模型,心灵和机器在本质上是不同的。这并不是说,我们不能制造出一架机器来模拟任何一种我们想要模拟的类似心灵的行为,而只是说,我们不能制造出一架机器可以模拟一切类似心灵的行为。我们试图制造出的心灵模型是机械的,是“死的”,而心灵在事实上却是“活的”,它所能做的总比任何僵化的、死板的形式系统所能做的为好。