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921.
This study examined the effects of feedback on a task on information seeking and partner preferences as forms of social comparison. It was predicted that subjects who experienced failure and perceived control over future performance would, for reasons of self-improvement, choose more strongly upward a comparison other than subjects who experienced success or perceived no control. In the experiment, 121 college students were given either failure, average, or success feedback on a bogus test for either a stable or a controllable ability. Next, the subjects choose a comparison other whose test material they would examine, and a comparison other as a partner for writing an evaluation of the test. As predicted, the preferences for information seeking and affiliation were more strongly upward when subjects experienced failure than when subjects experienced success. Perceived control partly resulted in more strongly upward choices in information seeking for subjects experiencing failure. 相似文献
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Marc Brysbaert Noël Bovens GÉry d’Ydewalle Jan Van Calster 《Behavior research methods》1989,21(1):73-83
Two Turbo Pascal (versions 3.0 and 4.0) software timers for the IBM microcomputer family are described: one with a 55-msec resolution and another with a 1-msec resolution. Both can be implemented without additional hardware requirements. The 55-msec timer makes use of the system-time-of-day clock; the 1-msec timer is a Turbo Pascal translation of the timer described by Bührer, Sparrer, and Weitkunat (1987). The logic of each timer is shown by a short demonstration program. 相似文献
923.
Alan E. Harchik James A. Sherman B. L. Hopkins Michael C. Strouse Jan B. Sheldon 《Behavioral Interventions》1989,4(4):331-357
Paraprofessionals are increasingly being employed to provide direct care to children and adults who have behavioral deficits and excesses, such as those labeled developmentally disabled, mentally ill, or delinquent. Behavioral techniques, if effectively taught to paraprofessionals, offer ways of both teaching new skills to clients and reducing their undesirable behaviors. This article describes the methods that have been used to teach paraprofessionals to use behavioral techniques, how these skills can be maintained on the job, and the effects upon client behavior that result from this teaching of paraprofessionals. In addition, a system for teaching staff to implement and continue to use behavioral techniques is proposed. 相似文献
924.
Jan N. Hughes Gwyneth Boodoo Joyce Alcala Mary -Claire Maggio Lisa Moore Rita Villapando 《Journal of abnormal child psychology》1989,17(6):633-646
A videotape-administered role-play test of children's social skills was developed and its psychometric properties tested. Performance criteria for the test were derived from popular children's ratings of the effectiveness of different role-play responses. The test was administered to 157 fourth- and fifth-grade boys and girls who had been classified as popular, average, neglected, or rejected, on the basis of sociometric testing. The test evidenced good interrater, test-retest, and internal consistency reliabilities. Children's role-play performance correlated significantly with teacher ratings of social competence and with peer-liking ratings. Neglected children performed more poorly on the role-play test than popular children. When differences in intelligence among social status groups were statistically controlled, social status groups did not differ on the role-play test. Results of the discriminant analyses support the conclusion that teacher ratings are better than role-play tests for identifying rejected children, whereas role-play tests and measures of intelligence appear more accurate than teacher ratings for identifying neglected children. 相似文献
925.
Jan Zygmunt 《Studia Logica》1989,48(4):413-421
926.
Computers and girls: Rethinking the issues 总被引:1,自引:0,他引:1
Jan Hawkins 《Sex roles》1985,13(3-4):165-180
A perspective is developed about emerging sex differences in the use of computer technology in education. Computers tend to be conceptually assimilated to the category of science/mathematics/technology, and thus acquire some of the traditional qualities of differentiated interest among boys and girls. Findings from several research projects are reported which point to patterns of difference in educational settings. It is argued that sex differences emerge in relation to the functions computers serve and the organization of learning settings of which they are a part.The preparation of this article and the research reported was supported by the Spencer Foundation, the Department of Education, and the National Institute of Education. The author would like to thank Kathy Clement, Carla Freeman, Peggy Heide, Moni Homolsky, Midian Kurland, Ron Mawby, Roy Pea, and Karen Sheingold for their comments and suggestions about the perspective presented here. 相似文献
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