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Thirty male and female undergraduates were run in same- and opposite-sex pairs to determine if the extent of experimentally sanctioned deceit would be influenced by sex pairings and potential for harm to another's self-esteem. Ss, who all believed they were playing the role of a teacher in a learning experiment, were instructed to provide false feedback (lie) at least three times during 30 trials to a learner, the other S. Consistent with hypotheses derived from a consideration of the potential harm to another's self-esteem and a suggested norm of white lying, perceived relative importance of male and female sex roles, and greater female concern for the social welfare of others, it was found that white lies occurred significantly more often than lies, that males were significantly more likely to give false feedback than females, that females were the target of false feedback significantly more often than males, and that the interaction between sex of S and sex of target person was also significant in that males lied to females more than any other sex pairing.This research was partially supported by the New Mexico Highlands University Institute of Scientific Research. A brief version of this report was presented at the Rocky Mountain Psychological Association meeting, Denver, May, 1974. 相似文献
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Kenneth W. Walters 《Man and World》1973,6(4):390-396
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Alexandra C. O'Grady Sharon A. Reeve Kenneth F. Reeve Jason C. Vladescu Meghan Deshais 《Behavioral Interventions》2021,36(1):67-92
Accurate analysis of data is vital to the validation of interventions. As such, there has been a recent increase in studies evaluating visual analysis training procedures. However, past investigations have not evaluated direct and indirect visual analysis training methods with matched instructional content that was systematically designed. Furthermore, training has rarely included assessment of generalization and maintenance of visual analysis skills. The purpose of the current dissertation study was to compare the effectiveness and efficiency of (a) computer‐based training, (b) lecture formats with and (c) without the opportunity to pause, and (d) a no‐training group to teach visual analysis of AB graphs to university students. To make these formats directly comparable, the instructional content was equated by ensuring information and examples were identical across the three training procedures. Eighty‐three students were randomly assigned to one of the four groups. Results showed that all three training formats produced increases in accurate responding compared to the no‐training group. Visual analysis skills generalized to novel graphs and maintained approximately 2 weeks following all trainings. These results suggest that structured approaches that are carefully designed to train visual analysis are effective and lead to gains that generalize and maintain in the absence of training. 相似文献
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The persistence of attention-deficit/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder 总被引:20,自引:0,他引:20
This study examined the persistence of attention-deficit/hyperactivity disorder (ADHD) into young adulthood using hyperactive (N = 147) and community control (N = 71) children evaluated at ages 19-25 years. ADHD was rare in both groups (5% vs. 0%) based on self-report but was substantially higher using parent reports (46% vs. 1.4%). Using a developmentally referenced criterion (+2 SD), prevalence remained low for self-reports (12% vs. 10%) but rose further for parent reports (66% vs. 8%). Parent reports were more strongly associated with major life activities than were self-reports. Recollections of childhood ADHD showed moderate correlations with actual parent ratings collected in childd hood, which suggests some validity for such recollections. The authors conclude that previous follow-up studies that relied on self-reports might have substantially underestimated the persistence of ADHD into adulthood. 相似文献
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