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11.
Kenneth Cohen 《British Journal of Guidance & Counselling》1992,20(1):10-26
Although substantial legal difficulties can face anyone trying to recover compensation from counsellors for breach of their legal duties, such claims can in principle succeed. Counsellors ought to take particular care to provide a physically safe setting for the counselling session. Advice given to the client can lead to liability both to the client and to third parties who may be affected. The impact of the client's actions on third parties can justify, and less often compel, departures from confidentiality. The importance of keeping client records has to be balanced against legal obligations imposed on counsellors in various situations to make such records available for inspection by the client or third parties. 相似文献
12.
Chloee K. Poag Ph.D. Robert Cohen Ph.D. Scott W. Henggeler Ph.D. Mary B. Summerville Ph.D. Glen E. Ray M.S. 《Journal of child and family studies》1992,1(3):287-303
The purpose of this research was to examine the relationship between parents' perceptions of marital satisfaction and family stress and their third grade children's classroom behavior. Twenty-one married couples completed questionnaires during home visits. Behavior observations were made from videotapes of children recorded in their classroom during lunch and group academic periods on each of three days. Frequencies of peer interactions, solitary behaviors, and teacher interactions were coded. Regression analyses showed that mothers' level of marital satisfaction (but not fathers') predicted their children's frequency of peer interactions during lunch. Fathers' level of perceived family stress (but not mothers') predicted their children's frequency of peer interactions during lunch. Neither measure for either parent was related to the frequency of peer interactions, solitary behaviors, or teacher interactions observed during the academic sessions. These findings highlight the importance of assessing the potential differential relation of parent variables to children's trans-situational behaviors, and the examination of these variables in relation to different social-environmental contexts in which children participate outside the home. 相似文献
13.
Raymond G. Miltenberger Jan Larson Mark Doerner Laurie Orvedal 《Behavioral Interventions》1992,7(1):23-34
Direct care and supervisory staff in five residential training programs for persons with mental retardation in North Dakota rated the acceptability of six staff management procedures. Overall, staff rated “Instructions”, “Instructions and Modeling”, “Feedback and Praise”, and “Instructions, Feedback, and Praise”, as significantly more acceptable than “Self-Management” and “Self-Management, Feedback and Praise”. There was a significant group by treatment interaction in which supervisors and direct care staff had significantly different acceptability rating for four of the six procedures. The results were further analyzed by group and implications and future research are discuessed. 相似文献
14.
Age differences in memory for the source of memories were investigated using two different experimental paradigms. Experiment 1 used a reality monitoring paradigm. A series of actions were either performed, imagined, or watched, and subjects were later tested for their ability to recognize the actions and identify their origins. Elderly subjects made more false positive responses than did young subjects, and they made more source confusion errors, attributing actions to the wrong sources. Both new and imagined actions were most often misclassified as watched. Experiment 2 used an eyewitness testimony paradigm. After watching a film, subjects read a written version of the story. A recognition test showed that elderly subjects were more often misled by false information in the story than were the younger subjects, and were more confident that their erroneous responses were correct. The findings suggest that a decline in memory for sources may diminish the accuracy of elderly witnesses. 相似文献
15.
Annabel J. Cohen Sandra E. Trehub Leigh A. Thorpe 《Attention, perception & psychophysics》1989,46(1):18-28
In three experiments, musically trained and untrained adults listened to three repetitions of a 5-note melodic sequence followed by a final melody with either the same tune as those preceding it or differing in one position by one semitone. In Experiment 1, ability to recognize the final sequence was examined as a function of redundancy at the levels of musical structurein a sequence, contour complexity of transpositions in a trial, and trial context in a session. Within a sequence, tones were related as the major or augmented triad; within a trial, the four sequences began on successively higher notes (simple macrocontour) or on randomly selected notes (complex macrocontour); and within a session, trials were either blocked (all major or all augmented) or mixed (major and augmented randomly selected). Performance was superior for major melodies, for systematic transpositions within a trial (simple macrocontours), for blocked trials, and for musically trained listeners. In Experiment 2, we examined further the effect of macrocontour. Performance on simple macrocontours exceeded that on complex, and excluded the possibility that repetition of the 20-note sequences provided the entire benefit of systematic transposition in Experiment 1. The effect of musical structure (major/augmented) was also replicated. In Experiment 3, listeners provided structure ratings of ascending 20-note sequences fromExperiment 2. Ratings onsame trials were higher than those on correspondingdifferent trials, in contrast to performance scores for augmentedsame anddifferent trials in previous experiments. The concept of functional uncertainty was proposed to account for recognition difficulties on augmented same trials. The significant effects of redundancy on all the levels examined confirm the utility of the information-processing framework for thestudy of melodic sequence perception. 相似文献
16.
Laurie Chassin Susan Ferencz Stager Richard David Young 《American journal of community psychology》1985,13(4):449-465
Educably mentally retarded (EMR) students and nonhandicapped students from their mainstream classes completed semantic differential ratings of a stereotypic popular teen-ager, juvenile delinquent, and special education student. Subjects also rated their global self-concepts and situation-specific self-concepts within the mainstream and the special class settings. Ratings were done at the beginning (Time 1) and the end (Time 2) of a semester. Results showed that mainstream classes did not "de-label" EMR students. Within the mainstream class, the number of EMR students who saw themselves as similar to a special education student significantly increased over time. Moreover, at Time 2, EMR students were more likely to think of themselves as similar to a special education student in their mainstream class than in their special education class. However, EMR subjects' global self-concepts did not change. Implications for mainstreaming are discussed. 相似文献
17.
J Cranney M E Cohen H S Hoffman 《Journal of experimental psychology. Animal behavior processes》1985,11(1):112-119
In laboratory rats (as in humans) a low-intensity tone that precedes a high-intensity burst of noise by approximately 100 ms can reduce the amplitude of the startle reaction elicited by the burst of noise. A series of four experiments with rats investigated the relation between the inhibitory effects of tonal frequency change and the length of the silent period (gap) preceding it. The major findings were the following: (a) A gap in an otherwise continuous pure tone inhibited startle when the gap occurred approximately 100 ms prior to the noise burst. (b) Although an increase in gap duration increased the inhibition afforded by the gap, the maximum inhibition was yielded by gaps of 100 ms and greater; this maximum was equivalent to the inhibition yielded by the presentation of a postgap tone alone. (c) A shift in tonal frequency across a 10-ms gap yielded more inhibition than did the same gap with no frequency shift; again the shift yielded equivalent inhibition to the presentation of the postgap tone alone. (d) An increase in the frequency shift increased inhibition when the shift occurred across a 10-ms gap, but not when the shift occurred across a 100-ms gap. 相似文献
18.
H G Cohen 《The Journal of genetic psychology》1987,148(1):71-78
During October and November of 1983, three subsamples were selected from three schools in Mesa, Arizona: 34 students in 6th grade, 34 students in 8th grade, and 34 students in 10th grade. A battery of Piagetian-type tasks were individually and randomly administered to each subject. Seven tasks examined projective spatial conceptual abilities, and three tasks examined Euclidean abilities. The same battery of tasks was again administered to the same subjects during November and December of 1984 when all the subjects were in the next grade, that is, 7th, 9th, and 11th. Because of attrition, the number of students tested during the second year were 33, 30, and 28, respectively. To test for significant differences between grade levels, a chi-square one-sample procedure was used. Out of a possible 50 tasks, significant differences were detected in 36 (72%). Those findings, along with an examination of the percentage of students passing each task, support the notion of sequential development of spatial conceptual abilities. 相似文献
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