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111.
Raymond G. Miltenberger Jennifer A. Roberts Sherry Ellingson Tami Galensky John T. Rapp Ethan S. Long Vicki A. Lumley 《Journal of applied behavior analysis》1999,32(3):385-388
Previous research has shown that behavioral skills training to teach sexual abuse prevention skills to women with mental retardation results in skill acquisition but poor generalization. In this investigation we evaluated procedures for enhancing generalization following training. Five women with mental retardation received 10 behavioral skills training sessions followed by in situ training when the skills did not fully generalize. Behavioral skills training resulted in skill acquisition and in situ training produced generalized responding during naturalistic assessments. 相似文献
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V A Lumley R G Miltenberger E S Long J T Rapp J A Roberts 《Journal of applied behavior analysis》1998,31(1):91-101
Programs to teach sexual abuse prevention skills to persons with mental retardation have rarely been evaluated empirically, and typical evaluations are limited to assessment of the participants' knowledge rather than their performance of specific skills. In the present study, 6 adult women with mental retardation were trained in sexual abuse prevention, and performance was assessed using four separate measures: pretests and posttests of knowledge, verbal report, role play, and naturalistic probes. All women learned the skills but failed to exhibit them to criterion during the probes. We discuss the implications for further training and assessment of sexual abuse prevention skills. 相似文献
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William S. Long Esther J. Long Gregory H. Dobbins 《Journal of business and psychology》1998,12(3):299-312
The present research examined the effects of performance level and individual differences on participants' satisfaction with a peer evaluation system. One hundred and fifty-three individuals working in groups completed a questionnaire assessing self-monitoring, self-esteem, and individualism. A peer evaluation system was used at the end of the project. Subjects indicated their satisfaction with and reaction to the peer evaluation system. The findings demonstrated that performance level, individualism, self-esteem, and self-monitoring helped to understand and to predict group members' reactions to the peer evaluation system. Implications for future research and implementation of peer rating systems are discussed. 相似文献
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A naturalistic study of spatial memory having temporary utility was conducted using 32 faculty and staff of a university, who park in non-reserved parking spaces, as subjects. The subjects, who were unaware of the study until interviewed, were asked to indicate on a map the exact location where they had parked their car on that day and on each of the three preceding days. Whereas retention accuracy decreased significantly across days, the recency effect was weak and overall retention proved to be very accurate. Of the subjects who varied their parking location, 88 per cent were able to indicate within three spaces where they parked on the day of the interview, and 58 per cent on the most remote day. Younger females made significantly larger retention errors across the four days than older females and younger and older males. Subjects' overall retention accuracy correlated with their overall confidence in their recollections (γ = .72). Daily ratings of ‘how busy on the job’, reported times left campus each day, parking location variability, particular parking lot used, and number of parking spaces in the distinct locations used were not significantly correlated with retention errors. In follow-up interviews, subjects reported preferring a behavioural, ‘park in a favourite spot’ strategy, with several types of imagery-based cognitive strategies being cited less frequently, and verbal encoding being the least often cited strategy. 相似文献
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Previous research has shown that adolescents’ insecurity about their social status is related to their use of relational aggression. However, little is known about how adolescents’ social cognition may moderate this association. Employing a mixed-method approach and a short-term longitudinal design, this study addresses this issue by examining the moderation effects of attribution and outcome expectancies regarding relational aggression on the associations between social status insecurity and relational aggression among 476 Chinese adolescents (238 girls). The main results showed that self-serving attributions and instrumental outcome expectancies strengthened the positive and longitudinal association between social status insecurity and self-reported relational aggression. The findings of this study enrich our knowledge about the social cognitive processes pertinent to peer status and relational aggression among adolescents. 相似文献
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