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991.
Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed. 相似文献
992.
We investigated the impact of administration and inquiry skills on Rorschach Comprehensive System (CS; Exner, 1974, 1991, 1993) protocols collected for the Italian adult nonpatient reference sample. The same research team collected CS protocols on two occasions. The initial reference sample (N = 212; Lis, Rossi, & Priha, 1998) was collected under the supervision of experienced psychologists who carefully studied CS administration and scoring procedures (Exner, 1986, 1990, 1993). The second sample (N = 101; Lis, Zennaro, Calvo, & Salcuni, 2001) was collected after the team obtained additional and sustained CS training from Rorschach workshops certified instructors. Both samples were scored, reliably but they showed large differences on many codes, with protocols from the second sample being richer and more complex than the first. The results indicate that administration skills can have a dramatic impact on CS protocols and may contribute to variations in samples collected by different investigators. Training standards should be devised to insure uniform administration procedures are followed when collecting CS protocols. 相似文献
993.
994.
Gregory Currie 《Philosophical Studies》2007,135(1):49-63
Our experience of narrative has an internal and an external aspect--the content of the narrative’s representations, and its
intentional, communicative aetiology. The interaction of these two things is crucial to understanding how narrative works.
I begin by laying out what I think we can reasonably expect from a narrative by way of causal information, and how causality
interacts with other attributes we think of as central to narrative. At a certain point this discussion will strike a problem:
our judgements about what is a relevant possibility within the narrative’s story depend on our judgements of probability;
but these latter judgements depend, in turn, on factors external to the world of the story, and cannot be explained in terms
of causal relations available within the story. We need the external, author-centred perspective at this point. These different
perspectives, the internal and the external, correspond to different types of explanations we may give of events in a story;
I call these internal and external explanations. I show how these different explanations are made use of in two contrasting
arthistorical projects. I use these examples as the basis for a generalisation about the structure of the two explanatory
forms. Finally, I suggest some ways in which explanations of these two kinds relate to one another, and to our thinking when
we are engaged by a narrative.
相似文献
Gregory CurrieEmail: |
995.
The controlled attention theory of working memory suggests that individuals with greater working memory capacity (WMC) are
better able to control or focus their attention than individuals with lesser WMC. This relationship has been observed in a
number of selective attention paradigms including a dichotic listening task (Conway, Cowan, & Bunting, 2001) in which participants
were required to shadow words presented to one ear and ignore words presented to the other ear. Conway et al. found that when
the participant’s name was presented to the ignored ear, 65% of participants with low WMC reported hearing their name, compared
to only 20% of participants with high WMC, suggesting greater selective attention on the part of high WMC participants. In
the present study, individual differences in divided attention were examined in a dichotic listening task, in which participants
shadowed one message and listened for their own name in the other message. Here we find that 66.7% of high WMC and 34.5% of
low WMC participants detected their name. These results suggest that as WMC capacity increases, so does the ability to control
the focus of attention, with high WMC participants being able to flexibly “zoom in” or “zoom out” depending on task demands. 相似文献
996.
Meeta Patel Gregory K. Reed Cathleen C. Piazza Michael Mueller Melanie H. Bachmeyer Stacy A. Layer 《Behavioral Interventions》2007,22(4):305-310
We evaluated the effects of a high‐probability (high‐p) instructional sequence on the feeding‐related compliance (food acceptance) of a young boy diagnosed with a feeding disorder. The high‐p sequence consisted of three presentations of an empty spoon; the low‐probability (low‐p) instruction was the presentation of a spoon with food. Results showed that acceptance of food increased in the presence and not the absence of the high‐p sequence. Data are discussed in terms of the role of high‐p instructional sequences in the treatment of feeding problems. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
997.
998.
We examine the notion of conditionals and the role of conditionals in inductive logics and arguments. We identify three mistakes commonly made in the study of, or motivation for, non-classical logics. A nonmonotonic consequence relation based on evidential probability is formulated. With respect to this acceptance relation some rules of inference of System P are unsound, and we propose refinements that hold in our framework. 相似文献
999.
Gregory A. Aarons Danielle L. Fettes Luis E. Flores Jr. David H. Sommerfeld 《Behaviour research and therapy》2009,47(11):954-960
Understanding the implementation of evidence-based practice (EBP) in community service settings is critical for the successful translation of research to practice. However, we have limited research evidence about the impact of EBP implementation on the mental health and social service workforce. In a previous study we demonstrated reduced staff turnover where an EBP was implemented with fidelity monitoring in the form of supportive ongoing supervision and consultation. Other research has shown that staff burnout and emotional exhaustion in particular is associated with poor quality of care and increased staff turnover intentions and turnover. Current research, however, has focused less on the effects that EBP implementation may have on staff emotional exhaustion. The present study investigates the association of EBP implementation and fidelity monitoring with staff emotional exhaustion in a statewide EBP implementation study. The 21 case-management teams in this study were randomized in a 2 (EBP vs. services as usual [SAU]) by 2 (monitoring vs. no monitoring) design. The EBP in this study was SafeCare®, a home-based intervention that aims to reduce child neglect in at-risk families. SafeCare was developed from a behavior analysis approach and is based in cognitive behavioral principles. In keeping with our previous research, we hypothesized that providers implementing SafeCare with monitoring would have the lowest levels of emotional exhaustion and those receiving additional monitoring not in the context of EBP implementation would have higher emotional exhaustion relative to the other groups. Results supported our hypotheses in that we found lower emotional exhaustion for staff implementing the EBP but higher emotional exhaustion for staff receiving only fidelity monitoring and providing SAU. Together, these results suggest a potential staff and organizational benefit to EBP implementation and we discuss implications of the findings relative to EBPs and to fidelity monitoring. 相似文献
1000.
When we learn how to throw darts we adjust how we throw based on where the darts stick. Much of skill learning is computationally similar in that we learn using feedback obtained after the completion of individual actions. We can formalize such tasks as a search problem; among the set of all possible actions, find the action that leads to the highest reward. In such cases our actions have two objectives: we want to best utilize what we already know (exploitation), but we also want to learn to be more successful in the future (exploration). Here we tested how participants learn movement trajectories where feedback is provided as a monetary reward that depends on the chosen trajectory. We mathematically derived the optimal search policy for our experiment using decision theory. The search behavior of participants is well predicted by an ideal searcher model that optimally combines exploration and exploitation. 相似文献