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241.
Lynn R. Offermann Connie J. Schroyer Susan K. Green 《Journal of applied social psychology》1998,28(13):1125-1139
An important application of attribution theory deals with leader explanations for subordinate performance and their effects on future leader–member interactions and performance. In the present study, subjects worked on a 2-trial task in which there was a leader and 2 members. Leaders received performance feedback and an attributional explanation for subordinate performance after Trial 1, and subsequent Trial 2 behavior was videotaped. Results showed that attributions significantly affected the amount of time spent by the leader talking to the group during the second trial, as well as the number of negative leader comments. Level of performance was a significant determinant of subordinate ratings and reward/punishment recommendations. Attributions differentially affected the punishment advocated by leaders, with failure due to internal causes more likely to be punished than failure due to external causes. Implications for an attributional theory of leadership are discussed. 相似文献
242.
Lynn Weber 《Psychology of women quarterly》1998,22(1):13-32
Since the mid-1980s, scholarship and college courses that address multiple dimensions of inequality under the rubric of race, class, gender, and (recently) sexuality studies have grown rapidly. Most courses now employ a set of readings, many of which are drawn from a growing number of anthologies. A strength of this approach is its presentation of the diversity of human experiences and the multiplicity of critical perspectives. A weakness is its failure to convey the commonalities in race, class, gender, and sexuality analyses of social reality. To aid in teaching and research on race, class, gender, and sexuality, this article presents six common themes that characterize this scholarship. Race, class, gender, and sexuality are historically and globally specific, socially constructed power relations that simultaneously operate at both the macro (societal) and micro (individual) levels of society. Scholarship in this tradition emphasizes the interdependence of knowledge and activism. 相似文献
243.
Bruce L. Bakke Steven Kvale Theressa Burns J. Riley McCarten Lynn Wilson Melitta Maddox James Cleary 《Journal of applied behavior analysis》1994,27(1):175-176
We evaluated a multicomponent intervention for agitated behavior in a man with probable Alzheimer's disease. Hypotheses about variables controlling his agitated behavior guided intervention design. Based on staff interviews, direct observations, and brief experimental probes, intervention components were chosen to increase rate of reinforcement and decrease aversive aspects of his job. Intervention reduced agitated behavior without disrupting his work rate. 相似文献
244.
Steven Beck Lynn Collins James Overholser Karen Terry 《Journal of abnormal child psychology》1984,12(4):573-580
In a study examining children's social competence in elementary school settings, the authors had the opportunity to compare children who received parental permission to participate to children who did not receive permission. Results indicated that children who were not involved in the study were more likely to be viewed by teachers as having unsatisfactory relationships with peers than children who were in the study. The present results suggest that investigators begin reporting the number of children who do not participate in a given study and begin examining whether minors who receive parental permission differ on important dimensions from minors who do not receive such permission. Ethical considerations of the present study are discussed. 相似文献
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School adjustment of children with observable disabilities 总被引:2,自引:0,他引:2
This study investigated school behavior and achievement of children with mild degrees of observable physical disability. Children from two different disability types (cleft palate and cerebral palsy) were compared with each other and to a control group in order to determine potential similarities across disability types. Children (N=78) from each of the two disability groups were individually matched to each other and to a normal control group (N=39) by sex, IQ, socioeconomic status, age, and grade. They were compared on the basis of teachers' behavioral ratings and achievement test scores. All children attended regular public school classrooms. The two disability groups displayed significantly greater inhibition of impulse and lower educational achievement than did the controls. The implication of similar school adjustment across mild but observable subtypes is discussed.Parts of this article were presented at the meeting of the American Psychological Association, Washington, D.C., September 1976. The study was supported in part by PHS Grant DE-00853, the National Institute of Dental Research. 相似文献
248.
Transcortical aphasic patients were assessed on a repetition task comprised of both well-formed and deviant sentences. The patients faithfully repeated those sentences that were factually incorrect but grammatically well formed, and those sentences that were ungrammatical because of selection restriction violations. In contrast, presented with sentences featuring only minor syntactic violations (e.g., lack of number agreement), the patients spontaneously, and without awareness, resisted exact repetition; moreover, the resultant changes most often served to correct the syntactic deviations. Repetitions of sentences of this latter type also revealed a difference between the patients as a function of level of comprehension. The transcortical motor aphasic patient was influenced by semantic factors in his alterations of the minor syntactic violations, while the transcortical sensory aphasic was not. These findings are discussed in relation to the notion of autonomous syntactic processing. They are taken to suggest that syntactic facts such as number agreement are represented at a level in the processing chain that is distinct from that of semantic representation. 相似文献
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A laboratory is described that is based on an IMSAI 8080 microcomputer and an IMLAC graphics display system. Procedures for using the system are described and illustrated. 相似文献