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61.
自从1953年以来,美国心理学会(APA)就已注意到对人类被试运用解释程序的必要性。前不久,《心理学工作者道德准则》(APA,1979)正式确定了解释程序的重要性。该准则的原则9规定,“当一项研究必须采用隐瞒或说谎的方法时,研究者必须尽可能使参与者确实理解这一做法的原因和采用这种程序的正当理由”。原则9还规定:“资料搜集完毕之后,调查者要使参与者了解该研究的本质,并消除他们已产生的 相似文献
62.
艺术心理学的问题属于那些使心理学和美学彼此交叉的和二者相互联系的问题。这些问题很难解决,并且研究得很少。这两种科学之中究竟是哪一种首先对这些交叉问题的现状负责呢?研究这些问题中的主要作用究竟属于哪一种科学——属于心理学还是属于美学呢?那些纯方法论的见解要求承认,这种主要作用属于心理学。诚然,在心理学 相似文献
63.
64.
一般说来,体育活动是和发展一定的身体素质相联系的。它要求少年保持自己的体育锻炼,并普遍提高身体训练的水平。同时,体育活动还能发展一些最重要的个性心理品质,其中不仅有耐力、力量、速度和动作的灵活性、意志、勇敢、果断、顽强,而且还有创造性、集体主义、坚定的目的性。正因为如此,体育活动在少年期具有特别重要的作用和意义。需要把它作为方向性的建设来抓。 相似文献
65.
66.
The timing of natural prehension movements 总被引:39,自引:0,他引:39
Jeannerod M 《Journal of motor behavior》1984,16(3):235-254
Prehension movements were studied by film in 7 adult subjects. Transportation of the hand to the target-object location had features very similar to any aiming arm movement, that is, it involved a fast-velocity initial phase and a low-velocity final phase. The peak velocity of the movement was highly correlated with its amplitude, although total movement duration tended to remain invariant when target distance was changed. The low-velocity phase consistently began after about 75% of movement time had elapsed. This ration was maintained for different movement amplitudes. Formation of the finger grip occurred during hand transportation. Fingers were first stretched and then began to close in anticipation to contact with the object. The onset of the closure phase was highly correlated to the beginning of the low velocity phase of transportation. This pattern for both transportation and finger grip formation was maintained in conditions whether visual feedback from the moving limb was present or not. Implications of these findings for the central programming of multisegmental movements are discussed. 相似文献
67.
68.
Jamal M 《Organizational behavior and human performance》1984,33(1):1-21
This study examined the relationship between job stress and employees' performance and withdrawal behavior among nurses (N = 440) in two hospitals in a metropolitan Canadian city on the east coast. Job stressors assessed included role ambiguity, role overload, role conflict, and resource inadequacy. Employees' performance was operationalized in terms of job performance, motivation, and patient care skill. Withdrawal behaviors assessed were absenteeism, tardiness, and anticipated turnover. Multiple regressions, curvilinear correlation coefficients, and canonical correlations were computed to test the nature of the relationship between stressors and the criterion variables of the study. In general, data were more supportive of the negative linear relationship between stress and performance than for positive linear or curvilinear relationship. However, the stressor role ambiguity did exhibit a monotonic nonlinear relationship with a number of criterion variables. Employees' professional and organizational commitment were proposed to moderate the stress-performance relationship. However, the data only partially supported the role of the moderators. 相似文献
69.
Changing the response unit from a single peck to a fixed number of pecks in fixed-interval schedules 总被引:2,自引:2,他引:0
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Each of three pigeons was studied first under a standard fixed-interval schedule. With the fixed interval held constant, the schedule was changed to a second-order schedule in which the response unit was the behavior on a small fixed-ratio schedule (first a fixed-ratio 10 and then a fixed-ratio 20 schedule). That is, every completion of the fixed-ratio schedule produced a 0.7-sec darkening of the key and reset the response count to zero for the next ratio. The first fixed-ratio completed after the fixed-interval schedule elapsed produced the 0.7-sec blackout followed immediately by food. These manipulations were carried out under two different fixed-interval durations for each bird ranging from 3 min to 12 min. The standard fixed-interval schedules produced the typical pause after reinforcement followed by responding at a moderate rate until the next reinforcement. The second-order schedules also engendered a pause after reinforcement, but responding occurred in bursts separated by brief pauses after each blackout. For a particular fixed-interval duration, post-reinforcement pauses increased slightly as the number of pecks in the response unit increased despite large differences in the rate and pattern of key pecking. Post-reinforcement pause increased with the fixed-interval duration under all response units. These data confirm that the allocation of time between pausing and responding is relatively independent of the rate and topography of responding after the pause. 相似文献
70.
Out-of-seat and talking-out behaviors were studied in a regular fourth-grade class that included several "problem children". After baseline rates of the inappropriate behaviors were obtained, the class was divided into two teams "to play a game". Each out-of-seat and talking-out response by an individual child resulted in a mark being placed on the chalkboard, which meant a possible loss of privileges by all members of the student's team. In this manner a contingency was arranged for the inappropriate behavior of each child while the consequence (possible loss of privileges) of the child's behavior was shared by all members of this team as a group. The privileges were events which are available in almost every classroom, such as extra recess, first to line up for lunch, time for special projects, stars and name tags, as well as winning the game. The individual contingencies for the group consequences were successfully applied first during math period and then during reading period. The experimental analysis involved elements of both reversal and multiple baseline designs. 相似文献