Embedding instructive feedback into teacher-student interactions during independent seat work

The effects of embedding a constant time delay procedure into an independent seat work activity and using instructive feedback were evaluated in this study. Seven students with mild disabilities participated in the study that occurred in their special education classroom. A multiple probe design across sets of target behaviors was used, and students' responses to instructive feedback stimuli were evaluated during each probe condition. The procedures were implemented with a high degree of fidelity, and the results indicate that (a) the students acquired the target behaviors taught with the constant time delay procedure that was embedded into independent seat work, and (b) the students acquired some but not all of the responses to the instructive feedback stimuli. These findings are discussed in terms of using instructive feedback in classrooms and future research on instructive feedback.     

The impact of confederate responsivity on social skills assessment

The current investigation examined the degree to which judges' ratings of skill, anxiety, and attractiveness are influenced by the responsivity of the confederate. High-, medium-, and low-skilled subject-pool groupings, as well as self-referred clinical groups, were exposed to either a moderately or a minimally responsive confederate. Results indicated that subjects were rated as more skillful when interacting with a moderately responsive confederate than when interacting with a minimally responsive confederate. Further, there was a groups × condition interaction for anxiety ratings such that both the high- and the medium-skilled groups appeared more anxious under the minimal condition, whereas the low-skilled and self-referred groups did not. Self-referred subjects received significantly lower attractiveness ratings than did the high- or medium-skilled groups. Implications of these results and future directions for research are discussed.This research is based on a M.S. thesis carried out by the first author under direction of the second author.     

Circadian factors during sustained performance: Background and methodology

Cornell University Medical College, Westchester Division, The New York Hospital, White Plains, New York It is well established that there is a complex timekeeping mechanism in the human brain. This mechanism is associated with a variety of physiological and psychological rhythms having a period of about a day, and thus referred to as circadian rhythms. The circadian system has recently been modeled in terms of two underlying oscillators, one much more resistant to changes in routine than the other. These oscillators are considered to be endogenous, that is, internal to the organism, and not reliant for their existence upon changes in the person’s environment or general behavior. They thus continue to run even when the sleep/wake cycle is suspended, as in sustained operations. Thus, by their very nature, sustained operations require the individual to override the inputs that are coming from his or her circadian system (especially the indication that sleep is required). The aim of this paper is to provide a background to the area of circadian rhythms research, including a section on the methodology, so that the impact of the circadian system on sustained operations can be better understood.     

Interpersonal Features of Interviews Between Psychiatric Patients and Nursing Staff1

Observer ratings of one-half hour interviews were undertaken to test two basic concepts of interpersonal relations in a sample of 51 randomly paired male psychiatric patients and female psychiatric nurses. It was hypothesized that the behavior of psychiatric patients could be organized around two orthogonal dimensions reflecting status and feeling, and that patients and nurses would exhibit complementary interpersonal behavior consistent with their institutionally ascribed roles. Interviews were rated with the Leary Interpersonal Checklist. Interjudge reliability was established for Leary's coding system. The hypothesis of status and feeling reference points for patient behavior received strong support when the results of analysis of variance were supplemented by factor analysis. Patient scores on the eight variables measured by the Leary Interperonsal Checklist and nurses' scores for 17 complementary variables were submitted to correlational analysis to test the hypothesis of interpersonal complementarity. As predicted, two hypothesized dependence-assistance response combinations provided the highest correlation coefficients. It was concluded that the study provided empirical support for the utility of an interpersonal model within psychiatric settings that has more commonly been identified with relationships free of psychiatric disturbance.     

Arterial blood gases in Pranayama practice.

Pranayama is a Yogic breathing practice which is known experientially to produce a profound calming effect on the mind. In an experiment designed to determine whether the mental effects of this practice were accompanied by changes in the arterial blood gases, arterial blood was drawn from 10 trained individuals prior to and immediately after Pranayama practice. No significance changes in arterial blood gases were noted after Pranayama. A neural mechanism for the mental effects of this practice is proposed.     

Quantifiers and question answering in young children

Two hypotheses were tested about how young children answer questions with the quantifiers all and some: (a) that children use syntactic cues in determining which noun phrase is quantified, and (b) that children evaluate a some-statement as part of evaluating an all-statement. To test these hypotheses, the same group of 60 4- to 7-year-olds were asked four contrasting types of quantitative questions. The results indicated that children can use syntactic cues under some presentation conditions. However, there was no evidence for an asymmetry between the all-and some-questions. A model of how young children might answer quantitative questions was then considered.     

A repertory grid study of therapist/couple interaction

A case of marital therapy is described in which the presenting problem, one of non-consummation, is treated by the standard Masters and Johnson's technique. Using repertory grids at the start and finish of treatment the changing perceptions of both partners and the therapist were determined. In spite of an ostensibly behavioural treatment, substantial changes occurred in the couple's understanding of the nature of their problem. The changes undergone in the couple's perceptions, and their differences from the therapist's assessments of change give rise to speculations about the nature of the therapeutic interaction and suggest further lines of exploration.