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31.
Subjects classified either the numerosity or numeric value of elements in successive stimulus displays. In separate experiments, responses were indicated by oral naming, card sorting, manual tapping, and oral “tapping.” Incongruent levels of numeric value slowed naming and sorting, but not tapping, when numerosity was the cue for responding. Incongruent numerosity slowed tapping, but not naming and sorting, when numeric value was the cue. Changes in stimulus response mapping may thus critically alter the ability to ignore an irrelevant stimulus dimension. 相似文献
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Steven P. Warner Frank D. Miller Mark W. Cohen 《Journal of applied behavior analysis》1977,10(4):737-737
A variety of behavioral procedures have been employed in recent years to modify disruptive classroom behavior. Such methods have been developed with the belief that curtailing disruptive behavior would strengthen positive classroom performance. In this study, two procedures, the good behavior game and the teacher-attention method, were compared to determine short-run effectiveness. Four teachers (two fourth-grade and two fifth-grade) implemented both methods in their classrooms over a five-week period. Presentation of methods was alternated in a counterbalanced design to control for order effects. Each of the four classrooms consisted of 25 students. A time-sampling procedure was used to record the presence or absence of disruptive behavior within 15-second intervals. Disruptive behavior was defined as any talking-out or out-of-seat behavior without permission. The results indicated that both procedures were effective in modifying disruptive classroom behavior, but that the good behavior game reduced disruptive behavior significantly better than the teacher-attention method. In addition, all teachers preferred the game to the teacher-attention procedure. This reaction seemed related to the effort involved in initiating the two activities. The good behavior game required less effort on the teacher's part. However, use of the game alone raises certain ethical considerations. One such issue involves abuse of peer pressure. Also, there is a possibility that negative rules may tend to promote resentment. Positively stated rules would ameliorate that problem. Another relates to the possibility that some teachers might be carried away by the ease of the game's implementation to the extent that behavior control becomes the primary objective in the classroom. As a result, one might consider use of the game to maximize short-term change, but then phase out this procedure in favor of another method (e.g., teacher attention) for long-run effects. 相似文献
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Lee Willerman Robert Gerald Turner Marsha Peterson 《Journal of research in personality》1976,10(4):482-492
Most personality tests are based on concepts assessing typical performance, and tests of this sort have not been generally successful in predicting criterion behaviors with useful levels of efficiency. Ability tests, which call for maximal performance, have been much more successful as predictors of criterion outcomes. Following a model derived from ability tests, predictors requiring separate typical and maximal self-reports of emotional expressivity were compared to measures of typical and maximal emotional expression in the laboratory. For angry expression, self-reports of maximal expressivity tended to outpredict self-reports of typical expressivity for both typical and maximal laboratory measures of angry expression. Although similar trends were observed for elation, the advantage of maximal self-report measures over typical self-report measures was negligible. Results were discussed in terms of both experimental and clinical implications. 相似文献
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Nikos Ntoumanis Eleanor Quested Nikitas Nikitaras Jenny Olson Cecilie Thøgersen-Ntoumani 《The Journal of psychology》2020,154(4):292-308
AbstractDrawing from diverse theoretical frameworks, we examined predictors of discrepancy between current and ideal body image in a sample of 396 Greek adolescents. The participants completed assessments of the frequency of comparing oneself with someone of perceived better appearance, appearance evaluations, frustration of basic psychological needs, and appearance self-compassion. We found that upward appearance comparisons negatively predicted appearance evaluation, which in turn was a negative predictor of body image discrepancy. Moderated mediation analyses showed that appearance self-compassion buffered, whereas psychological need frustration augmented the negative effects of upward comparisons on appearance evaluation. Our findings contribute to the growing literature on body image discrepancies in adolescence by examining moderating factors that amplify or buffer such discrepancies, hence identifying viable intervention pathways. 相似文献
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In three studies, we examined how individuals evaluate a rape victim based on whether she reports or does not report her rapist. Across all three studies, a victim who did not report the perpetrator was evaluated more negatively than a victim who did report the perpetrator. In Studies 2 and 3, symbolic concerns (the view that the victim’s actions violated shared values and disempowered herself) mediated the effect of reporting on evaluation of the victim. The effects of the victim’s relationship to the perpetrator (Study 1) and the victim’s decision to forgive the perpetrator (Study 2) were also examined. Results indicate that observers evaluate victims who do not report their perpetrators more negatively, and that this evaluation may be the result of perceptions of not reporting rape as a transgression. 相似文献