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191.
This study examined the interrelationships among role conflict, gender role orientation, and female sport participation. One hundred six female high school athletes and nonathletes were administered the Personal Attributes Questionnaire and a role conflict inventory. Multivariate analyses revealed that athletes experienced significantly higher levels of role conflict than nonathletes, but a nonsignificant relationship was found between role conflict and gender role orientation. Role conflict was also unrelated to type of sport, although team athletes high in feminine orientation perceived higher role conflict than low feminine oriented athletes. Overall, levels of perceived and experienced role conflict were low. In sum, role conflict does not appear a major concern for adolescent female athletes nor was gender role orientation a factor related to conflict between the roles of female and athlete. 相似文献
192.
The relationship between verbal instruction and children's free recall was examined. Sixty first-grade children (mean age 84 months) were trained to categorize pictures of common objects. Half were given organizational instructions emphasizing categorization, and half were given instructions emphasizing the individual objects. Similarly, half were given detailed verbal instructions and encouraged to listen, and half were taught using a question type format that encouraged participation. Immediately and after a 2- to 3-week delay, children who were shown an organizational strategy categorized the materials during study and attained higher recall scores than children who were shown a specific strategy. After the 2- to 3-week delay, children in the explanation groups out-performed children in the question-asking groups. The child's competence as measured by intelligence and performance in school did not contribute to amount recalled when subjects were given instructions emphasizing the general strategy. However, children of high competence benefited more from specific training by recalling more items than did children of low competence. These findings point to the importance of instructional variables in studying changes in children's processing capabilities. 相似文献
193.
Marsha B. Parsons Maureen M. Schepis Dennis H. Reid Joyce E. McCarn Carolyn W. Green 《Journal of applied behavior analysis》1987,20(2):139-150
Experimental evaluations of behavioral staff management procedures usually have been limited to relatively small-scale demonstration studies. We evaluated a large-scale, long-term application of a staff management program designed to improve the functional utility of educational services for severely handicapped persons. The intervention, involving a brief in-service program followed by supervisory prompts and feedback, was implemented by three principals in four schools involving 21 classrooms. Implementation of the management procedures was consistently accompanied by increases in student involvement in functional educational tasks in each classroom. Further, the improved services continued throughout a 2-year follow-up period. Staff responses to a questionnaire indicated a high degree of staff acceptance of the management program. Results are discussed in terms of expanding the use of behavioral supervisory procedures from experimental demonstrations to actual adoption by existing human service agencies. 相似文献
194.
195.
Maureen Duffy 《Counseling and values》2010,54(2):135-153
Ethical guidelines of the 4 major professional associations representing counselors and psychotherapists are reviewed. To help clarify thinking about writing up clinical cases, 3 kinds of cases are described. The author concludes that the current guidelines for clinician‐authors in writing about clients for publication or presentation are contradictory and conflicting. The use of composite clinical case material is discussed as having a number of advantages over disguise or consent when writing about clients. Presented are guidelines for developing composite clinical cases and an example of how to use them effectively. 相似文献
196.
197.
Weng Hong Tang 《Philosophical Studies》2018,175(8):1887-1900
It’s often thought that the phenomenon of risk aggregation poses a problem for multi-premise closure but not for single-premise closure (either with respect to knowledge or with respect to justified belief). But recently, Lasonen-Aarnio and Schechter have challenged this thought. Lasonen-Aarnio argues that, insofar as risk aggregation poses a problem for multi-premise closure, it poses a similar problem for single-premise closure. For she thinks that, there being such a thing as deductive risk, risk may aggregate over a single premise and the deduction itself. Schechter argues that single-premise closure succumbs to risk aggregation outright. For he thinks that there could be a long sequence of competent single-premise deductions such that, even though we are justified in believing the initial premise of the sequence, intutively, we are not justified in believing the final conclusion. This intuition, Schechter thinks, vitiates single-premise closure. In this paper, I defend single-premise closure against the arguments offered by Lasonen-Aarnio and Schechter. 相似文献
198.
Maureen C. Kenny Roberto L. Abreu Claire Helpingstine Angel Lopez Ben Mathews 《Journal of counseling and development : JCD》2018,96(4):372-387
Although counselors in 44 states are mandatory reporters of child maltreatment, they may lack an understanding of their legally designated role. This article presents the results of a systematic review of child maltreatment reporting laws in all 50 states and the District of Columbia. The authors apply relevant legislation to real‐life contexts for counselors. 相似文献
199.
We investigated the implicit learning of a linguistically relevant variable (animacy) in a natural language context (namely, the relation of forms of determiners to semantics). Trial by trial subjective measures indicated that exposure to a form–animacy regularity led to unconscious knowledge of that regularity. Under the same conditions, people did not learn about another form–meaning regularity when a linguistically arbitrary variable was used instead of animacy (size relative to a dog). Implicit learning is constrained to acquire unconscious knowledge about features with high prior probabilities of being relevant in that domain. 相似文献
200.