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91.
Two studies were conducted to determine the kinds of questions people formulate for testing a hypothesis about another's personality. One group of subjects tested the hypothesis that the interviewee was an extrovert; another group tested the hypothesis that the interviewee was an introvert. Still another group was not provided with a hypothesis; instead, this group was asked to discriminate between an extroverted and an introverted interviewee. All subjects were free to formulate any kind of questions they wished. Analysis of the content of the questions performed by independent judges revealed that the great majority of the questions formulated by all of the groups either presented a choice between extroverted and introverted features or were open-ended. The percentage of questions about features that were consistent with the hypothesis was not significantly greater than the percentage of questions about features that were inconsistent with the hypothesis. Furthermore, in all of the groups there were virtually no biased questions–questions that already assume that the hypothesis is true. Finally, the questions asked by subjects who entertained either the extrovert hypothesis or the introvert hypothesis were as diagnostic (as rated by independent judges) as were the questions asked by subjects whose task was to discriminate between extroverts and introverts. The results were shown to be consistent with the diagnosing strategy but not with the confirmatory strategy of information-gathering. 相似文献
92.
Michel Hersen Richard M. Eisler Peter M. Miller Miriam B. Johnson Susan G. Pinkston 《Behaviour research and therapy》1973,11(4):443-451
Unassertive psychiatric patients matched on age, years of education, diagnosis, and self-reported assertiveness were assigned to one of five conditions, with 10 subjects in each group: (1) Test-Retest, (2) Practice-Control, (3) Instructions, (4) Modeling, (5) Modeling plus Instructions. All subjects were videotaped (Pre- and Post-Test) while responding to five interpersonal situations requiring assertive responses. Pre- and Post-Test responses for all subjects were rated independently by judges on seven verbal and non-verbal components of assertiveness. Analyses of variance for difference scores followed by multiple t-test comparisons indicated that the Modeling plus Instructions group was superior or equal to the Instructions alone or Modeling alone groups on five of the seven components. Instructions alone and Modeling alone led to greatest improvement in the remaining two components. No differences were found between the Practice-Control and Test-Retest groups on any of the seven components of assertiveness. No differences (Post-Pretest) were found among the groups on a self-report measure of assertiveness. 相似文献
93.
Albert L. Porterfield F. Stephan Mayer Kathleen G. Dougherty Kathryn E. Kredich Miriam M. Kronberg Kevin M. Marsee Yoshiko Okazaki 《Journal of research in personality》1988,22(4)
Sefl-focused attention is hypothesized to (a) intensify emotional responses; (b) diminish susceptibility to suggestion; and (c) increase the consistency of self-report and behavior. These hypotheses were tested by having 82 undergraduates varying in private self-consciousness (PrSC) listen to humorous stimuli presented either with (laugh track group) or without (no laugh track group) canned laughter. Subjects' funniness ratings and overt laughter served as dependent measures. Regression analyses revealed that PrSC and funniness ratings were negatively correlated in the laugh track group, but uncorrelated in the no laugh track group. In contrast, PrSC and overt laughter were positively correlated in both groups. The association between funniness and laughter appeared stronger in high than in low PrSC subjects. Interpreted in light of research indicating that funniness ratings represent affect-free evaluations of humor stimuli, whereas laughter represents amusement, these results suggest that self-focus (a) intensified subjects' amusement; (b) decreased the extent to which their evaluations of the stimuli were biased by canned laughter; and (c) increased the consistency between their (self-reported) cognitive and (overt behavioral) affective responses (although this finding was equivocal). 相似文献
94.
Miriam Rothman 《Journal of business and psychology》1987,1(4):390-395
Features of the work environment can be designed to contain cues for performance standards, thereby influencing productivity on the job. This paper explores the importance of normative information for motivation and how it can be designed into the workplace in order to promote more efficient job behaviors.The author gratefully acknowledges the helpful comments of Terence R. Mitchell and J.H. Kerr Inkson on an earlier draft of this paper. 相似文献
95.
John E. Martin Frank L. Collins Jr. J. Bruce Hillenberg Miriam A. Zabin Alan D. Katell 《Journal of psychopathology and behavioral assessment》1981,3(3):193-198
A simple, low-cost, and reliable technology for assessing compliance with relaxation practice in the natural environment is presented. Brief, audible cue tones are overdubbed onto selected client relaxation tapes, which are ordered by the therapist and then played in sequence by the client. The presence/absence or number of cue tones on each tape in the sequence is self-monitored, thereby providing the therapist with a record for objectively assessing whether or not the tapes were used as instructed. A clinical case example is presented to illustrate use of the procedure. Finally, advantages and limitations of the procedure are discussed.A portion of this paper (clinical case study) was presented at the meeting of the Association for Advancement of Behavior Therapy, November 1980, New York. This research was partly supported by the Medical Research Service of the Veterans Administration. The authors wish to express their appreciation to Leonard H. Epstein for his support and stimulation in the early development of this and related projects. 相似文献
96.
Miriam A. Zabin Barbara G. Melamed 《Journal of psychopathology and behavioral assessment》1980,2(1):17-38
A questionnaire was developed to assess the use of disciplinary methods by parents regarding their children's approach to fearful situations. The predictive validity of this tool was evaluated by correlational analyses with the assessment of fear (behavioral, subjective, and physiological) in their children during hospitalizations for surgery. The results confirmed the usefulness of the questionnaire. Parents who reported use of positive reinforcement, modeling, and persuasion as ways of encouraging the child to deal with fearful situations had children who were low in anxiety during the actual stressful life experience. The reported use of punishment, force, or reinforcement of dependency was correlated with higher anxiety. Differences in the use of these methods by mothers and fathers are reported. The reliability of the questionnaire and its relationship to social desirability and the sex of the child are discussed. 相似文献
97.
Three experiments were conducted to capitalize on the conclusion of Shaffer and Shiffrin (1972) that complex visual scenes are not rehearsed in testing the hypothesis that the effect of spacing on memory is due to rehearsal. In Experiment I, a list of vacation slides was presented in which both the number of repetitions and the spacing of repetitions were varied. Subsequent frequency judgments showed an effect of spacing much like that found using verbal materials. In Experiments II and III, effects of filled and unfilled spacing intervals were compared, and it was concluded that the spacing effect is primarily a function of the duration of the spacing interval. No evidence was found to support the notion that pictures are rehearsed. Rehearsal apparently cannot play the key role in an adequate, completely general explanation of the spacing effect. 相似文献
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