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821.
Ringdahl JE Kitsukawa K Andelman MS Call N Winborn L Barretto A Reed GK 《Journal of applied behavior analysis》2002,35(3):291-294
We evaluated a differential-reinforcement-based treatment package for the reduction of problem behavior during instructional situations. Differential reinforcement of alternative behavior (DRA; compliance) was implemented across two conditions. During one condition, instructions were presented approximately once every other minute. This condition was considered the terminal goal for treatment. During the second condition, the rate of instructions was gradually increased (beginning at zero and ending when instruction rate was similar to the first condition). Results indicated that DRA with instructional fading resulted in less problem behavior than DRA without instructional fading. These results are similar to previous studies regarding the utility of instructional fading. 相似文献
822.
Pleasantness and intensity ratings of beverages served in containers congruent and incongruent with expectancy were assessed. Past research has shown that the violation of food expectancies, e.g., color, taste, temperature, leads to more negative evaluations of food. Thus, it was hypothesized that beverages sampled from a container incongruent with expectancy, e.g., beer from a coffee cup, would be rated less favorably than the same beverage sampled from a container congruent with expectancy, e.g., beer from a beer bottle. 61 participants evaluated three beverages (beer, orange juice, and hot chocolate) in three containers (bottle, glass, and cup) using 11-point rating scales for pleasantness and intensity. Analysis indicated beverages were rated as significantly more pleasant in containers congruent with expectancy, as well as rated more intense when presented in bottles. These results further address the effects of violating expectations on producing negative hedonic evaluations. 相似文献
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Joyce A. Baptist David E. Thompson Aaron M. Norton Nathan R. Hardy Chelsea D. Link 《The American journal of family therapy》2013,41(1):56-73
This study of 203 emerging adults investigated the moderating role of attachment on the intergenerational transmission of the effects of family emotional processes (enmeshment and disengagement) on adult offspring's conflict management. Results indicated that higher levels of perceived disengagement led to more use of hostile and volatile and lower use of validating conflict styles. Results further indicated that attachment moderated the effects of disengagement on hostile and volatile but not validating styles. High levels of anxiety exacerbated the effects of disengagement while low levels of avoidance buffered the effects of disengagement. Clinical and research implications are discussed. 相似文献
828.
Addictive behaviour has qualities that make it ideal for study using implicit techniques. Addictive behaviours are mediated in part by automatic responses to drug cues, and there is sometimes social pressure to distort self-reports. However, relationships between implicit attitudes and addictive behaviours have been inconsistent. Using a new implicit measure, the affect misattribution procedure (AMP), we found consistent evidence that drinking-related behaviours are systematically related to implicit attitudes. The procedure predicted a behavioural choice to drink beer and self-reported typical drinking tendencies, including hazardous drinking and alcohol-related problems. The AMP showed larger relationships with drinking behaviour than other implicit measures, and explained unique variance in drinking beyond those measures and beyond explicit measures. Though self-presentation distorted self-reports, it did not affect AMP scores. These studies highlight the importance of automatic affective responses in addictive behaviour and suggest a useful means for measuring those responses. 相似文献
829.
Martha W. Alibali Mitchell J. Nathan Matthew S. Wolfgram R. Breckinridge Church Steven A. Jacobs Chelsea Johnson Martinez 《认知与教导》2013,31(1):65-100
This research investigated how teachers express links between ideas in speech, gestures, and other modalities in middle school mathematics instruction. We videotaped 18 lessons (3 from each of 6 teachers), and within each, we identified linking episodes—segments of discourse in which the teacher connected mathematical ideas. For each link, we identified the modalities teachers used to express linked ideas and coded whether the content was new or review. Teachers communicated most links multimodally, typically using speech and gestures. Teachers’ gestures included depictive gestures that simulated actions and perceptual states, and pointing gestures that grounded utterances in the physical environment. Compared to links about new material, teachers were less likely to express links about review material multimodally, especially when that material had been mentioned previously. Moreover, teachers gestured at a higher rate in links about new material. Gestures are an integral part of teachers’ communication during mathematics instruction. 相似文献
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Nathan A. Call Amanda N. Zangrillo Caitlin H. Delfs Addie J. Findley 《Behavioral Interventions》2013,28(1):22-39
Variations to traditional functional analysis methodology, such as brief functional analyses (BFAs), are prevalent in the literature. In the current evaluation, two types of BFAs were each conducted with five participants. In one, potential motivating operations (MOs) were presented, and problem behavior resulted in delivery of an associated consequence. In the other, the same MOs were presented, but no consequences were delivered. Results of the two BFAs were compared with respect to the conditions in which problem behavior occurred and the degree of differentiation between test and control conditions. Results across the BFA methodologies generally matched across all five participants. However, greater differentiation was observed in the BFA that did not include consequences. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献