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221.
The generalization of newly learned behaviors to different settings on the part of an autistic child and his parents was investigated by means of a multiple baseline design. Contingency management techniques were taught to the parents while they interacted with their child in a training apartment equipped with observation facilities. In order to assess whether the parents generalized the use of these techniques, data were gathered at their own home. Data were also gathered in the child's school in order to ascertain whether changes brought about in the child's behavior in the training apartment generalized to the school situation. It was concluded that the child's behavior was responsive to the contingencies of each particular environment. Generalization did not occur until the contingencies and stimulus cues were specifically designed to promote a change in behavior in each setting.  相似文献   
222.
Schizophrenic patients, non-psychotic patients and healthy subjects were required to detect longer target tones from a sequence of short tones presented to either ear. The rate of stimulus presentation and the frequency of switches between the ears were varied. The schizophrenic patients were examined for four weeks while on standard clinical doses of chlorpromazine, for four weeks while on placebo, and for four weeks following reinstatement of medication. Lateral asymmetries in the performance of the schizophrenics were found to diminish in proportion to both the duration and the dosage of medication. The results are consistent with the hypothesis that chlorpromazine causes an improvement of left hemisphere performance relative to the right. The performance of the schizophrenics, relative to that of comparison subjects, deteriorated as the rate of stimulus presentation increased, supporting the hypothesis that schizophrenics have particular difficulties in response selection or organization.  相似文献   
223.
A three-choice reaction-time task was used to investigate the source-of-stimulation effect, that is, the tendency for subjects to react faster and more accurately to a stimulus if the spatial locations of the stimulus and the response correspond than if they do not. Auditory stimuli varied on dimensions of tonal frequency and spatial location, although only the former was relevant for response selection. Responses were found to be faster for the conditions in which stimulus location and response location corresponded than for those in which they did not, but stimulus location had no effect on differences between the two hands with bimanual responses. These results support the hypothesis that the source-of-stimulation effect is due to response plans which interact at a level prior to the programming of the motor response.  相似文献   
224.
Because Pastafarianism – or the Church of the Flying Spaghetti Monster – is a parodic religion, common sense suggests its ‘adherents’ should not receive exemptions. However, the prima facie case for excluding Pastafarians is complicated by the fact that many assert their religion is as legitimate as any other religion and that their beliefs are genuine. Indeed, Pastafarians have already obtained exemptions in various countries. Taking the dominant liberal egalitarian, integrity-based approach to exemptions, this article investigates whether there is a principled, objective basis for excluding Pastafarians that accounts for their assertions. To that end, I examine four tests: a religion, seriousness, obligation, and sincerity test. I assess whether each test can actually exclude Pastafarians, and if it could, can it do so in a way that is consistent with liberal egalitarian commitments. I argue that only a sincerity test – based on consistent behaviour and a willingness to bear the costs of one's beliefs – satisfies both of these conditions, but, on a weak and contingent basis.  相似文献   
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226.
This paper describes the first year of operation of the CTI Centre for Psychology, which pro-motes the use of computers in psychology teaching in the U.K. We outline current use of computers in teaching and some of the obstacles to the effective development of computer-supported courses. In particular, we focus on the need for closer integration of innovative forms of teaching into courses. We describe the Centre’s strategy for supporting both conventional and innovative computer-supported teaching, and argue that effective use of software depends on both the instructional situation and the educational context.  相似文献   
227.
Struggle with ultimate meaning reflects concerns about whether one’s life has a deeper meaning or purpose. We examined whether this construct could be distinguished from presence of meaning in life and search for meaning. In two US samples – a web-based sample (N = 1047) and an undergraduate sample (N = 3978) – confirmatory factor analyses showed that struggle with ultimate meaning loaded on a factor that was distinct from but related to presence (negatively) and search (positively). Moderated regression analyses showed that people with low levels of presence combined with high levels of search for meaning were particularly likely to struggle with ultimate meaning. Additionally, when compared to presence and search, struggle with ultimate meaning related more strongly to depressive symptoms than presence or search. These results suggest that struggle with ultimate meaning represents a distinct component of how people grapple with meaning that has implications for mental health.  相似文献   
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Existing models of strategic decision making typically assume that only the attributes of the currently played game need be considered when reaching a decision. The results presented in this article demonstrate that the so-called "co-operativeness" of the previously played prisoner's dilemma games influence choices and predictions in the current prisoner's dilemma game, which suggests that games are not considered independently. These effects involved reinforcement-based assimilation to the previous choices and also a perceptual contrast of the present game with preceding games, depending on the range and the rank of their co-operativeness. A. Parducci's (1965) range frequency theory and H. Helson's (1964) adaptation level theory are plausible theories of relative judgment of magnitude information, which could provide an account of these context effects.  相似文献   
230.
In 5 experiments, a Hebb repetition effect, that is, improved immediate serial recall of an (unannounced) repeating list, was demonstrated in the immediate serial recall of visual materials, even when use of phonological short-term memory was blocked by concurrent articulation. The learning of a repeatedly presented letter list in one modality (auditory or visual) did not transfer to give improved performance on the same list in the other modality. This result was not replicated for word lists, however, for which asymmetric transfer was observed. Inferences are made about the structure of short-term memory and about the nature of the Hebb repetition effect.  相似文献   
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