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Professor Anne McIntyre 《Journal of abnormal child psychology》1973,1(1):57-67
Hypotheses about the relationship between anxiety and affiliation derived from the psychoanalytic, drive, and social comparison models were tested by exposing high anxious (HA) and low anxious (LA)Ss to stress and subsequently to conditions meant to fulfill either nurturance or information needs. Unstressed and non-need fulfilled control groups were included. (N=224 grade school children.) Stress significantly increased the strength of adult affiliating in HA Ss; nurturance reduced it. Peer affiliating was not influenced by stress or information, nor did the conditions affect the affiliation of LASs. Results supported the hypothesis that dependency motives mediate the anxiety-affiliation relationship.This study is based on a doctoral dissertation completed at Yale University. The author thanks Prof. Seymour Sarason, who directed the thesis, and the children, teachers, and school psychologists of Milford, Conn. whose cooperation made this study possible. 相似文献
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The purpose of this study was to: (a) compare student-administered token programs with similar programs administered by professional teachers, (b) investigate the contribution of feedback to the success of token systems, (c) compare the effectiveness of peer and teacher feedback, and (d) test a sequence of withdrawal from token programs designed to increase generalization. Results indicated that (a) peers could do just as well as teachers in reducing disruptive behavior through a token program, (b) feedback is not solely responsible for the effectiveness of token reinforcement, (c) peer feedback may be more effective than teacher feedback, and (d) withdrawal from token reinforcement to feedback may be a successful method of retarding the increases in disruptive behavior usually found when backup reinforcers are eliminated.The project was supported by Grant OEG 0-71-2872 (607) from the U.S. Department of Education and Department of Health, Education, and Welfare. The opinions expressed herein, however, do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by that Office should be inferred. The author would like to thank Drs. L. Krasner, A. O. Ross, and K. Feldman for their assistance throughout the study, and Dr. K. D. O'Leary for his invaluable help. Also gratefully acknowledged is the help of R. Spitalnik, R. Kent, M. Hageman. S. Ransom, W. Kaler, S. Golembeski and E. Howard. 相似文献
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Jeffrey A. Grimm Professor Sidney W. Bijou Joseph A. Parsons 《Journal of abnormal child psychology》1973,1(1):26-39
An operant problem-solving model was used to assist two handicapped young boys to learn the concept of number. During the initial baseline condition, with intermittent teacher-attention contingencies in a classroom setting, both boys were performing number concept tasks at about the 50% level of accuracy. The situation was changed to a one-to-one, tutor-pupil arrangement, with continuous reinforcement for correct responses. This alteration failed to increase the subjects' accuracy rates. Training was initiated in which the covert part of the response chain was made overt (e.g., attending and counting out loud) so that mediating responses could be monitored and reinforced. Once the subjects were performing at a high degree of accuracy, the reinforcers for the mediating responses were systematically eliminated and only final solution responses were reinforced. Accuracy of problem solutions remained high after training.This research was supported by the U.S. Office of Education, Division of Research, Bureau of Education for the Handicapped, Project No. 23–2030, Grant No. OEG-0-9-232030-0762(032). Linda S. Berner contributed to the execution of the study. Her assistance is greatly appreciated. 相似文献
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International Journal for Philosophy of Religion - 相似文献