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We examined whether, as predicted by research on child effects, we could generate hypotheses about the function of student problem behavior by observing the amount of attention teachers provided to students. In the first phase of the study, we observed the amount of attention teachers distributed among small groups of students who exhibited problem behavior in individual or small-group instructional settings (problem behavior presumably maintained by attention or escape). Based on the amount of attention each student received, we generated hypotheses about the function of his or her problem behavior. In the second phase of the study, we determined the accuracy of these predictions by conducting a brief functional assessment with each student. Results confirmed that, for 14 of the 15 students, we were able to generate accurate hypotheses about the function of their problem behavior. These results suggest the potential efficacy of using the amount of attention teachers distribute among groups of students to generate empirically based hypotheses about the function of student problem behavior maintained by attention and/or escape. These results also illustrate the efficiency of this procedure; by observing teacher behavior, we were able to generate hypotheses about the function of problem behavior for several students at one time. 相似文献
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Ralph S. Redden Jennifer Klages Raymond M. Klein 《Attention, perception & psychophysics》2017,79(1):78-84
Inhibition of return (IOR) is thought to be a phenomenon that biases orienting toward novel stimuli and/or facilitates foraging search. Although IOR has been explored using both the spatial cueing paradigm and the search paradigm, there is significant disagreement among scholars over whether these paradigms are reflecting the same underlying mechanism. We sought to address this disagreement by exploring whether a manipulation known to impact IOR in search - maintenance versus removal of the scene - might have a similar impact in the spatial cuing paradigm. As has been observed in both the cuing and search paradigms, we obtained a robust gradient of IOR around the cued location. Importantly, as in search tasks, scene removal resulted in the abolishment of IOR. This similarity lends support to the view that the spatial cuing and search paradigms are exploring the same IOR phenomenon. 相似文献
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观察者集中注意于某个物体或事件的时候,他们经常不能觉察到显著的、与众不同的物体,这种现象被称为“无意视盲”(Inattentional Blindness)。在无意视盲研究中,存在两类实验范式——静态无意视盲和动态无意视盲研究范式。首先,从刺激的感觉显著性、认知显著性、心理工作负荷、定势和期望以及加工能力等方面分析了影响无意视盲的因素;其次,对无意视盲和无意遗忘的争议以及无意视盲是“全或无”还是连续谱的争议也进行了总结;最后,从无意视盲角度出发探讨了内隐注意捕获和外显注意捕获之间的关系 相似文献
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