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61.
Two studies examined the effects of a reductive treatment versus instruction-based treatments on the generalized reduction of problem behaviors. Each study involved a detailed analysis of multiple problem behaviors performed by school-aged youth with severe intellectual disabilities. The analysis examined the contrasting effects of one of two different positive intervention procedures (teaching a positive alternative behavior or providing additional teacher assistance during instruction) versus blocking and/or verbally reprimanding a problem behavior. The focus of each analysis was on the covariation of multiple problem behaviors within functional response classes. Results of the investigation indicated that when only one member of the response class was blocked, a collateral increase was observed in one or more different problem behaviors from the same response class. Alternatively, when 1 participant was taught a functionally equivalent mand response, all problem behaviors in the response class were reduced. Problem behaviors also were reduced for the remaining participant by presenting antecedent teacher assistance. Implications of the research extend to analysis of covariation within response classes and to procedures that result in generalized reduction of problem behaviors within a response class. 相似文献
62.
We introduce two new belief revision axioms: partial monotonicity and consequence correctness. We show that partial monotonicity is consistent with but independent of the full set of axioms for a Gärdenfors belief revision sytem. In contrast to the Gärdenfors inconsistency results for certain monotonicity principles, we use partial monotonicity to inform a consistent formalization of the Ramsey test within a belief revision system extended by a conditional operator. We take this to be a technical dissolution of the well-known Gärdenfors dilemma.In addition, we present the consequential correctness axiom as a new measure of minimal revision in terms of the deductive core of a proposition whose support we wish to excise. We survey several syntactic and semantic belief revision systems and evaluate them according to both the Gärdenfors axioms and our new axioms. Furthermore, our algebraic characterization of semantic revision systems provides a useful technical device for analysis and comparison, which we illustrate with several new proofs.Finally, we have a new inconsistency result, which is dual to the Gärdenfors inconsistency results. Any elementary belief revision system that is consequentially correct must violate the Gärdenfors axiom of strong boundedness (K*8), which we characterize as yet another monotonicity condition.This work was supported by the McDonnell Douglas Independent Research and Development program. 相似文献
63.
Robert J. Rose 《Memory & cognition》1992,20(6):621-632
The purpose of the two experiments reported here was to observe the effects of degree of learning, interpolated tests, and retention interval, primarily on the rate of forgetting of a list of words, and secondarily on hypermnesia for those words. In the first experiment, all the subjects had one study trial on a list of 20 common words, followed by two tests of recall. Half of the subjects had further study and test trials until they had learned the words to a criterion of three correct consecutive recalls. Two days later, half of the subjects under each learning condition returned for four retention tests, and 16 days later, all the subjects returned for four tests. Experiment 2 was similar, except that all the subjects had at least three study trials followed by four recall tests on Day 1, intermediate tests were given 2 or 7 days later, and they all had final tests 14 days later. The results showed that rate of forgetting was attenuated by an additional intermediate set of tests but not by criterion learning. Hypermnesia was generally found over the tests that were given after a retention interval of 2 or more days. The best predictor of the amount of hypermnesia over a set of tests was the difference between overall cumulative recall and net recall on the first test of the set. 相似文献
64.
65.
Since the Supreme Court's decision in Faretta v. California (1975), courts have generally permitted defendants to represent themselves, as long as they are competent to do so. The problem lies in the definition of competency to waive counsel, which has been vaguely defined by the courts. Little is known about the frequency of, or reasons for, attempts to waive counsel, about the process of forensic evaluation of such competency, and about the success of such attempts. The authors briefly review the case law on competency to waive representation, report on a longitudinal prospective study of these issues in a population of defendants referred to an inpatient forensic facility for evaluation of all types of competency related to their criminal prosecutions, and discuss the significance of the issue for forensic clinicians. A key question for courts, lawyers, and clinicians is whether a competency evaluation can be invoked to overcome a defendant's constitutional rights to self-representation and bail. 相似文献
66.
Robert J. Fetsch 《Journal of counseling and development : JCD》1992,71(2):192-193
The author developed a practical, effective way of teaching people how to refocus their energy from predicaments to problems and thereby reduce their stress levels. Feedback about using the technique was positive. Benefits and limitations are discussed. 相似文献
67.
Robert T. Carter Janet E. Helms 《Journal of multicultural counseling and development》1992,20(4):181-201
Helms (1984) presented a model to explain the influence of Black and White racial identity development on counseling interactions. The purpose of this study was to examine her hypothesis that specific combinations of racial identity attitudes contribute to qualitatively different counseling process and outcome or relationship types. 相似文献
68.
Digressions in argumentative discussion are a kind of failure of relevance. Examination of what actual cases look like reveals several properties of argumentative relevance: (1) The informational relevance of propositions to the truth value of a conclusion should be distinguished from the pragmatic relevance of argumentative acts to the task of resolving a disagreement. (2) Pragmatic irrelevance is a collaborative phenomenon. It does not just short-circuit reasoning; it encourages a failure to take up the demands of an argumentative task. (3) Pragmatic irrelevance can occur not simply by the absence of a connection between what is said and some standpoint in dispute, but also by the presence of a connection between what is said and a competing use of the information. (4) Pragmatic relevance must be accomplished through communicative action. 相似文献
69.
Edgar J. Nottingham IV Robert A. Neimeyer 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1992,10(2):57-81
Mental health practitioners are faced with a profound challenge surrounding the prevalence of adult mental disorders, the need for inpatient treatment programs, and the costs of such programs. This paper describes the development of an adult inpatient psychiatric program based on Rational-Emotive Therapy. Specific elements of this program are described briefly, and preliminary outcome data presented on 372 patients. Concerns and future directions are also discussed. Development of adult inpatient psychiatric programs based on Rational-Emotive Therapy would appear to be one method of providing effective and cost-efficient treatment within the current cost-containment atmosphere of psychiatric treatment.Dr. Nottingham is an Associate Fellow and Approved Supervisor of the Institute for Rational-Emotive Therapy. He is in independent practice with Germantown Psychological Associates, P.C. and is Director of Psychology at Parkwood Hospital, Olive Branch, MS. Dr. Neimeyer is an Associate Professor and Director of Clinical Training in the Department of Psychology of Memphis State University. He has written extensively in the areas of cognitive and constructivist psychotherapy, and is co-editor of the International Journal of Personal Construct Psychology.The authors would like to thank Kat Bagley, Joe Grillo, Ivey Bright, Brooke Bensen, Cathy Michas, Brad Barris, Lori Passmore, David Wilkins, and Dee Conrad for their help with data collection. Additionally, without the assistance and support of the Parkwood Hospital administration and staff, neither this treatment program nor this paper could have been developed.Portions of this paper based on earlier data analyses were presented at the Mississippi Psychological Association Convention, September, 1990. This research was conducted at Parkwood Hospital. 相似文献
70.
When genetics is considered in diathesis-stress models of psychopathology, it is often assumed that heredity provides the diathesis and environmental factors are responsible for the stressor. We discuss two quantitative genetic models relevant to the diathesis-stress construct. One model focuses on genotype-environment interaction, which is the usual way in which genetic influence is represented in diathesis-stress models. A second model—genotype-environment correlation—provides an alternative that represents both genetic and environmental influences relevant to the development of psychopathology. Implications of these models for clinical research are discussed. 相似文献