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131.
Little is known regarding the importance of stimulus presentation variables in desensitization. A repeated measures factorial research design was utilized to investigate the role of hierarchy item frequency and duration in a desensitization analogue. Two frequency levels (1 and 3) and three total duration levels (3,12 and 30 sec) were combined to form six treatment groups; an additional no-treatment control group was also used. Results in both overt behavioral and subjective fear response modes suggest that single exposures are preferable, but that this preference is localized primarily in the longer total duration range. Long single exposures to hierarchy items yielded the greatest and most persistent changes in both response modes. It is suggested that clinicians utilize item presentations of this sort to determine their efficacy in actual therapy conditions. Choice of technique for assessing change and the utility of analogue studies are also briefly discussed. 相似文献
132.
R R Ross 《Behaviour research and therapy》1971,9(2):151-154
The application of behavior modification techniques to the alleviation of maladaptive behavior occurring during the waking state is well documented (Bandura, 1969; Franks, 1969). Recently, several case studies have been reported which demonstrate the successful extension of behavior modification techniques such as the desensitization procedure to the modification of sleep state maladaptive behavior, e.g. recurrent nightmares (Cautela, 1968; Geer and Silverman 1966; Silverman and Geer, 1968) and sleep walking (Clement, 1969). The present case study illustrates that other sleep state maladaptive behavior, in this case nocturnal headbanging, is amenable to the same behavior modification techniques which are used to modify maladaptive behavior during the waking state. Case background 相似文献
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The use of a matrix to represent a relationship between the members of a group is well known in sociometry. If this matrix is raised to a certain power, the elements appearing give the total number of connecting paths between each pair of members. In general, some of these paths will be redundant. Methods of finding the number of such redundant paths have been developed for three- and four-step chains by Luce and Perry (3) and Katz (2), respectively. We have derived formulas for the number of redundant paths of five and six steps; and in addition, an algorithm for determining the number of redundant paths of any given length.The research leading to this paper was supported by a grant from the Rockefeller Foundation. 相似文献
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138.
A generalization of the interpoint distance model 总被引:1,自引:0,他引:1
Coombs and Kao have conjectured that, given the distances between a set of points representing persons and another representing objects, factor analytic methods can be used to recover the locations of the persons and objects. In the present paper it is proved that the conjecture applies, with some qualifications, to squared distances rather than distances themselves. Possible applications to scaling and to inventory responses are discussed.Most of the work that resulted in this paper was done while the authors were affiliated with Educational Testing Service. Portions of this paper were presented at the APA convention, St. Louis, 1962. 相似文献
139.
Ross P. Cameron 《Inquiry (Oslo, Norway)》2016,59(4):382-397
Many have been tempted to invoke a primitive notion of grounding to describe the way in which some features of reality give rise to others. Jessica Wilson argues that such a notion is unnecessary to describe the structure of the world: that we can make do with specific dependence relations such as the part–whole relation or the determinate–determinable relation, together with a notion of absolute fundamentality. In this paper I argue that such resources are inadequate to describe the particular ways in which some parts of reality give rise to others, and thus that we do in fact need grounding. 相似文献
140.
Shireen Abuhatoum Sandra Della Porta Holly Recchia Hildy Ross 《Journal of cognition and development》2016,17(1):180-196
This study examined siblings’ knowledge about the teaching concept during naturalistic teaching contexts, wherein children’s communicative interactions were used as a gateway to their social understanding (Turnbull, Carpendale, & Racine, 2009). Participants included 39 sibling dyads (older age group, Mage = 6;4; younger age group, Mage = 4;5) observed for six 90-min sessions at home. Teaching episodes were identified and coded for: a) initiation of teaching (i.e., assumes role or learner requests teaching), b) knowledge states (i.e., knowledge, lack of knowledge, questioning knowledge), c) transfer of knowledge (i.e., learning), and d) teaching strategies (e.g., direct instruction). Children who assumed the teaching role referenced knowledge and questioning knowledge, whereas learners requested teaching by referencing a lack of knowledge. Firstborn learners were more likely to reference knowledge versus second-born learners who referenced a lack of knowledge. Transfer of knowledge occurred when teachers referenced knowledge. When learners referenced knowledge states, teachers were more likely to use direct instruction, demonstration, and negative feedback. Results underscore the developmental significance of sibling teaching and demonstrate a novel approach to studying children’s social understanding in the teaching context (Turnbull et al., 2009). 相似文献