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81.
Timothy McCarty Susan Griffin Tony Apolloni Richard E. Shores 《Journal of applied behavior analysis》1977,10(2):313-313
Group-oriented contingencies were applied to increase the arithmetic problem-solving rates of four behavior-disordered adolescent residents in a psychiatric hospital. The experiment followed an ABAC reversal design consisting of baseline conditions (A1 and A2), and cumulative (B) and mixed (C) interdependent group-oriented contingency conditions. Under the cumulative arrangement, the subjects earned five cents for every correctly solved multiplication problem. The same conditions were in effect with the mixed contingency, except that each subject was required to work at least three problems before any subject could earn money. The results indicated consistent increases in the subjects' arithmetic computation rates as a function of the group-oriented contingencies. Concurrent observations were made across the four conditions of the experiment on four categories of the subjects' verbalizations: antecedent peer-teaching, consequent peer-teaching, positive statements, and negative statements. The subjects' rates of antecedent peer-teaching verbalizations covaried with the group-contingency-induced increases in their levels of computation behavior. The majority of the verbalization involved answers to number fact questions or redirecting peers to engage in on-task activities. The three other categories of the subjects' verbalizations that were observed—consequent peer-teaching, positive statements, and negative statements—were not found to covary with the subjects' altered rates of computation behavior. 相似文献
82.
Tony Cassidy 《Counselling psychology quarterly》2000,13(3):293-311
In a study of 220 participants, the relationship between life events, daily hassles, cognitive appraisal and coping, stress and general healthiness was investigated utilizing a self report methodology. The different aspects of healthiness and health behaviour/lifestyle appear to be related to different appraisal and coping styles. The role of daily hassles and life events in the process also vary across different aspects of health, illness and health behaviours. In fact the number of life events experienced appear to contribute more to hardiness than to vulnerability. It is proposed that to understand the process an integrative model is required which allows for flexibility in analysis. 相似文献
83.
John A. McClendon John R. Deckop Soojung Han Tony Petrucci 《International Journal of Selection & Assessment》2020,28(3):322-336
Dissatisfaction with traditional performance appraisal (PA) has led some organizations to eliminate formal reviews entirely and to substitute alternative methods of performance feedback, while other firms search for ways to improve the formal process. This study attempts to contribute to the ongoing debate about the future of PA by investigating the effects of an understudied aspect of the PA process: how well the PA system is executed by the supervisor. Our results indicate that system execution explains a significant amount of variance in intention to improve over and above a host of variables studied in previous PA studies, and that these effect sizes suggest clear practical significance. 相似文献
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Two studies were conducted to examine whether infants' reenactment of intended but unconsummated acts in A. N. Meltzoff's (1995) failed-attempt paradigm is due to reading the adult's underlying intention or to the effects of nonimitative social learning processes. Two novel conditions that emphasized the object affordances and the spatial contiguity of the object sets were devised. When infants' first actions only were counted, infants who observed the full-demonstration model produced more target acts. When all target acts produced within the 20-s response period were counted, infants in the emulation-learning and spatial contiguity conditions produced as many target acts as infants in the full-demonstration and failed-attempt conditions. This pattern of findings suggests that nonimitative social learning processes may influence infants' response in the behavioral reenactment paradigm. 相似文献
86.
Learning dialogue with and without movement 总被引:1,自引:0,他引:1
87.
Using metacontrast masking to suppress the conscious registration of a prime stimulus, Breitmeyer, Ro, and Singhal (2004) showed that color priming produced by a masked prime disk occurs at unconscious stimulus-dependent rather than at percept-dependent levels of visual processing. The current set of experiments compares this type of unconscious stimulus-dependent priming to conscious priming produced by a prime that, in two separate ways, is rendered visible and thus activates percept-dependent visual processes. The results indicate that while the masked prime again acts at a stimulus-dependent level of processing, the unmasked, visible primes additionally act at a later percept-dependent level of processing. 相似文献
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Tony DeCesare 《Studies in Philosophy and Education》2014,33(2):149-170
Despite the growing body of literature and general interest in the intersection between the capabilities approach (CA) and education, little work has been done so far to theorize democratic education from a CA perspective. This essay attempts to do so by, first, getting clear about the theory of democracy that has emerged from Amartya Sen’s recent work and understanding how it informs his CA; and, second, by carefully drawing out the implications of these aspects of Sen’s thinking for democratic education. Ultimately, I argue that Senian democratic education (SDE) is a composite of various learning processes that enhance one’s capability for social and political (democratic) participation. Particular attention is given to the learning that happens through one’s actual engagement in democratic practices and that which happens through one’s formal schooling. I call the former of these learning processes SDEp and the latter SDEs. SDEp is democratic life itself, and its effectiveness both depends on and contributes to the development of a culture of political participation within society. SDEs is best understood as the process of facilitating children’s achievement of democratic functioning, that is, children’s achievement of certain “beings and doings” associated with the emergence and exercise of their individual and collective democratic existence. 相似文献