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751.
To secure information on which aspects of linguistic functioning might be mediated by the nondominant hemisphere, a test battery assessing sensitivity to narrational and humorous materials was administered to a population of right-hemisphere-damaged patients, as well as relevant control groups of normal, aging, and aphasic individuals. While elementary linguistic functioning was adequate, the right-hemisphere-injured groups exhibited consistent difficulties in respecting the boundaries of a fictive entity, assessing the plausibility of elements within a story or joke, selecting the appropriate punch line for a joke, and integrating elements of a story into a coherent narrative. Certain elements—specifically emotional content and noncanonical facts injected into a narrative—also posed characteristic difficulties for these patients. The results suggest that, in contrast to the other populations, right-hemisphere patients exhibit special difficulties in processing complex linguistic entities and in utilizing the surrounding context as they assess linguistic messages. 相似文献
752.
753.
Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? 总被引:1,自引:0,他引:1
This study investigated the association between parent involvement in early intervention and children's later school competence. Parents (N = 704) of children participating in the Chicago Longitudinal Study were interviewed retrospectively about their school involvement in preschool and kindergarten. Parents reported on the activities in which they participated and their frequency of program participation. Results indicated that even after controlling for family background, the number of activities in which parents participated in preschool and kindergarten was significantly associated with higher reading achievement, with lower rates of grade retention at age 14 (eighth grade), and with fewer years in special education. The frequency of parent involvement was only marginally associated with reading achievement but was associated with lower rates of grade retention and fewer years in special education. A confirmatory analysis indicated that teacher ratings of parent involvement in first and second grade were significantly associated with higher reading achievement in eighth grade, lower grade retention rates, and lower rates of special education placement through eighth grade. Findings support the benefits of parent involvement in early childhood programs. 相似文献
754.
Building from J.L. Austin's concept of performative, this essay explores the production of subjectivity and of educational subjects by applying important work from Judith Butler on Foucault, Derrida, and as centrally illustrative, through an analysis of sex and gender. Given this analytical framework, the turn is then to queer performativity and the possibility of performative power in pedagogy. The last draws assistance from Valerie Walkerdine, Homi Bhabha and especially James Donald. 相似文献
755.
K. Mark Derby David P. Wacker Stephanie Peck Gary Sasso Agnes DeRaad Wendy Berg Jennifer Asmus Sonya Ulrich 《Journal of applied behavior analysis》1994,27(2):267-278
We conducted a functional analysis of distinct topographies of aberrant behavior displayed by 4 clients. We first analyzed the behaviors in an aggregate fashion and then separated the behaviors to formulate hypotheses about the maintaining variables for each behavior. The procedures were used in a two-phase experiment. During Phase 1, two extended functional analyses were completed, one in an inpatient unit and one in a special education classroom. During Phase 2, two brief functional analyses were completed in an outpatient clinic. Results indicated that hypotheses of separate functions for distinct behaviors can be generated using both extended and brief functional analyses when the results are graphed in the aggregate and are separated by response topography. The results also suggest that these methods can improve the accuracy of data interpretation and treatment selection. 相似文献
756.
Don Malon Ph.D. M.S.W. Michael J. Paulus M.S.W. Wendy Hurley M.A. 《Journal of Contemporary Psychotherapy》1994,24(1):51-61
Though there is increasing knowledge today about self development and self structure, there still remains a lack of clarity
about the applications of these to practice. The aim of this article is to present a conceptual refinement of existing self
theory in order to make it more accessible to practice. We will clarify the phenomenon of a divided self with the help of
developmental and phenomenological ideas. We will then present and illustrate a therapeutic focus which encompasses not only
client-therapist interaction, but also self interaction. 相似文献
757.
This paper compares the characteristics of 274 children whose parents agreed to provide information about their children's functioning in research with children whose parents did not. Parents had provided permission for child participation in school-approved research. Measures included self-, peer, teacher, and parent ratings. Parents of minority children were less likely to participate than parents of nonminority children. Among nonminorities, children of parent participants were viewed as more socially skilled and liked by their peers; teachers rated them as having less attention problems, less depression, and better academic skills than children of nonparticipating parents. Among minorities, no differences emerged. Implications for research involving the use of parent ratings are discussed.Portions of this paper were presented at the annual meeting of the Society for Research in Child and Adolescent Psychopathology, Sarasota, Florida, February 1992. The authors appreciate the efforts of Shari Wasserstein in assisting with the organization of the data. The authors also appreciate the helpful comments of two anonymous reviewers. 相似文献
758.
Three theories of auditory stream segregation were evaluated. In two-part trials, subjects heard an induction sequence, whose effects upon an immediately subsequent test sequence were measured. The rhythm and total duration of Induction Sequence tones were varied in two experiments. The similarity between induction and test sequences aided segregation, but rhythmic predictability and longer tone durations did not. Frequency alternation during the induction sequence was not necessary to induce segregation in the test sequence. Furthermore, peripheral processes inadequately account for the segregation effects found. The data suggest that, once a distinct percept emerges from an auditory scene, properties derived from the percept (particularly changes) are fed back to control the ongoing analysis of that auditory scene. A neural adaptation to stimuli with constant properties may form part of this analysis. 相似文献
759.
David Wacker Colleen McMahon Mark Steege Wendy Berg Gary Sasso Kris Melloy 《Journal of applied behavior analysis》1990,23(3):333-339
We propose the use of a combined version of the alternating treatments and multiple baseline designs in situations in which a traditional baseline (no treatment) condition either does not provide an adequate contrast condition or is not feasible or practical due to clinical constraints. We refer to this design as a sequential alternating treatments design because two treatments are initially implemented in a random or counterbalanced fashion and are followed by a sequential change in one or both treatments across settings, subjects, or tasks. The effects of the independent variables are assessed first by analyzing the two series of data points representing the different treatments (relative effects) and then by assessing changes in one or both series, as application of the alternative treatment is introduced sequentially. The sequential application of treatment provides an analysis of control in the same manner as the multiple baseline design; the initial alternating treatments phase provides a contrast condition in much the same manner as a baseline condition. Applications of this design to the assessment of peer training and self-injurious behavior are described. 相似文献
760.
David P. Wacker Mark W. Steege John Northup Gary Sasso Wendy Berg Thomas Reimers Linda Cooper Karla Cigrand Lisa Donn 《Journal of applied behavior analysis》1990,23(4):417-429
We evaluated the separate treatment components of a functional communication training program for 3 severely handicapped persons who each displayed different topographies of aberrant behavior. Following a functional analysis of maintaining conditions for inappropriate behavior (self-injury, stereotypy, aggression), each participant was trained to emit a communicative response that functioned to solicit reinforcement. For 2 participants, consequences (time-out or graduated guidance) for inappropriate behavior were also included. Treatment continued until the participants emitted the communicative response independently and no occurrences of inappropriate behavior were observed for at least two sessions. Following treatment, the separate contributions of the treatment components for communicative responding and for inappropriate behavior were evaluated with a reversal design. The results indicated that both sets of treatment components were necessary for maximal control over aberrant behavior. These results are discussed in relation to the efficiency, history, and control over reinforcement of both appropriate and inappropriate responses. 相似文献