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81.
Peter M. Monti Robert Boice Allan L. Fingeret William R. Zwick David Kolko Sandra Munroe Aimee Grunberger 《Behaviour research and therapy》1984,22(6):651-660
This paper reports the development and assessment of midi-level behavioral measures of social anxiety in the context of two experiments, one studying an analog student sample, the other a psychiatric sample. Judgments on nine categories of clinically practical midi-level behaviors (e.g. Facial Expression, Orienting, Sense of Timing), based on a review of the literature on human ethology and on pilot research, were compared to global judgments of social anxiety and social skill and to physiological arousal. Intraclass correlations exceeded 0.80 for judgments of the global and midi-level behavioral ratings on both samples. Results of correlational analyses indicated that while there were several significant predictors of global skill and anxiety among the midis, the magnitude of the relationship between midis and globals was stronger for the patient than the student sample. Further analyses based on S's heart rate (HR) reactivity suggested that while global ratings did not significantly predict H R in a high social anxiety situation, one midi-level behavioral rating (self-manipulations) did. The clinical utility of the newly developed measures is discussed with particular attention to their practicality for behavior therapy. 相似文献
82.
83.
William S. Yovetich 《Journal of Fluency Disorders》1984,9(1):11-20
Message therapy is a clinical procedure designed to be used as a carry-over technique with school-age stutterers or as a sole technique with the preschooler. The focus of therapy is on a unit of communication rather than on the moment or place of stuttering. One of the basic assumptions of the procedure is that the child is beginning to monitor how he/she is speaking rather than what is being communicated (i.e., the “message”)—each task requiring a different cognitive process. The emphasis of the therapy is to redirect the child's attention to “what he/she is saying.” The clinical procedures are discussed as they relate to the specific population. 相似文献
84.
William E. Hockley 《Memory & cognition》1984,12(3):229-242
The accuracy and response latency of absolute frequency judgments were measured as a function of test lag (the number of intervening items between presentations of a test item) in a continuous memory task. Frequency was varied from one to three presentations in Experiments 1 and 2 and from one to five presentations in Experiment 3. The proportion of correct responses decreased as frequency increased, and correct mean response time tended to increase with frequency. Both accuracy and correct mean response time were found to be largely a function of the most recent test lag. The lag-latency functions were best described by piecewise linear functions, with the breakpoint occurring between lags 1 and 2. Continuous frequency estimation was also shown to improve with extended practice. The implications of the results are discussed with reference to trace strength, numerical-inference, and multiple-trace theories of frequency discrimination. 相似文献
85.
Carol E. Ford William E. Pelham Alan O. Ross 《Journal of abnormal child psychology》1984,12(1):127-141
The performance of poor and normal sixth-grade readers was compared on an auditory short-term memory task in two studies. In the first study, the effects of distraction, list length, and speed of stimulus presentation were investigated to test the hypothesis that the performance of the poor readers is affected by deficits in selective attention. Group differences in performance, however, were obtained for both distraction and no-distraction conditions. The second experiment examined the hypothesis that group differences may reflect differences in the use of rehearsal. In the second experiment, half the reading-disabled children and half the controls were provided with rehearsal training prior to completing the same short-term memory task a second time. Rehearsal training resulted in improved performance relative to children who were not trained; however, there was no rehearsal training x reading group interaction. The poor readers continued to show deficits in performance relative to the performance of control children. The results of these two studies suggest that deficits observed for poor readers on short-term memory tasks may reflect processing difficulties in some area that precedes rehearsal and affects performance under both distraction and no-distraction conditions.The authors wish to express their thanks to the Sachem School District and Betty Gould, Nicholas Opinanate, and Guy Barber for their unlimited cooperation, and to John Neale for very helpful discussions of a number of issues in this paper. 相似文献
86.
Memory & Cognition - In two experiments, children were shown a series of pictures of common objects and were asked to free recall which pictured objects had been presented. Some pictures were... 相似文献
87.
William Damon 《Journal of applied developmental psychology》1984,5(4):331-343
The purpose of this paper is to provide a rationale for making broader educational use of peer learning principles as explicated in developmental theory and research. The paper argues that peer learning brings with it unique motivational and cognitive benefits for participating peers. Research has shown that peer learning can bolster children's self-esteem, awaken their interest in challenging tasks, enhance scholarly achievement, and foster prosocial behavior. In particular, it is an effective means of enabling children to grasp basic concepts that underlie school curricula.Two different forms of peer learning, “peer tutoring” and “peer collaboration,” are distinguished. Each has its potential use: peer tutoring for transmitting information and drilling special skills; peer collaboration for facilitating intellectual discovery and the acquisition of basic knowledge.Some general guidelines for the integration of peer tutoring and peer collaboration in the classroom are offered. It is recognized that specific curriculum plans implementing these guidelines must be formulated with a view to the overall cultural context of the school system. Such plans must be molded in context to suit the needs of each particular site. It is concluded, however, that the general principles of peer education set forth in this position paper would enhance all varieties of schooling. As explicated in this article, peer education complements rather than supplants adult teaching, freeing up teachers' time and attention and enabling them to focus more directly and effectively on individual children's learning needs. 相似文献
88.
Kenneth Silverman Kanji Watanabe Ann M. Marshall Donald M. Baer 《Journal of applied behavior analysis》1984,17(4):545-552
We examined the use of protective clothing to reduce a retarded male's face-punching and leg-kicking and two corresponding forms of self-restraint—arm and leg self-restraint. The resident was observed each day in three sessions of randomly ordered conditions (one condition per session): without any protective clothing, with a padded helmet, and with a padded helmet and padded slippers. Use of the padded helmet substantially reduced face-punching and arm self-restraint. The addition of padded slippers reduced leg-kicking and leg self-restraint. These results suggest a practical and effective means of controlling self-injury and self-restraint. They are also consistent with the possibility that the resident's arm restraint was maintained in part by escape or avoidance of face-punching and that his leg restraint was maintained in part by escape or avoidance of leg-kicking. 相似文献
89.
Jerome A. Cerny William G. Himadi David H. Barlow 《Journal of psychopathology and behavioral assessment》1984,6(4):301-329
Research progress in the anxiety disorders is predicated on a useful classification system. In this paper, we review the reliability and validity data for theDiagnostic and Statistical Manual of Mental Disorders, 3rd ed. (DSM-III) anxiety disorders and discuss the salient issues associated with both the conceptualization of anxiety disorders and the diagnostic criteria offered in the DSM-III. It is concluded that the diagnostic reliability for these disorders is, overall, satisfactory. A dearth of validity data, however, hinders progress in both the diagnosis and the treatment of the anxiety disorders. Nevertheless, the DSM-III work group has proposed several changes in the diagnostic criteria for the anxiety disorders. We find some of these proposed changes helpful in that they clarify current diagnostic criteria; changes in diagnostic criteria that alter the basic classification schema, however, seem to be premature.Preparation of this paper was supported in part by MIMH Research Grant 1368.On sabbatical leave from Indiana State University. 相似文献
90.
Reports of learning from 119 participants of 18 general psychodynamic groups from the 1981 and 1982 annual meetings of the Canadian Group Psychotherapy Association were investigated. Two main learning factors emerged from a factor analysis of participant ratings, learning about oneself in a small group (factor one) and learning how to be an effective leader with professional skills (factor two). Participants reported moderate to considerable learning for both factors even though the stated task of the groups did not emphasize the learning of professional skills. Relationships between several classes of variables (group, leader, demographic) and reported learning were studied. Results that were consistent with several previous investigations were found. The discovery of a participant, sex-difference finding, i.e., greater reported learning by the women, generated a number of questions that may be addressed in future investigations.This article was derived from a paper presented at the Fourth Annual Meeting of the Canadian Group Psychotherapy Association, October 27, 1983, Banff, Canada. 相似文献