小学儿童奖赏公平性的认知发展

采用信息加工研究途径并假设故事情境探索小学儿童对奖赏公平性的社会认知发展,并将儿童的发展与成人作对比。研究结果表明,７,９岁儿童容易将＂均等＂与＂公平＂混淆,还没形成一个稳定的分配模式,而１２岁儿童已能运用＂努力＂、＂成果＂、＂能力＂等规则较为稳定地作出公平奖赏决定或评价,但还没达到对更高层次的社会准则的理解和掌握。儿童这一发展制约于他们的信息加工能力以及获得有关社会价值观的社会化过程。     

Cultural competency in genetic counseling

Incorporating a cross-cultural curriculum into genetic counseling training programs demonstrates a professional conviction of genetic counselors that cultural issues are important in genetic counseling. Funded by the Special Projects Fund in 1993 from the National Society of Genetic Counselors and the Kitson Fund from the Department of Social, Organizational, and Counseling Psychology, Teachers College, Columbia University, theHandbook of Cross-Cultural Genetic Counseling was developed to provide genetic counseling programs a curriculum to teach cross-cultural genetic counseling. The theoretical rationale for the development of a cultural curriculum is presented. By expanding cultural knowledge, developing an awareness of oneself and others, and increasing the repertoire of culturally relevant counseling skills within a socio-political context, genetic counselors will be able to better serve all clients seeking genetic counseling.     

A Systems Approach to the Treatment of Chemical Addiction

Therapists are increasingly considering chemical addiction from a family systems perspective. Effects of chemical dependency upon the family are discussed and intervention approaches aimed toward assisting the family as families redefine themselves and change their structure are considered. The integration of chemical dependency treatment and the family therapy is also discussed as it is practiced in an intensive outpatient program at a psychiatric hospital.     

Increasing senior citizen participation in a community-based nutritious meal program

Two experiments were conducted to compare the effects of several prompting and reinforcement procedures on the participation of elderly citizens in a nutritious meal program. Experiment I employed a variation of the multiple-baseline design across three groups of approximately 60 households each. Elderly persons not previously participating in the program were introduced to the following conditions: (1) public service radio announcements for four weeks to advertise the meal program and the availability of free transportation, (2) a home visit that served as a personal invitation and a second prompt for participation, (3) a followup telephone call, and (4) an incentive menu for participation, which was sent through the mail. Results indicated that the home visits and incentives were both effective as recruitment procedures and superior to other conditions; however, incentives proved to be the most cost-effective intervention. Experiment II used a variation of the multi-element design to compare the effects of scheduled activities and incentives in maintaining higher levels of participation by those persons who had attended the meal program at least once in the past, but whose current rate of participation was low. Results showed that activities improved attendance levels somewhat and that incentives substantially increased the number of meal program participants. Data from these experiments thus indicate that relatively inexpensive procedures may be used effectively to increase the extent to which elderly persons make use of potentially beneficial community-based services.     

A simple BASIC program to generate values for variable-interval schedules of reinforcement

A BASIC program to generate values for variable-interval (VI) schedules of reinforcement is presented. A VI schedule should provide access to reinforcement with a constant probability over a time horizon. If the values in a VI schedule are calculated from an arithmetic progression, the probability of reinforcement is positively correlated with the time since the last reinforcer was delivered. Fleshler and Hoffman (1962) developed an iterative equation to calculate VI schedule values so that the probability of reinforcement remains constant. This easy-to-use program generates VI schedule values according to the Fleshler and Hoffman equation, randomizes the values, and saves the values in ASCII to a disk file.     

Standardized classroom management program: Social validation and replication studies in Utah and Oregon

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.     

Facilitating paper recycling: effects of prompts, raffles, and contests

The effects of prompts and reinforcement to promote paper recycling were compared in six university dormitories. For a Prompt condition, residents were urged to recycle paper for ecological reasons via flyers distributed to each room. For a Raffle contingency, residents were given one raffle ticket for every pound of paper brought to a collection center. For a Contest contingency, two dorms were paired and the dorm whose residents delivered the most paper won $15 for its treasury. Contingency awareness was strengthened via a flyer placed under the door of each resident's room. Flyers alone had little effect in increasing paper-recycling behaviors, but the raffle (substantially) and the contest (somewhat) increased the amount of paper brought to a dorm's recycling center. Students whose rooms were closest to the collection center showed the greatest participation. Removal of the reinforcement contingencies resulted in a return to baseline levels.     

THE EFFECTIVENESS OF REINFORCEMENT,RESPONSE COST,AND MIXED PROGRAMS ON CLASSROOM BEHAVIORS1

Six elementary school children served as subjects in an experiment comparing the relative effectiveness of (1) token reinforcement, in which children received tokens for attending and for correct arithmetic performance; (2) response cost, in which children received “free” tokens at the start of a period but lost them for inattention and for arithmetic performance below a specified level; and (3) a combination of both token reinforcement and response cost. During training, the six subjects received all three procedures in counterbalanced sequence. The effects of the three procedures were assessed by a within-subject comparison divided into three phases: (i) baseline, (ii) training, (iii) withdrawal of tokens. Introduction of the three token procedures markedly increased the two dependent measures. However, there were no differences across the procedures in the amount of change produced in either attending behavior or arithmetic performance. During baseline, the subjects averaged 29% attending behavior and 6.4 correct problems. These levels increased to 85% for attending behavior and 11.4 correct problems for arithmetic performance during training. Removal of all token procedures significantly decreased attending behavior (to an average of 65%), but produced a nonsignificant reduction in arithmetic performance (to an average of 7.6 correct problems). There was evidence that this lack of differential effects of the three token procedures was not due to an inability to discriminate among them. Furthermore, the subjects were evenly divided in their preference for the three procedures.     

述情障碍与中学生人际关系:有调节的中介模型

为明确述情障碍与中学生人际关系间关系的内在机制,采用中学生人际关系量表、多伦多述情障碍量表、社交焦虑量表及领悟社会支持量表调查了北京市、石家庄市、佳木斯市三所中学7至11年级共998名学生,根据述情障碍的筛查标准,最终获得218份有效数据。结论如下：（1）述情障碍与社交焦虑呈显著正相关,与人际关系、社会支持呈显著负相关;人际关系与社交焦虑呈显著负相关,而与社会支持呈显著正相关;社交焦虑与社会支持呈显著负相关;（2）社交焦虑在述情障碍与中学生人际关系间起中介作用;社会支持在述情障碍与中学生人际关系间起调节作用;（3）"述情障碍→社交焦虑→中学生人际关系"这一中介路径的前半段,受到社会支持的调节。与高社会支持个体相比,述情障碍对低社会支持个体的社交焦虑影响更大。     

初中生亲子关系与抑郁:自尊和情绪弹性的中介作用

基于生态系统理论和认知易感性模型,本研究拟探讨初中生亲子关系对抑郁的影响及作用机制,采用问卷法对813名初中生进行调查。结果表明：（1）亲子关系、自尊、情绪弹性与抑郁之间呈两两显著相关,且亲子关系能显著负向预测抑郁;（2）自尊和情绪弹性在亲子关系与抑郁之间起显著的中介作用,具体包括三条路径：一是自尊的单独中介作用;二是情绪弹性的单独中介作用;三是自尊和情绪弹性的序列中介作用。本研究揭示了初中生亲子关系通过内在心理因素对抑郁水平产生影响的作用机制,为进一步提升初中生的心理健康提供了指导性建议。