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91.
Happiness in Everyday Life: The Uses of Experience Sampling 总被引:7,自引:0,他引:7
This paper uses the Experience Sampling Method data drawn from a national sample of American youth. It examines the proximal environmental factors as well as behaviors and habits that correlate to personal happiness. Momentary-level scores show that reported happiness varies significantly both by day of week and time of day. Furthermore, particular activities are associated with varying degrees of happiness. School activities rate below average scores in happiness, while social, active and passive leisure activities are above average. Particular companions also correlate to differing level of happiness. Being alone rates the lowest levels of happiness, while being with friend corresponds to the highest. Person-level averages of happiness suggest that both higher social class and age correlate with lower levels of happiness, while gender and race do not. Paradoxically, youth who spend more time in school and social activities are happier than those who spend less. Unexpectedly, students who spend more time pleasure reading report lower levels of happiness. Finally, feeling good about the self, excited, proud, sociable, active as well as being in the conditions for flow experience are the strongest predictors of trait happiness. 相似文献
92.
Taeda Jovičić 《Argumentation》2004,18(1):1-24
In this paper, I try to develop an informal model for the analysis and evaluation of argumentative strategies based on active authorities. The explanations necessary to understand the idea of the model and what is modelled are given through the development of the paper. I first give an example of argumentative activities. After that, the main assumption of the model is given. In the third part, the relevant aspects of the argumentative activity are analysed, while the principles of the evaluation are explained in the fourth part. The informal model is presented in the fifth part. In the final remarks, the suggestions for further work are given, as well as a comparison with some related recent works in argumentation theory. 相似文献
93.
94.
Unemployment, Social Capital, and Subjective Well-Being 总被引:2,自引:0,他引:2
Rainer Winkelmann 《Journal of Happiness Studies》2009,10(4):421-430
It has been shown in past research that unemployment has a large negative impact on subjective well-being of individuals.
In this paper, I explore whether and to what extent people with more social capital are sheltered from the harmful effects
of unemployment. Using data from the German Socio-Economic Panel 1984–2004, I find that social capital is an important predictor
of well-being levels, but there is no evidence that it moderates the effect of unemployment on well-being. Possible reasons
for these findings are discussed, and suggestions for future research given.
This paper was written while I was visiting scholar at the W.E. Upjohn Institute for Employment Research in Kalamazoo, MI.
I am grateful to the Institute for its hospitality, to Andrew Clark, Andrew Oswald and three anonymous referees for valuable
comments, and to the German Socio Economic Panel Study (GSOEP) at the German Institute for Economic Research (DIW), Berlin,
for providing the data. 相似文献
95.
Ann Lagomarcino Dennis H. Reid Martin T. Ivancic Gerald D. Faw 《Journal of applied behavior analysis》1984,17(1):71-84
We evaluated an approach for teaching an intermediate community living skill via a leisure-dance activity to institutionalized severely and profoundly retarded persons. The targeted skill was considered as intermediate in contrast to a community living skill per se because it was based on successful performances of higher functioning, noninstitutionalized retarded persons as opposed to nonhandicapped individuals. Definitions for appropriate dancing were established and then validated through observations of the performance of retarded persons living in the local community. The dance skills were then taught to four participants through serial training in leg movements, arm movements, and coordinated leg and arm movements, plus follow-up trainer supervision. Generalization was also programmed by way of multiple trainers and training settings. Results during structured assessments showed that all four residents acquired the dance skills and that both serial training and follow-up supervision were necessary for skill acquisition. Generalized increases in appropriate dancing at dances attended by the participants and retarded persons from the community were also demonstrated. However, in most cases some active supervision by caregivers was needed to enhance the generalized improvements. Results are discussed in terms of the applicability of this approach for validating goals when training other community-related skills to low-functioning populations. 相似文献
96.
Innis NK Simmelhag-Grant VL Staddon JE 《Journal of the experimental analysis of behavior》1983,39(2):309-322
Pigeons were exposed to fixed-time schedules of food presentation ranging from five to 300 seconds. Although consistent, stereotyped response patterns developed during interfood intervals on all schedules, there were distinct differences in the behavior observed on schedules with short, as opposed to long, intervals. During the shorter intervals, responses were performed quite vigorously, a feeder-directed terminal response was observed, and most activities were localized near the feeder. On the longer schedules, no feeder-directed terminal response developed, although the birds were usually near the feeder at the end of intervals. The predominant response involved moving about the chamber, often pacing along one of the walls. Performance during short intervals is accounted for quite well by the antagonistic-motivational state hypothesis suggested by Staddon (1977); however, performance during longer intervals is not. Behavior during interfood intervals may more accurately be classified as reflecting a single (food) motivational state and described simply in terms of Craig's (1918) appetitive behavior. 相似文献
97.
Rand JF 《Journal of the experimental analysis of behavior》1977,27(1):103-117
Key pecking of pigeons was reinforced with food in the presence of a horizontal line and never reinforced in the presence of a vertical line. Highly stereotyped behaviors, as well as key pecking, were observed and recorded in the presence of both stimuli. Results showed that a high proportion of time spent in the presence of the horizontal line was occupied by key pecking, a high proportion of time in the presence of the vertical line was occupied by stereotyped nonkey-pecking behaviors, and intermediate proportions of time spent in the presence of intermediate stimuli were occupied by each class of behavior during generalization tests. Similar running rates (number of key pecks divided by observed key-pecking time) were obtained in the presence of all stimuli, indicating that changes in time rather than tempo accounted for the changes in overall rates of key pecking. An exception occurred in responding to the horizontal line as differential performance was developing. In addition to an increase in time spent key pecking, increased running rates occurred in seven of eight birds, suggesting that both time allocation and tempo play a role in behavioral contrast of overall rates of key pecking. 相似文献
98.
Robert L. Koegel Kathleen Dyer Lynn K. Bell 《Journal of applied behavior analysis》1987,20(3):243-252
One of the characteristics of autistic children is severe social avoidance behavior. We assessed whether the type of activity (child-preferred vs. activities that were arbitrarily determined by an adult) engaged in during an interaction was correlated with the amount of social avoidance behaviors these children exhibit. Results revealed a negative correlation between appropriate child-preferred activities and social avoidance behavior. Additional analyses revealed that (a) social avoidance behaviors could be manipulated within a reversal design, and would predictably decrease when the children were prompted to initiate appropriate child-preferred activities; and (b) these procedures could be used to teach children to initiate child-preferred activities in community settings, resulting in reductions in social avoidance responses even after the therapist's prompts were completely removed. These data suggest that the manipulation of task variables may influence the severe social unresponsiveness that is characteristic of autistic children. 相似文献
99.
This study investigated the relationship between on-task behavior and the academic performance of three low achieving and disruptive children in an elementary school special-education class. A number of researchers have postulated that the direct elimination of off-task or disruptive behavior is a necessary prior requirement when increases in academic performance are sought in special-education classrooms composed of low achievers with below-average socioeconomic environments. The present research program investigated this issue and measured the incidence of on-task behavior and its relationship to changes in the performance of a variety of academic tasks brought about by the opportunity to engage in daily free-time activities. Three children from a class of eight “educably mentally handicapped” students were chosen as target subjects, as their repertoires seemed to be especially defective. These children were observed by the first author for 90-minute sessions three days a week, and data regarding on-task behavior were obtained by the use of an interval recording technique. In conjunction with the teacher, the first author also monitored the academic performance of the children in six structured activities—answer completion from boardwork instructions, task completion from handout assignments, comprehension of reading assignments and vocabulary recognition, accuracy of direction-following to audiotaped instructions, quality of copied handwriting, and the matching of appropriate phonetic sounds to pictured objects and situations. Following baseline sessions during which both on-task and academic performance was measured, several experimental sessions were conducted during which free-time was given noncontingently. During these sessions, no reliable changes in student performance were observed. Subsequently, the teacher and experimenters defined a specified percentage of correct completion of each of the six categories of skill performance as necessary for the achievement of the free-time reinforcer, during each experimental session. As a result, both the academic productivity and the on-task measures of behavior were observed to increase, even though reinforcement was not directly contingent upon on-task behavior. The subsequent reinstitution of noncontingent free-time was followed by lower rates of both output and on-task behavior. The final reintroduction of contingent free-time for academic productivity again produced substantial increases in both work accomplished correctly and on-task behavior. Corresponding increases in productivity were noted for most nontarget children as well. While the present investigation has shown a high correspondence between productivity and on-task behavior, we must keep in mind that on-task behavior can be defined in many different ways. It remains possible that differences in the degree of correlation between outcome measures and the topography of “work” activity may relate to the degree to which the specific on-task behaviors measured are actually required for the outcome behavior. The failure of many researchers to identify a direct relationship between “appearances” and output may be inherently a measurement problem. 相似文献
100.