The Effectiveness of Using a Video iPod as a Prompting Device in Employment Settings

The purpose of this study was to evaluate the effectiveness of using a video iPod as a prompting device for teaching three job-related tasks to a young man with developmental disabilities in a community-based employment setting. The effectiveness of the prompting device was evaluated using a multiple probe across behaviors design. Results indicated that the introduction of the video iPod was associated with immediate and substantial gains in independent correct responding with an associated decrease in the number of prompts given from a job coach. In addition, the participant used the video iPod independently. Instructional implications and future research will be discussed.     

人格操纵对内隐自尊的影响及其与外显自尊的关系

该研究使用内隐联想测验测量了人格反馈操纵前后被试的内隐自尊水平,同时探究了不同外显自尊水平被试内隐自尊水平的差异。结果表明,被试会出现显著的内隐自尊效应;人格反馈操纵对内隐自尊起抑制作用,正负反馈的影响存在差异;外显与内隐自尊产生分离。     

Video Recording Practices and the Reflexive Constitution of the Interactional Order: Some Systematic Uses of the Split-Screen Technique

In this paper, I deal with video data not as a transparent window on social interaction but as a situated product of video practices. This perspective invites an analysis of the practices of video-making, considering them as having a configuring impact on both on the way in which social interaction is documented and the way in which it is locally interpreted by video-makers. These situated interpretations and online analyses reflexively shape not only the record they produce but also the interactional order itself as it is documented. Dealing with practices of video-making not as a resource but as a topic, I explore a particular editing practice, the use of the split-screen technique, consisting in combining various camera views within the same image. This technique is now widely used in cinema, professional settings, TV, and social research. I focus on its uses in TV talk shows and debates: through a systematic sequential analysis of the positions where split screen is introduced, I show that directors do orient to the sequential features of interaction in using this technique and that, conversely, their uses of split screen reveal their local understanding—and configuring—of what the interactional dimension of debates and interviews consist of, for all practical purposes.

Comparing Mathematics Interventions: The Effects of Cover-Copy-Compare Alone and Combined with Performance Feedback on Digits Correct and Incorrect

The purpose of this study was to compare the isolated effects of cover-copy-compare (CCC) with the combined effects of CCC and two types of performance feedback (i.e., digits correct and incorrect per minute) on sixth grade students’ mathematics fluency and accuracy. An alternating treatments design was employed to compare treatments across 16 weeks. Participants included three general education sixth grade students whose teachers recommended them for additional help with mathematics calculation. No differentiation between treatments was demonstrated for any of the participants and individual differences pertaining to the number of sessions needed to reach and consistently perform at mastery levels were found. Follow-up data at 4 and 12 days following termination of the intervention phase indicated that all participants continued to perform at mastery levels. Generalization to a slightly more difficult mathematics skill yielded pre-intervention to post-intervention increases, albeit small. Students rated all three treatment conditions favorably.     

Electronic performance self-monitoring and engineered labor standards for “man-up” drivers in a distribution center

Electronic Performance Monitoring (EPM) represents the future of performance feedback where supervisors can electronically monitor the amount and quality of work an employee is producing and have objective indicators of employee performance immediately available and visible. In this study, immediate performance feedback and self-monitoring was delivered to employees in the warehouse on wireless vehicle-mounted computers. Order picking performance for “man-up” drivers (N = 10) was improved by three cases per hour per person in an auto-parts after-market distribution center when an intervention package that included the depiction of goal times and immediate performance feedback on wireless vehicle-mounted computers and a newly developed engineered labor standard (ELS). The implications of these findings and limitations are discussed in terms of operational and ethical issues regarding EPM in large industrial settings.     

Randomized controlled evaluation of an early intervention to prevent post-rape psychopathology

A randomized between-group design was used to evaluate the efficacy of a video intervention to reduce post-traumatic stress disorder (PTSD) and other mental health problems, implemented prior to the forensic medical examination conducted within 72 h post-sexual assault. Participants were 140 female victims of sexual assault (68 video/72 nonvideo) aged 15 years or older. Assessments were targeted for 6 weeks (Time 1) and 6 months (Time 2) post-assault. At Time 1, the intervention was associated with lower scores on measures of PTSD and depression among women with a prior rape history relative to scores among women with a prior rape history in the standard care condition. At Time 2, depression scores were also lower among those with a prior rape history who were in the video relative to the standard care condition. Small effects indicating higher PTSD and Beck Anxiety Inventory (BAI) scores among women without a prior rape history in the video condition were observed at Time 1. Accelerated longitudinal growth curve analysis indicated a videoxprior rape history interaction for PTSD, yielding four patterns of symptom trajectory over time. Women with a prior rape history in the video condition generally maintained the lowest level of symptoms.     

团队作业与团队互动两类共享心智模型的发展特征

共享心智模型指团队成员关于团队作业、策略、团队情境、团队互动等的共同的知识结构,根据内容不同可以分为团队作业模型和团队互动模型两类。该研究通过实验室实验探讨两类共享心智模型的发展特征。132名大学生组成44个3人团队,随机分为团队绩效反馈组和无团队绩效反馈组。采用相似性评定法在团队执行作业前、中、后三次测量两类共享心智模型。结果发现：（1）共享心智模型随团队运作时间增加而发展;（2）团队互动模型形成和发展的难度高于团队作业模型;（3）团队绩效反馈对两类心智模型发展的作用不同,反馈加速了团队作业模型的发展速度,但却是团队互动模型能否得以发展的决定性因素。两类共享心智模型的不同发展特征应归因于两者特异性高低的不同     

An examination of the effect of computerized performance monitoring feedback on monitoring fairness, performance, and satisfaction

Research has examined how the design and implementation of computerized performance monitoring (CPM) systems affects individuals’ performance and attitudes. In this study, we examine how the attributes of the feedback received in a CPM context affects individuals’ reactions to monitoring. One hundred and sixty-five individuals participated in an experiment that examined the effect of three feedback attributes (feedback control, feedback constructiveness, and feedback medium) on monitoring fairness judgments, performance, and satisfaction. Results demonstrate feedback constructiveness significantly predicted monitoring fairness. Additionally, supervisor-mediated feedback was associated with higher levels of monitoring fairness than was computer-mediated feedback. Moreover, monitoring fairness mediated the relationship between these feedback attributes and performance and satisfaction. However, contrary to expectations, feedback control did not affect perceptions of monitoring fairness. Implications for future research on the design of CPM systems are discussed.     

信息反馈不一致导致习得无助机制的实验研究

研究以90名大学生为被试,探讨认知活动中,信息反馈不一致性和操作成绩评价反馈导致大学生无助现象的机制。结果表明:认知活动中,信息反馈不一致,损害了被试的认知和情绪,对动机的损害没有达到显著性水平;实验中是否给予被试操作成绩评价,对被试的动机、认知和情绪影响不显著。说明在认知活动中,信息反馈不一致,是导致习得无助的关键因素,是否对被试的操作成绩给予评价反馈,不会导致习得无助,验证了习得无助的信息加工理论模型。实验也表明,信息反馈不一致不会形成被试反应性的抑郁。