初级指挥官人格类型与PM领导行为类型有效性的关系

通过对陆军初级指挥官人格心理类型与领导行为有效性的心理学研究 ,探讨个人的领导潜能、人格心理类型对领导行为有效性的影响。研究发现 :1方差分析表明 ,具有不同领导行为的指挥官在人格维度上存在明显的统计学差异。提示了指挥官的领导行为取向与人格因素有密切的关系。2卡方分析结果也表明 ,PM型行为的军官在其人格特征上具有“ESTJ”组合特征 ,而 pm型的军官则正好相反 ;另外 ,pm型的军官在成就动机上获得高分的人数最少。3系统聚类分析显示 ,“成就动机”、“感觉”和“判断”三种人格因素与军事指挥官完成整体领导职能有着更为密切的关系。     

The associations between space and order in numerical and non-numerical sequences

Spatial-numerical associations have been found across different studies, yet the basis for these associations remains debated. The current study employed an order judgment task to adjudicate between two competing accounts of such associations, namely the Mental Number Line (MNL) and Working Memory (WM) models. On this task, participants judged whether number pairs were in ascending or descending order. Whereas the MNL model predicts that ascending and descending orders should map onto opposite sides of space, the WM model predicts no such mapping. Moreover, we compared the spatial-order mapping for numerical and non-numerical sequences because the WM model predicts no difference in mapping. Across two experiments, we found consistent spatial mappings for numerical order along both horizontal and vertical axes, consistent with a MNL model. In contrast, we found no consistent mappings for letter sequences. These findings are discussed in the context of conflicting extant data related to these two models.     

Human operant performance: Sensitivity and pseudosensitivity to contingencies

Undergraduates' button presses occasionally produced points exchangeable for money. Left and right buttons were initially correlated with multiple random-ratio (RR) and random-interval (RI) components, respectively. During interruptions of the multiple schedule, students filled out sentence-completion guess sheets describing the schedules, and points were contingent upon the accuracy of guesses. To test for sensitivity to schedule contingencies, schedule components were repeatedly reversed between the two buttons. Pressing rates were consistently higher in ratio than in interval components even when feedback for guesses was discontinued, demonstrating sensitivity to the difference between ratio and interval contingencies. The question was whether this sensitivity was based directly on the contingencies or whether it was rule-governed. For two students, when multiple RR RI schedules were changed to multiple RI RI schedules, rates became low in both components of the multiple RI RI schedule; however, subsequent prevention of point deliveries for the first few responses in any component produced high rates in that component. For a third student, response rates became higher in the RI component that provided the lower rate of reinforcement. In each case, performance was inconsistent with typical effects of the respective schedules with nonhuman organisms; it was therefore plausible to conclude that the apparently contingency-governed performances were instead rule-governed.     

A BEHAVIORAL SYSTEM FOR ASSESSING AND TRAINING CARDIOPULMONARY RESUSCITATION SKILLS AMONG EMERGENCY MEDICAL TECHNICIANS

Many deaths from cardiopulmonary arrest can be prevented by the prompt and effective administration of cardiopulmonary resuscitation (CPR). In this study, we examined the standard training program for teaching CPR to emergency medical technicians (EMTs). We developed an alternative experimental program whereby the behaviors involved in CPR were assessed easily and in greater detail. This assessment provided the basis for a system in which effective CPR skills were reinforced and problems were corrected. Subjects who were trained in CPR according to this experimental program performed more effectively than subjects in the standard program. In addition, retention (maintenance) measures indicated that experimental subjects continued to perform well, often more effectively than professionally employed EMTs.     

A DIRECT PROMPTING STRATEGY FOR INCREASING RECIPROCAL INTERACTIONS BETWEEN HANDICAPPED AND NONHANDICAPPED SIBLINGS

We investigated the effects of a sibling training procedure, consisting of direct prompting and modeling, on the occurrence of reciprocal interactions between nonhandicapped and handicapped siblings. Data were obtained for training, generalization, and follow-up. Results of a multiple-baseline design across three pairs of siblings showed that: (a) direct prompting of interactions was an effective strategy for increasing reciprocal interactions between handicapped and nonhandicapped siblings; (b) the training procedure resulted in increased levels of initiations and responsiveness to initiations; (c) reciprocal interactions between siblings generalized to larger play groups or across settings; (d) reciprocal interactions between handicapped subjects and untrained, nonhandicapped peers increased without direct training; (e) the siblings' levels of interactions were maintained at 6 mo follow-up; and (f) these findings were judged socially valid by the siblings' parents.     

ENHANCING THE SOCIAL ENVIRONMENTS OF ELDERLY NURSING HOME RESIDENTS: ARE HIGH RATES OF INTERACTION ENOUGH?

We investigated the social validity of a common intervention (i.e., serving food during a social hour) that has been reported to facilitate social interaction among nursing home residents. Using a group reversal design, rates of interaction were measured. In addition, the vocal content of the interactions was recorded and coded by raters blind to condition. Rates of interaction more than doubled during the treatment phases, but ineffective vocal behavior accounted for the bulk of the increase. Results suggest the need to examine the utility of such programs in nursing homes.     

SELF-MONITORING OF ATTENTIONAL BEHAVIOR VERSUS SELF-MONITORING OF PRODUCTIVITY: EFFECTS ON ON-TASK BEHAVIOR AND ACADEMIC RESPONSE RATE AMONG LEARNING DISABLED CHILDREN

I investigated the differential effects of self-monitoring of attentional behavior and self-monitoring of productivity on on-task behavior and academic response rate. Subjects were four learning disabled children with significant attentional problems. Results indicated relatively equivalent increases in on-task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self-monitoring of productivity showing a superior effect for one subject, an equivalent effect for one subject, and less dear results for two subjects.     

THE CLASSWIDE PEER TUTORING PROGRAM: IMPLEMENTATION FACTORS MODERATING STUDENTS' ACHIEVEMENT

We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity.     

DENTIST-IMPLEMENTED CONTINGENT ESCAPE FOR MANAGEMENT OF DISRUPTIVE CHILD BEHAVIOR

We evaluated the effectiveness of a dentist-implemented intervention in which brief escape from dental treatment was provided to manage disruptive child behavior during restorative dental treatment. Within a multiple baseline design across subjects, 4 children, aged 3 to 7 years, were provided temporary escape from dental treatment contingent upon brief periods of cooperative behavior. Disruptive behavior decreased when the appropriate escape contingency was used at least 80% of the time. The escape contingency required no more time than traditional management procedures (e.g., tell-show-do, reprimands and loud commands, restraint) to bring disruptive behavior under control. Independent ratings by two dentists provided social validation of the efficacy of the escape contingency.