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The effects of long and short durations of positive practice overcorrection were studied, for reduction of off-task behavior after an instruction to perform an object-placement task. Off-task behavior, correct responses, and approximate responses were all observed. Off-task behavior received positive practice. The short and long practice durations (30 seconds and 3 minutes) produced equally rapid reduction of off-task behavior and acquisition of correct object-placement performance. Over sessions, much less time was required for positive practice when the short practice duration was used. Approximate responses, which also avoided positive practice, occurred at low rates relative to correct responding. Negative side effects were observed to occur primarily during sessions with long positive practice. These results indicate that use of short durations of positive practice can reduce the practice time required and negative side effects, with no loss of training effectiveness either for reducing inappropriate behavior or increasing a desired alternative behavior. 相似文献
114.
The purpose of this multisite exploratory research study involving focus groups of consumers and service providers was to generate stakeholder input for a statewide strategic plan for genetic services in the southwestern region of the United States. This article describes the qualitative methods by which the data were collected and summarizes major themes in participants’ perceptions about genetic services. It also describes processes related to obtaining genetic services and characteristics of an ideal service delivery system for children affected by genetic disorders and the families that care for them. Implications for practice and policy are also reviewed. 相似文献
115.
The aim of this paper is to describe Dewey’s reception in the Spanish-speaking countries that constitute the Hispanic world.
Without any doubt, it can be said that in the past century Spain and the countries of South America have been a world apart,
lagging far behind the mainstream Western world. It includes a number of names and facts about the early translation of Dewey’s
works in Spain, Chile, Cuba, Mexico and Argentina in the first half of the century and a brief explanation of the decline
of Dewey in the second half. To a great extent, Dewey’s conception of education was immersed in the international movement
of reform that started at the turn of the century and would eventually slowly but surely, renovate the structure of the educational
system throughout the entire century, including that of South America. But it is equally clear that the Spanish-speaking countries
have displayed a general ignorance of Dewey and, by extension, of American pragmatism during most of the century. In spite
of mutual incomprehension, a deep affinity between Dewey’s pragmatism and Hispanic philosophy is suggested in this paper,
anticipating that the gradual process of democratization of Spain and the Hispanic countries of South America may be in some
sense related to the rediscovery of Dewey and to the application of his key ideas in education. After decades of neglect of
Dewey and of his contribution, there is a strong feeling not only that his conception of things is important to understand
the last century but that Dewey – along with Peirce and other American classical pragmatists – may very well prove to be a
key thinker for the XXIst century also in the Hispanic world. Along this vein, the recent resurgence of pragmatism can be
understood not as the latest academic fashion but the occasion to start to close the gap between the two worlds. 相似文献
116.
Linda?Garcia-SheltonEmail author Gerald?Leventhal 《Journal of clinical psychology in medical settings》2005,12(3):221-234
Psychologists in medical schools, teaching hospitals, and academic medical centers are comparatively small in number, and are often undervalued and denied full practice privileges. As a profession, psychologists must therefore adapt to the realities of a physician-driven, physician-controlled environment. Psychologists’ adaptation to academic medical settings has been considered from several vantage points. An overlooked aspect of adaptation is psychologists’ knowledge of and participation in academic medicine organizations that regulate medical education and specialization. These organizations significantly influence teaching hospital and medical school environments and the psychologists and academic physicians who work in those environments. This paper focuses primarily on three academic medicine organizations, the Liaison Committee on Medical Education (LCME), the Accreditation Council for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS), which together shape and regulate medical education across all levels and specialties. Knowledge of the evolution and workings of these organizations is useful information for psychologists, but beyond that, such information is a framework that provides benchmarks for understanding psychology’s evolving system of education and specialization. 相似文献
117.
William E. PateII Jessica L. Kohout 《Journal of clinical psychology in medical settings》2005,12(3):203-208
Preliminary results are presented from a 2003 collaborative survey of psychologists employed in medical schools and academic health centers. The findings are reported along with comparable data from a similar survey conducted in 1997. There were several noteworthy changes in results from 1997 to 2003. Salaries increased substantially at all ranks, though women’s earnings remain lower than men’s. There were increases in the percentage of respondents who completed their doctorates 20 or more years ago, and in the percentages holding higher academic ranks and having tenure. However, there was a decrease in the absolute number and percentage of psychologists at lower ranks who received their doctorates recently. Overall, the findings indicate that psychologists have established a secure home in medical school settings. Future reports will present more detailed analyses of the 2003 dataset as well as additional comparisons with the 1997 survey data. 相似文献
118.
Randall R. Curren 《Studies in Philosophy and Education》1993,13(1):1-31
This paper develops an interpretation and analysis of the arguments for public education which open Book VIII of Aristotle'sPolitics, drawing on both the wider Aristotelian corpus and on examination of continuities with Plato'sLaws.
Part III: Sections VIII-XI examine the two arguments which Aristotle adduces in support of the claim that education should be provided through a public system. The first of these arguments concerns the need to unify society through education for friendship and the sharing of a common end. Several versions of his second argument are considered, and the most promising of them is elaborated in connection with an examination of the links between instruction and legislation in theLaws. This yields what is probably the most compelling argument there is for the claim that public supervision of education is anecessary condition for a just society. 相似文献
119.
介绍了成人学习不良者的一般特点,并深入分析了成人学习不良的注意、记忆、思维、智力等方面的认知特征,探讨了依据认知特征对成人学习不良者进行教育干预的模式和原则。 相似文献
120.