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1.
Self‐explaining is an effective metacognitive strategy that can help learners develop deeper understanding of the material they study. This experiment explored if the format of material (i.e., text or diagrams) influences the self‐explanation effect. Twenty subjects were presented with information about the human circulatory system and prompted to self‐explain; 10 received this information in text and 10 in diagrams. Results showed that students given diagrams performed significantly better on post‐tests than students given text. Diagrams students also generated significantly more self‐explanations that text students. Furthermore, the benefits of self‐explaining were much greater in the diagrams condition. To discover why diagrams can promote the self‐explanation effect, results are interpreted with reference to the multiple differences in the semantic, cognitive and affective properties of the texts and diagrams studied. 相似文献
2.
Marilyn Likins Charles L. Salzberg Joseph J. Stowitschek Ben Lignugaris/Kraft Rita Curl 《Journal of applied behavior analysis》1989,22(4):381-393
In two studies, co-workers of persons with disabilities were taught to use coincidental training procedures while completing their own jobs. In Study 1, the effects of coincidental training on the salad-making skills of 3 trainees with mild and moderate mental retardation were evaluated. Coincidental training by co-workers resulted in improved accuracy of the salad-making skills of the trainees. In Study 2, trainees were also coincidentally taught to make quality-control checks of their salads. An alternating treatments and multiple baseline design indicated that the trainees more readily acquired the skills when taught to check the correctness of their work. 相似文献
3.
THE RELATIVE MOTIVATIONAL PROPERTIES OF SENSORY AND EDIBLE REINFORCERS IN TEACHING AUTISTIC CHILDREN
We compared the effects of sensory and edible reinforcers on resistance to satiation in three autistic children while learning visual discrimination tasks. Within-subject designs were used to compare a single sensory reinforcer with a single edible reinforcer and to compare multiple sensory reinforcers with multiple edibles. Results indicated that multiple sensory reinforcers maintained responding over more trials than did multiple edible reinforcers; however, the use of single sensory reinforcers and single edibles resulted in about equal numbers of trials to satiation. Both multiple and single sensory reinforcers produced higher percentages of correct responses than edible reinforcers. The findings are discussed in terms of the advantages of sensory reinforcers in teaching autistic children. 相似文献
4.
Ann R. Eisenberg 《Argumentation》1987,1(2):113-125
The infant's first natural response when faced with opposition or when he opposes others' actions is to cry. As this kind of behavior becomes ineffective, the responses of the individuals with which he interacts force him to adopt more conventional — especially verbal — patterns of arguing, leading him to rational argumentation. The purpose of the present paper is to observe progressions in children's earliest verbal arguments and to see how and when they learn to adjust their strategies for different kinds of opponents (peers; parents; other adults). In order to examine the emergence of such persuasive strategies, and their distribution according to the different categories of opponents, systematic audiotape recordings of two Spanish-speaking girls between 2 and 3 years were analyzed. The data suggest that, although there were some differences in how the girls argued with parents versus peers, they were only beginning to adjust their speech to make it appropriate for one or the other type of listener. In general, they resorted to one dominant strategy for all listeners (insist, repeat, cry, scream, ...). Each girl, however, developed a small number of less frequently used strategies that she reserved for a subcategory of opponents. For example, one of them, Nancy, only threatened and insulted peers, while the other, Marisa, only used please and a temporizing strategy with parents. The girls used less adaptive, more agressive strategies (e.g. threats and insults) with their peers. With one exception, all of the girls' moves were self-centered. In fact, the girls had not yet reached the stage of rational argumentation. 相似文献
5.
6.
《Psychologie du Travail et des Organisations》2023,29(3):139-150
In the continuity of the works on attributional ambiguity, this research focuses on the cognitive, emotional and behavioral effects produced by explicit or implicit employment discrimination. In accordance with our hypothesis, participants within an explicit discrimination perceive more injustice and discrimination compared to those with an ambiguous one. They also show more anger and demonstrate more adjustment strategies for finding a job within the explicit discrimination than the participants among the ambiguous one. These results are confronted with those of the literature and discussed in terms of their practical implications. 相似文献
7.
Research on self-control has flourished within the last two decades, with many researchers trying to answer one of the most fundamental questions regarding human behaviour—how do we successfully regulate desires in the pursuit of long-term goals? While recent research has focused on different strategies to enhance self-control success, we still know very little about how strategies are implemented or where the need for self-control comes from in the first place. Drawing from parallel fields (e.g., emotion regulation, health) and other theories of self-regulation, we propose an integrative framework that describes self-control as a dynamic, multi-stage process that unfolds over time. In this review, we first provide an overview of this framework, which poses three stages of regulation: the identification of the need for self-control, the selection of strategies to regulate temptations, and the implementation of chosen strategies. These regulatory stages are then flexibly monitored over time. We then expand this framework by outlining a series of growth points to guide future research. By bridging across theories and disciplines, the present framework improves our understanding of how self-control unfolds in everyday life. 相似文献
8.
In today's technologically mediated society, video is increasingly relied upon as an objective and reliable source of evidence in the investigation and prosecution of violent crimes. The now pervasive presence of violent video in the criminal justice system, however, presents new challenges for understanding repeated work-related exposure to and witnessing of potentially traumatic material and its impacts. Thus, this project seeks to qualitatively examine the relational affective processes that occur among criminal justice professionals when violent crimes are captured on video. We present four key categories organized around the circumstances of exposure and its impacts: 1) playback in the investigative and pre-trial process; 2) sharing videos among colleagues; 3) playing videos for victims, witnesses, and families and; 4) transmission in the broader public. Findings suggest this work involves deeply embodied processes where video evidence of violent crime enables a virtual presence at scenes and an emotional proximity to events through new forms of witnessing. These affective experiences are one relational dynamic that keeps witnessing active, thus expanding the mobility of trauma, its reach and potential impacts. 相似文献
9.
Gisli H. Gudjonsson 《Journal of community & applied social psychology》1993,3(2):117-129
There have been major changes in English Law with regard to confession evidence, which followed the implementation of the Police and Criminal Evidence Act (PACE) in January 1986. This paper reviews the main legal changes that are relevant to the admissibility and reliability of confessions and their psychological importance within the context of both research and expert testimony. 相似文献
10.
MaryAnn Demchak Ph.D. 《Journal of Behavioral Education》1993,3(4):339-361
Behavioral procedures are one approach to teaching or improving the fluency of motor skills of individuals with severe disabilities. This article provides a review of behavioral procedures by highlighting antecedents, consequences, and multifaceted techniques. Investigations are reviewed in each area according to (a) replicability of the intervention, (b) experimental control, (c) maintenance, (d) generalization, and (e) social validation. Practitioner implications address selection of reinforcers, reinforcement schedules, and teaching within meaningful routines. Future research recommendations highlight the need for documenting that stimuli are actually reinforcers. Additional research needs emphasize targeting maintenance, generalization, and social validation. 相似文献