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161.
We used a brief training procedure that incorporated feedback and role-play practice to train staff members to conduct stimulus preference assessments, and we used group-comparison methods to evaluate the effects of training. Staff members were trained to implement the multiple-stimulus-without-replacement assessment in a single session and the paired-stimulus method in another single session. In all 16 cases (2 assessments for 8 trainees), correct responding increased to over 80% accuracy; in 14 of those 16 cases, it increased to over 90% accuracy. Thus, training produced mastery-level performance in a single training session in almost all cases. 相似文献
162.
William G. Rantz Alyce M. Dickinson Gilbert A. Sinclair Ron Van Houten 《Journal of applied behavior analysis》2009,42(3):497-509
This study examined whether pilots completed airplane checklists more accurately when they receive postflight graphic and verbal feedback. Participants were 8 college students who are pilots with an instrument rating. The task consisted of flying a designated flight pattern using a personal computer aviation training device (PCATD). The dependent variables were the number of checklist items completed correctly. A multiple baseline design across pairs of participants with withdrawal of treatment was employed in this study. During baseline, participants were given postflight technical feedback. During intervention, participants were given postflight graphic feedback on checklist use and praise for improvements along with technical feedback. The intervention produced near perfect checklist performance, which was maintained following a return to the baseline conditions. 相似文献
163.
David W Munro Jennifer Stephenson Henry Roane 《Journal of applied behavior analysis》2009,42(4):795-800
The use of response cards during whole‐class English vocabulary instruction was evaluated. Five low‐participating students were observed during hand‐raising conditions and response‐card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response‐card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response‐card condition. 相似文献
164.
Brian J. Zikmund‐Fisher 《决策行为杂志》2004,17(5):365-379
Research on willingness to make marginal investments (e.g., the escalation and sunk cost literatures) has often focused on project completion decisions, such as the “radar‐blank plane.” This paper discusses a fundamentally different type of marginal investment decision, that of couples deciding whether to continue infertility treatment in the face of repeated failures. Two experiments based on this context show that when people face multiple independent chances to achieve a valued goal but are unsure about chances of success, premature quitting or “de‐escalation” is the norm. Repeated negative feedback appears to induce individuals to see each successive failure as more and more diagnostic. As a result, even a short series of failed attempts evokes beliefs that future attempts will also fail. These emergent expectations of failure, generated by causal attribution processes, associative learning, and/or discounting of ambiguous information, appear very compelling and induce people to forgo profitable marginal investments. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献
165.
Large numbers of America's young people engage in multiple high-risk behaviors that may jeopardize their health and social development. Given the gravity of this situation, many federal agencies and national organizations have called for the implementation of school-based K-12 social competence and health promotion programs. Unfortunately, there is a gap between the comprehensive programs that policymakers are asking educators to implement and the limited scope, duration, and intensity of state-of-the-art health promotion programs that scientists have developed and evaluated. As a result, most schools currently adopt well-marketed programs that lack documented effectiveness. Although current research indicates that brief, well-designed, theory-driven competence promotion and health education programs produce short-term benefits, there have been no controlled, longitudinal field studies to evaluate the long-term effects of K-12 efforts. This paper proposes that policymakers and funding agencies support long-term collaborations among educators and scientists to develop and evaluate K-12 comprehensive social competence and health education programs and identifies critical issues that funded projects should address. 相似文献
166.
The relationship between personality, as measured by the IPAT-HSPQ, and certain motor performance variables was studied by utilizing the multivariate technique of canonical correlation. Ss for the study were 91 culturally deprived high school students who were achieving well below their expected capacity. A significant canonical relationship was not found between the domains of personality and motor performance. Also, no significant relationships between motor sub-domains and personality were found. It was thus concluded that for the population under study, the domains of motor performance and personality were independent Some discussion of the multivariate technique of canonical correlation was offered and compared with univariate procedures. 相似文献
167.
In the present study, we applied Valins’ (1966) bogus bodily feedback paradigm to investigate the roles of cognitive appraisal (tele)presence, and emotion in the context of media usage. Participants (N=30) viewed short sequences of a TV show, whereby false heart rate feedback was provided. In line with Valins’ paradigm, the manipulation we used in this study included two levels: high vs. low false heart rate feedback. We assessed presence, enjoyment, and the real heart rate. Participants reported stronger experiences of presence and enjoyed the clips more when they wrongly believed that they had been aroused. Since bogus feedback increases the sensation of presence, the results indicate that presence—like emotions—can be influenced by cognitive appraisals. It is likely that the false heart rate feedback was attributed to the stimulus, which in turn enhanced the sensation of presence. 相似文献
168.
169.
Emotional intelligence (EI) may promote more effective decision-making under stress. In the present study, 167 participants completed a situation judgment test for EI, and performed a decision-making task based on an Antarctic rescue scenario. Participants were assigned to either a negative or neutral feedback group. Negative feedback significantly increased distress and impaired decision-making. EI failed to moderate the impacts of negative feedback, but higher EI was associated with greater information-search activity irrespective of feedback condition. It is concluded that ability EI may have a motivational component that may support more exhaustive analysis of both social and non-social stimuli. 相似文献
170.
社会比较作为认识自我的一种方式,对个体心理与行为的诸多方面产生影响,但对于社会比较如何影响不诚实行为以及归因反馈在其中的作用,目前尚不清楚。在3项实验中操纵了不同方向的能力社会比较,探讨其对不诚实行为的影响(研究1)以及归因反馈在其中的调节作用(研究2)。结果发现:(1)相比于向下比较和无比较,向上比较会增加个体的不诚实行为;(2)归因反馈调节上述影响:向上比较后,相比于给予能力反馈,给予努力反馈可以减少个体的不诚实行为。本研究拓展了社会比较后效研究,对如何减少社会比较引起的不诚实行为具有重要启示。 相似文献