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871.
采取内隐启动范式研究汉语词汇产生中的音韵编码过程。实验一和二探测单字词产生中首音相同、韵和声调都相同时的启动效应,结果未发现首音启动效应,却发现了韵和声调相同时的抑制效应。实验三至五探测双字词产生中音节相同、声调相同以及音节和声调都相同时的促进效应,实验结果发现了显著的音节、音节和声调的促进效应,未得到显著的声调促进效应。上述结果表明,音节或“音节+声调”是汉语词汇产生中的编码单元,音节促进效应发生在音韵编码水平;声调只是节奏框架的一部分,它只能与音节结合在一起才能起作用。结合汉语的特点讨论了研究结果,并与英语或荷兰语的研究结果进行了对比。最后提出了两种可能产生“韵母+声调”抑制效应的原因,并讨论了记忆可能对实验结果产生的影响 相似文献
872.
873.
运用隐含研究方法揭示大学生应具备的心理素质及结构。结果显示:坚强、自信乐观等20项特征是大学生重要的心理品质;教师与大学生对心理素质的提名存在差异;人们心目中的大学生心理素质主要有发展动因、行为方式和自我管理三个维度组成。 相似文献
874.
Iser G. DeLeon Michelle A. Frank Meagan K. Gregory Melissa J. Allman 《Journal of applied behavior analysis》2009,42(3):729-733
The current study examined whether stimuli of different preference levels would be associated with different amounts of work maintained by the stimuli, as determined through progressive‐ratio schedule break points. Using a paired‐choice preference assessment, stimuli were classified as high, moderate, or low preference for 4 individuals with developmental disabilities. The stimuli were then tested three times each using a progressive‐ratio schedule (step size of 1; the break‐point criterion was 1 min). In 10 of 12 possible comparisons, higher preference stimuli produced larger break points than did lower preference stimuli. 相似文献
875.
Anna C. Schmidt Gregory P. Hanley Stacy A. Layer 《Journal of applied behavior analysis》2009,42(3):711-716
We sought to address limitations of prior research that has isolated choice as an independent variable. Children's preferences for the opportunity to choose were evaluated in a concurrent‐chains arrangement in which identical consequences were available in choice and no‐choice conditions. Results demonstrated that preference for choice, in and of itself, was (a) evident in children, (b) not controlled by illusory discriminative stimuli such as the amount from which to choose, and (c) generally unaffected by less preferred and potentially unimportant consequences. 相似文献
876.
Nicole A. Heal Gregory P. Hanley Stacy A. Layer 《Journal of applied behavior analysis》2009,42(1):123-143
The manner in which teachers mediate children's learning varies across early childhood classrooms. In this study, we used a multielement design to evaluate the efficacy of three commonly implemented strategies that varied in teacher directedness for teaching color‐ and object‐name relations. Strategy 1 consisted of brief exposure to the target relations followed by an exclusively child‐led play period in which correct responses were praised. Strategy 2 was similar except that teachers prompted the children to vocalize relations and corrected errors via model prompts. Strategy 3 incorporated the same procedures as Strategy 2 except that a brief period of teacher‐initiated trials was arranged; these trials involved the use of prompt delay between questions and prompts, and correct responses resulted in tokens and back‐up activity reinforcers. Children's preferences for the different teaching strategies were also directly assessed. Strategy 3 was most effective in promoting the acquisition and generalization of the color‐ and object‐name relations and was also most preferred by the majority of children, Strategy 1 was the least effective, and Strategy 2 was typically the least preferred. Implications for the design of early educational environments based on evidence‐based values are discussed. 相似文献
877.
The other between fear and desire – countertransference fantasy as a bridge between me and the other
Daniela Eulert-Fuchs 《The Journal of analytical psychology》2020,65(1):153-170
This paper attempts to show how unrepresented rupture/injury of primary expectations of the early relationship is reactivated in the analytic process. This becomes perceptible especially as unconscious fear and a specific defence described as ‘living behind a glass-wall’. The author, however, postulates the existence of an inherent dialogical-dyadic principle in the psyche, which she calls archetypal hope, and shows how this principle may become active in the analytical space. These aspects of analytical treatments are sketched with two vignettes, in which unconscious processes of exchange cause the analyst to experience unrepresented states. The author describes how the analyst is gradually able to experience and understand this, and how this understanding finally – without first becoming explicit – becomes effective in the analytical space. Special attention is given to the analytic attitude. A readiness to accept and move into regression and a receptivity to attune to the early sensory experience of the analysand is regarded as essential. Through this the analyst gains access to the inner space of the analysand and, through bodily experience and pre-symbolic processes, the unrepresented may thus become figurable. The reverie and countertransference fantasies are understood as a bridge: they connect the analytic pair. However, the reverie also creates the transition between that which was not – the absent representation – and that which wants to emerge. It thus bridges the personal unconscious (implicit expectation) and the archetypal (the archetypal hope). Through this, the space of hope may become a space of possibility, and help bridge the chasm between the experienced and the hoped-for. 相似文献
878.
Previous researchers found that individuals with intellectual and developmental disabilities tend to prefer edible over leisure stimuli, although leisure stimuli may still function as reinforcers. We replicated and extended previous research in a 2-part experiment with typically developing children. In Experiment 1, we evaluated 15 children's preference for leisure and edible stimuli. Five of 15 participants preferred edible over leisure stimuli, 3 of 15 participants preferred leisure over edible stimuli, and the remaining 7 of 15 participants did not show a preference for a stimulus class. In Experiment 2, we compared the reinforcer potency of the top-ranked stimulus from each class with 7 of the 8 participants who showed displacement of one stimulus class. Four of 7 participants allocated more responding to the task associated with the top-ranked stimulus and 3 of 7 participants showed no differences in responding to the task regardless of the stimulus rank. 相似文献
879.
880.
Mary E. Halbur Tiffany Kodak Raven Wood Erin Corrigan 《Journal of applied behavior analysis》2020,53(2):707-726
Parent participation in intervention can enhance intervention efficacy and promote generalization of skills across settings. Thus, parents should be trained to implement behavioral interventions. The purpose of the current investigation was to evaluate parent preference for and acceptability of 3 commonly used prompting procedures. We trained parents of children with disabilities to use 3 empirically validated prompting strategies (i.e., least-to-most, most-to-least, and a progressive-prompt delay). Once the parent reached the mastery criteria with each prompting procedure, we evaluated his/her preference for each of the procedures using a concurrent-chains arrangement. We also measured treatment acceptability of all procedures throughout the study. All participants met the mastery criteria for each of the prompting procedures and showed a preference for least-to-most prompting. Results suggest parents' acceptability of procedures prior to training were different than posttraining/post-child practice. In addition, acceptability rating scores obtained at the end of the investigation corresponded to preference of intervention during the concurrent-chains arrangement. The results demonstrate the benefits of objective measures for studying preference for behavioral, skill-acquisition procedures. 相似文献