Roscoe EM  Fisher WW  Glover AC  Volkert VM 《Journal of applied behavior analysis》2006,39(1):63-77

Performance feedback has facilitated the acquisition and maintenance of a wide range of behaviors (e.g., health-care routines, seat-belt use). Most researchers have attributed the effectiveness of performance feedback to (a) its discriminative functions, (b) its reinforcing functions, or (c) the combination of the two. In this study, we attempted to evaluate the relative contributions of the discriminative and reinforcing functions of performance feedback by comparing a condition in which the discriminative functions were maximized and the reinforcing functions were minimized (i.e., performance-specific instructions without contingent money) with one in which the reinforcing functions were maximized and the discriminative functions were minimized (i.e., contingent money with no performance-specific instructions). We compared the effects of these two conditions on the acquisition of skills involved in conducting two commonly used preference assessments. Results showed that acquisition of these skills occurred primarily in the condition with performance-specific instruction without contingent money, suggesting that the delivery of performance-specific instructions was critical to skill acquisition, whereas the delivery of contingent money had little effect.  相似文献   

    

Stanley JL 《American journal of community psychology》2003,31(3-4):253-265

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T. A. Nosanchuk  M. L. Catherine MacNeil 《Aggressive behavior》1989,15(2):153-159

This study addresses two issues associated with the relationship between martial arts training and aggressiveness. The first is a replication of two recent findings, that for students trained traditionally, length of training varies inversely with aggressiveness, whereas for students trained in a “modern” style, length of training and aggressiveness are related directly. Second, we examine two competing explanations for the findings above. One is the training hypothesis, which holds that elements present in traditional approaches to martial arts but absent in modern approaches act to reduce aggression levels of students. These may include meditation, philosophy, emphasis on the kata (the forms of combat), etc. The alternate hypothesis, selection, holds instead that these findings are artifactual, a result of differential mortality in a setting characterized by high drop-out rates. Two categories of students were interviewed: “movers,” students who had trained in more than one school, and “quitters,” students who had terminated their training, for any reason. These students were compared with “stayers” from an earlier study. Our results are consistent with the opposite effects of traditional and modern martial arts training on aggressiveness. Further, the data generally support the training hypothesis as against selection.  相似文献   

    

OTTO F. KERNBERG 《The International journal of psycho-analysis》2006,87(6):1650-1673

The author presents a critical overview of the literature on psychoanalytic education, focusing on criticism regarding structural aspects of our educational institutions. He then presents arguments for the need of radical changes in the organizational structure of institutes, and focuses on the problems of the training analysis system. He proposes concrete solutions for these problems, in the form of changes both in the assignment of responsibilities for the personal analysis of candidates and in the selection and function of supervisors.  相似文献   

    

Anthony Biglan 《Journal of applied behavior analysis》1995,28(4):479-492

Although we have identified many variables that affect antisocial behavior, there is no evidence that we have learned how to reduce the incidence of such behavior or the proportion of young people who repeatedly engage in antisocial behavior. It is appropriate, therefore, for behavioral scientists to turn some of their energies to research on reducing the incidence and prevalence of antisocial behavior. Small communities may be a particularly useful social unit in which to conduct experimental research. The interventions to be tested include advocacy and community organizing to influence communities to make validated school and clinical interventions widely available and to assist them in increasing other forms of supervision of young people and social and material support of families. Key components of advocacy and community organizing are suggested, and possibilities for research are described.  相似文献   

    

Russ Curtis  Miles Matise  J. Scott Glass 《Counselling and Psychotherapy Research》2003,3(4):300-306

This study examines counselling students' concerns and views about a phenomenon that has received little attention in the counselling literature: the counsellor weeping during a session with a client. Over 20 per cent of the counselling students who were surveyed reported being concerned about weeping in session with clients. However, the majority of students believed, to varying degrees, that weeping with clients could facilitate the therapeutic process. This paper sheds light on this unexplored dimension of countertransference, and has implications for those involved in providing counsellor training.  相似文献   

    

Grindle CF  Remington B 《Journal of applied behavior analysis》2002,35(2):187-190

Three children with autism were taught to identify pictures of objects. Their speed of acquisition of receptive speech skills was compared across two conditions. In the cue-value condition, a compound audiovisual stimulus was presented after correct responses and again when a primary reinforcer was delivered after a 5-s delay; in the response-marking condition, a second stimulus was presented after both correct and incorrect responses, but not prior to the primary reinforcer. In both conditions primary reinforcement was delayed for 5 s. Although the children learned receptive speech skills in both conditions, acquisition was faster in the cue-value condition.  相似文献   

    

Lerman DC  Kelley ME  Vorndran CM  Kuhn SA  LaRue RH 《Journal of applied behavior analysis》2002,35(1):29-48

Basic findings indicate that the amount or magnitude of reinforcement can influence free-operant responding prior to and during extinction. In this study, the relation between reinforcement magnitude and adaptive behavior was evaluated with 3 children as part of treatment with differential reinforcement. In the first experiment, a communicative response was shaped and maintained by the same reinforcer that was found to maintain problem behavior. Two reinforcement magnitudes (20-s or 60-s access to toys or escape from demands) were compared and found to be associated with similar levels of resistance to extinction. The relation between reinforcement magnitude and response maintenance was further evaluated in the second experiment by exposing the communicative response to 20-s or 300-s access to toys or escape. Results for 2 participants suggested that this factor may alter the duration of postreinforcement pauses.  相似文献   

    

Sheila Trahar 《Counselling and Psychotherapy Research》2002,2(3):195-200

The aim of this paper is to invite readers to share the uncertain beginnings of my PhD in which I am seeking to hold reflexive conversations about learning with a group of international postgraduates studying in the UK. As a higher education lecturer in counselling I want to be able to understand the learning stories of such students, how their stories are affected by the learning experiences they encounter in the UK and how my own story is changing as a result of my involvement with them. My struggle to develop an appropriate conceptual framework within which to conduct cross‐cultural research will be described, paying particular attention to the reflexivity of the research activity and how it relates to the counselling process.  相似文献   

    

Tarbox RS  Wallace MD  Penrod B  Tarbox J 《Journal of applied behavior analysis》2007,40(4):703-706

Three-step prompting is a procedure commonly used in behavioral assessments and interventions; however, little research has evaluated the effects of this procedure on increasing children's compliance with caregiver requests. In this study, caregivers of children who demonstrated low levels of compliance were trained to use three-step prompting when presenting task requests to their children. Results indicated that training caregivers to implement this procedure decreased the frequency of caregiver-delivered prompts and increased compliance by the children.  相似文献