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11.
Arthur Stamps III Ph.D. 《Science and engineering ethics》1997,3(1):85-98
This paper presents a framework that editors, peer reviewers, and authors can use to identify and resolve efficiently disputes
that arise during peer review in scientific journals. The framework is called a scientific dialectical brief. In this framework,
differences among authors and reviewers are formatted into specific assertions and the support each party provides for its
position. A literature review suggests that scientists use five main types of support; empirical data, reasoning, speculation,
feelings, and status. It is suggested that the scientific dialectical brief format can streamline the review process by facilitating
rapid differentiation between stronger and weaker support, so that valuable time can be focused on the better-substantiated
claims. The paper concludes with some suggestions for implementation.
The author researches, lectures and publishes in the area of physical and social aspects of environmental quality. He is also
a practicing architect.
This paper is based on a presentation at a workshop, “Advances in Peer Review Research”, American Association for the Advancement
of Science Meeting, Baltimore, MD, February 9, 1996. 相似文献
12.
We studied the academic effects on peers without disabilities of serving as peer supports for students with disabilities in general education classrooms. Three peers were studied using a range of indicators, including academic engagement, coursework performance, and social validity assessments. Peers assisting a student with disabilities via curricular adaptation, assignment completion, and social facilitation constituted the multicomponent independent variable. We used withdrawal or multiple baseline designs to demonstrate positive benefits for peers for all measures used. In addition, follow-up data for 2 peers indicated that the positive changes associated with serving as a peer support were maintained for up to 2 months. Our results are discussed in relation to the possible academic and social effects of providing peer supports in general education classrooms for students with and without disabilities. 相似文献
13.
Debra M. Kamps Patricia M. Barbetta Betsy R. Leonard Joseph Delquadri 《Journal of applied behavior analysis》1994,27(1):49-61
A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor—learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance. 相似文献
14.
Valeri Farmer-Dougan 《Journal of applied behavior analysis》1994,27(3):533-544
A peer-delivered incidental-teaching procedure was used to instruct appropriate requesting in adults with moderate to severe mental retardation or autism. Three pairs of group-home residents participated in an incidental-teaching procedure to increase appropriate requesting, prompting, and responding of residents during lunch-preparation sessions. An increase in the number of incidental-teaching episodes during dinner was obtained, and remained high when lunch-making training sessions were withdrawn. In addition, during the incidental-teaching phase, an increase in appropriate requests and overall verbalizations occurred for the peer learners. Changes in appropriate requesting and overall verbalizations also remained higher than baseline when training was withdrawn. 相似文献
15.
Two children with autism were taught to engage in a variety of complex social behaviors using peer-implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer-preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed. 相似文献
16.
The endeavor to teach academic skills known as cooperative learningis of interest to behavioral educators due to its record of effectiveness, its use of behavioral procedures, and its relatively widespread adoption by regular educators. All forms of cooperative learning emphasize operations that encourage students to work together to achieve commonly held goals rather than competing with or ignoring the efforts of others. Despite the apparent soundness of the approach, the present commentary raises several issues. First, it states that some cooperative learning proponents fail to describe the behavioral processes underlying the approach. Second, it is pointed out that it is unclear whether cooperative learning is an independent or dependent variable. Given that cooperative learning applies group contingencies to academic behavior, the question is raised as to whether group contingencies do, in fact, produce desirable social interactions, and whether group contingencies are appropriate for academic behaviors. A concern is also raised as to whether the spontaneous peer tutoring generated by cooperative learning compares favorably with planned peer tutoring. Finally, it is claimed that the minor variations from academic group contingencies that cooperative learning proponents have introduced do not require identifying a new process. 相似文献
17.
Jeffrey L. Edleson 《Journal of psychopathology and behavioral assessment》1980,2(4):249-254
Sociometric data generated by roster-rating scale instruments are being used for assessment and evaluation purposes. Little information exists, however, on the influence of peer gender on this particular type of sociometric data. In a sample of 441 male and 455 female fourth, fifth, and sixth grade children, this study found same-sex ratings to be significantly higher than opposite-sex ratings. Opposite-sex ratings, while significantly lower, were slightly correlated with the higher same-sex ratings. Differing methods for interpreting roster-rating scale data are discussed in light of the above results.The author is Assistant Professor at the School of Social Welfare, State University of New York at Albany currently on leave at the Baerwald School of Social Work, Hebrew University, Jerusalem, Israel. This project was completed under the auspices of the Interpersonal Skill Training and Research Project of the School of Social Work, University of Wisconsin-Madison, Madison, Wisconsin. 相似文献
18.
Giulio E. Lancioni 《Journal of applied behavior analysis》1982,15(1):17-40
The findings of the three experiments reported herein indicate that normal children can successfully teach social responses (i.e., delayed imitation, cooperative play, and verbalization of positive comments) to withdrawn mentally retarded peers. The effects of the intervention generalized across stimulus and response conditions, while the trained and generalized levels of responding were maintained after the end of the intervention. Moreover, the subjects developed social responding within their classrooms and play areas parallel to the intervention and continued to increase such responding after the interruption of the intervention. Direct edible reinforcement appeared to be necessary at least during the initial period of the intervention. Vicarious edible reinforcement seemed useful to prompt the appearance of responding. Vicarious social reinforcement was ineffective at the beginning of the intervention, but apparently acquired prompting power at a later stage of training. Generalization results indicated that the similarity between the response occasions used for training and those used for testing generalization played an important role. Yet, the extensiveness of training and the development of responding within the classrooms and play areas may also have had a relevant effect. The development of social responding within the classrooms and play areas appeared to be mainly the effect of new learning. This was perhaps due to vicarious and direct social reinforcement. 相似文献
19.
Open classrooms with few rules, individualized instruction, and informal class organization present new problems for the application of behavior principles. The effects of three types of teacher aides on student achievement and on-task behavior were studied. Each was compared with a standard no-aide condition. Subjects were 54 third graders in two "open"-style classrooms. The three types of aide, helping adult, disciplinary adult, and helping fifth-grade aide, were compared in a multi-element design with a no-aide control. The helping-adult aide significantly affected the academic output of the class, when compared with the no-aide condition. All aide conditions produced more academic work and on-task behavior than did the standard no-aide condition. 相似文献
20.
Failure to share household chores equitably may be a major cause of the high failure rate of experimental group-living arrangements. A behavioral approach to worksharing based on a point system was implemented in one experimental group and its most important components experimentally evaluated. Experiment I showed that awarding credits produced more work than not awarding credits. Experiment II showed that making credits contingent on the outcome of a detailed inspection produced more work than awarding credits noncontingently. Experiment III demonstrated that awarding rent reductions contingent on credit earnings produced more work than awarding rent reductions noncontingently. Other evaluative data suggest that the resulting living arrangement is cheaper, more effective, and more satisfactory to the residents when compared to the most popular alternative living arrangements. 相似文献