DF Bicard  A Ervin  SC Bicard  L Baylot-Casey 《Journal of applied behavior analysis》2012,45(2):407-411

We investigated teacher versus student seat selection in the context of group and individual seating arrangements. Disruptive behavior during group seating occurred at twice the rate when students chose their seats than when the teacher chose. During individual seating, disruptive behavior occurred more than three times as often when the students chose their seats. The results are discussed in relation to choice and the matching law.  相似文献   

    

Fields L  Arntzen E  Nartey RK  Eilifsen C 《Journal of the experimental analysis of behavior》2012,97(2):163-181

Thirty college students attempted to form three 3-node 5-member equivalence classes under the simultaneous protocol. After concurrent training of AB, BC, CD, and DE relations, all probes used to assess the emergence of symmetrical, transitive, and equivalence relations were presented for two test blocks. When the A-E stimuli were all abstract shapes, none of 10 participants formed classes. When the A, B, D, and E stimuli were abstract shapes and the C stimuli were meaningful pictures, 8 of 10 participants formed classes. This high yield may reflect the expansion of existing classes that consist of the associates of the meaningful stimuli, rather than the formation of the ABCDE classes, per se. When the A-E stimuli were abstract shapes and the C stimuli became S(D)s prior to class formation, 5 out of 10 participants formed classes. Thus, the discriminative functions served by the meaningful stimuli can account for some of the enhancement of class formation produced by the inclusion of a meaningful stimulus as a class member. A sorting task, which provided a secondary measure of class formation, indicated the formation of all three classes when the emergent relations probes indicated the same outcome. In contrast, the sorting test indicated \"partial\" class formation when the emergent relations test indicated no class formation. Finally, the effects of nodal distance on the relatedness of stimuli in the equivalence classes were not influenced by the functions served by the C stimuli in the equivalence classes.  相似文献   

    

Koca-Atabey M  Karanci AN  Dirik G  Aydemir D 《International journal of psychology》2011,46(2):106-118

Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students.  相似文献   

    

Lovett S  Rehfeldt RA  Garcia Y  Dunning J 《Journal of applied behavior analysis》2011,44(4):819-833

This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the names of experimental designs, design definitions, design graphs, and clinical vignettes was compared. Generalization of responding to novel graphs and novel clinical vignettes, as well as the emergence of a topography-based tact response after selection-based training, were evaluated for the equivalence group. Performance on the paper-and-pencil test following teaching was comparable for participants in the equivalence and lecture groups. All participants in the equivalence group showed generalization to novel graphs, and 6 participants showed generalization to novel clinical vignettes. Three of the 4 participants demonstrated the emergence of a topography-based tact response following training on the stimulus equivalence protocol.  相似文献   

    

Fienup DM  Critchfield TS 《Journal of applied behavior analysis》2011,44(3):435-450

College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A negative control group received no instruction, and a positive (complete instruction) control group received instruction on all possible relations (those taught to, and emerging untaught in, the stimulus equivalence group). On posttests, the stimulus equivalence group performed as well as the positive control group (and both outperformed the negative control group), but those in the equivalence-based instruction condition achieved this outcome with significantly less training, thereby demonstrating the efficiency of equivalence-based instruction. Social validity measures indicated that participants found the instruction to be beneficial and as enjoyable as traditional teaching methods.  相似文献   

    

Czar KA  Dahlen ER  Bullock EE  Nicholson BC 《Aggressive behavior》2011,37(2):207-214

Psychopathy is a robust predictor of overt physical aggression that may also be relevant to relational aggression (RA). This study was conducted to investigate the utility of psychopathic personality traits in the prediction of RA in a sample of 291 college students. Hierarchical multiple regression analyses indicated that both primary and secondary psychopathic traits explained additional variance in general/peer and romantic RA beyond physical aggressiveness. Consistent with previous research, no gender differences were found on either form of RA, challenging the popular stereotype of RA as a female behavior. Moreover, psychopathic traits were not differentially predictive of RA by gender or level of physical aggressiveness. Implications of these findings for research and clinical practice are discussed.  相似文献   

    

Nicole Noble;Nicholas Bueno;Audrey Zatopek;Jeremias Hernandez; 《Counselling and Psychotherapy Research》2024,24(4):1310-1321

Individuals with autism spectrum disorder (ASD) experience mental health concerns at a higher prevalence rate than the general population, yet mental health professionals have limited education, training and experience in counselling individuals with ASD.  相似文献   

    

《Personality and individual differences》2015

This study examined both the mediation effects of achievement motivation and attributional style on the relationship between perfectionism and subjective well-being in a sample of Chinese university students. Four hundred ninety-three participants with an age range of 18–24 (206 males and 287 females) completed the Hewitt and Flett Multidimensional Perfectionism Scale (HMPS), the Achievement Motivation Scale (AMS), the Multidimensional–Multiattributional Causality Scale (MMCS) and the General Well-Being Schedule (GWB). Correlation analysis indicated that perfectionism was positively correlated with subjective well-being. Structural equation modeling exhibited the partial mediation effects of attributional style and achievement motivation on the relationship between perfectionism and subjective well-being. Moreover, a multi-group analysis indicated that the mediation model was not moderated by gender. These findings contribute to the complex nature of the association between perfectionism and subjective well-being. This study’s implications for future research and limitations of the present findings are discussed.  相似文献   

    

Katharine Sawrey  Bárbara M. Brizuela  Maria Blanton 《Estudios de Psicología》2015,36(1):185-192

Abstract

This work provides evidence that children as young as six years old successfully leverage written representations to their own purposes. During a modified clinical interview, Maggie created an idiosyncratic written representation to negotiate understanding of the interview task. In this move, Maggie shifted her role in the interview from sharing her own thinking to understanding the interviewer’s thinking. Her representations were not strictly for communication but also for control. This fleeting but illuminating episode points to young children’s intuitive perspective on written representations as a cultural tool.  相似文献   

    

M.A. Omoyemiju  O.O. Ojo  O.O. Olatomide 《British Journal of Guidance & Counselling》2015,43(5):530-545

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