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91.
JÜRGEN SCHRÖDER 《Journal for General Philosophy of Science》1997,28(1):159-183
Qualia and Physicalism. It is assumed that the following three relations exhaust the possibilities for a physicalist account
of qualia: 1. determination, 2. identity, 3. realization. The first relation is immediately rejected because it does not exclude
property dualism. The second faces the problem that it is probably impossible to discriminate empirically between the identity
thesis and the epiphenomenalist position. The third cannot handle qualia adequately, for qualia are not functional properties
and the realization relation is only plausible as a relation between physical realizers and functional properties. Finally,
if one attempts to replace multiple realization by multiple identities it is shown that the notion of multiple property identities
is unintelligible. The upshot is that if these three relations exhaust the possibilities of a physicalist construal of qualia
then physicalism is wrong.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
92.
We evaluated strategies to increase behaviors associated with courteous provision of service by 3 staff members of a human service agency. Training included written instructions, practice, and performance feedback. A lottery procedure was introduced to maintain courteous service after training. The results of a multiple baseline design across the 3 participants showed marked increases in courteous behaviors following training. These effects were maintained at 3-, 5-, and 8-month follow-ups. Consumers' satisfaction with service also increased. These findings suggest that simple training and reinforcement procedures can enhance courtesy afforded those who receive service from public and nonprofit organizations. 相似文献
93.
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
94.
Carol Ann Davis Michael P. Brady Richard Hamilton Mary A. McEvoy Robert E. Williams 《Journal of applied behavior analysis》1994,27(4):619-637
High-probability requests were used to increase social interactions in 3 young boys with severe disabilities who had been identified as severely socially withdrawn. A multiple baseline design across participants was used to evaluate the effects of high-probability request intervention on (a) social initiations, (b) social responses, (c) continued interactions, and (d) performance of high- and low-probability requests. The students were observed in a second setting to examine generalization effects across peers who did not participate in the training sequence and settings. The results demonstrated that the high-probability requests increased the students' responsiveness to low-probability requests to initiate social behavior. Increases were also found in (a) unprompted initiations and extended interactions to the training peers, (b) unprompted initiations and extended interactions to peers who were not involved in the training procedure, and (c) generalized unprompted initiations and interactions in a second nontraining setting. The students maintained increased levels of initiations and interactions after all prompts were removed from both the training and nontraining settings. 相似文献
95.
内部分配改革的职务评价技术探新 总被引:4,自引:0,他引:4
建立工资标准系统的关键是确定职务工资率。职务间可比价值成分变异越大,对确定职务工资率的贡献也越大。根据以上研究设想采用方差分析方法进行职务评价。评价步骤包括:职务描述;对职务要素作主成分分析;对职务样本作聚类分析和判别分析;通过方差分析为可比价值各成分建构权重系数ωi。ωi‘满足:(1)ωi≥0;(2)Σωi=1;(3)ωi,间可直接比较;(4)ωi的大小与对应的可比价值成分变异一致。最后将职务评价值线性变换为工资率。在线性方程中配一个常数。和调节系数α以适合组织的管理约束条件。配合两个企业内部分配改革的研究结果显示了方差分析法的有效性和实用性。 相似文献
96.
Comparing interspersed requests and social comments as antecedents for increasing student compliance
Two students were alternately presented with interspersed high-compliance requests and social comments as antecedents to low-compliance requests. An initial comparison demonstrated similar positive effects on compliance for interspersed requests and social comments. A second analysis indicated that the effectiveness of social comments for increasing compliance was related to the time interval between social comments and low-compliance requests. 相似文献
97.
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
98.
GUNY GuBJ
RNSD
TTIR 《Scandinavian journal of psychology》1995,36(4):327-342
The role of task content, gender, social class and cognitive ability in performance on two formal operational tasks is explored in this paper. The participants were 110 Icelandic 12-year-olds, early and late developers, males and females from all socio-economic groups. Two tasks of variable isolation (the pendulum and three content versions of the “plant” problem) and two measures of volume conservation (three traditional tasks and three tasks formally identical whose content was pictorial social play) were presented individually in a school setting. The results suggest that content variations have differential consequences for the performance of early and late developers at age 12. Both the nature of logical competence and task content affect solutions, as suggested by Overton and collaborators in 1987. Some social class and gender differences were observed on two Piagetian tasks (pendulum and volume), which was reduced by changing the task content in the case of social class but not in that of gender. As the gender difference in volume conservation was not reflected ins chool achievement nor on other cognitive tasks it was interpreted as a gender bias. The findings are discussed in view of recent literature on the development of cognitive theory with increased emphasis on context and meaning in a post-structural intellectual climate. 相似文献
99.
An empirical test of a comprehensive model of intrapersonal empowerment in the workplace 总被引:9,自引:0,他引:9
Gretchen M. Spreitzer 《American journal of community psychology》1995,23(5):601-629
A comprehensive model of intrapersonal empowerment in the workplace posits that empowerment mediates the relationship between
the social structural context and behavioral outcomes. The social structural context is operationalized as perceptions of
role ambiguity, sociopolitical support, access to strategic information and resources, and work unit culture, whereas behavioral
outcomes are operationalized as innovativeness and effectiveness. The model is examined on a sample of 324 middle managers
from different units of a Fortune 50 organization. Survey data are examined using a series of regression analyses to assess
the mediating effect of intrapersonal. Results suggest that intrapersonal empowerment mediates the relationship between some
elements of workplace social structure and innovativeness, but not effectiveness. Although not a mediating mechanism for effectiveness,
intrapersonal empowerment is nonetheless directly related to effectiveness (as assessed by the respondent's subordinates).
Implications of the results are discussed as are study limitations and directions for future research.
This paper is based on the author's dissertation, presented in partial fulfillment of the requirement for the doctoral degree
at the University of Michigan. I am grateful to my dissertation committee which included Robert E. Quinn (chair), Susan Ashford,
Richard Bagozzi, Karl Weick, and Marc Zimmerman for their thoughtful guidance. Thanks is also extended to Neil Sendelbach
for his help in facilitating data collection. The University of Michigan and the University of Southern California both provided
financial support for this research. This paper was prepared while the author was a Zumberge Fellow at the University of Southern
California. 相似文献
100.
Elena F. Brand Brian Lakey Shirley Berman 《American journal of community psychology》1995,23(1):117-135
Investigated the effects of a 13-week preventive, psychoeducational intervention program to improve perceived social support.
Fifty-one, low-perceived support, community residents were randomly assigned to an intervention or wait-list control condition.
Intervention subjects received training in social skills and cognitive reframing regarding the self and social relations.
The intervention led to increased perceived social support from family, but not from friends. As hypothesized by social cognition
models, increases in perceived support appeared to be mediated by changes in self-esteem and frequency of self-reinforcement.
Further, such changes in cognition about the self were larger than the changes observed for perceived support, suggesting
that it may be easier to change cognition about the self than perceptions of support. 相似文献