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91.
M J Evans A Duvel M L Funk B Lehman J Sparrow N T Watson A Neuringer 《Journal of the experimental analysis of behavior》1994,62(1):149-156
An apparatus was developed to study social reinforcement in the rat. Four Long-Evans female rats were trained to press a lever via shaping, with the reinforcer being access to a castrated male rat. Responding under a fixed-ratio schedule and in extinction was also observed. Social access was found to be an effective reinforcer. When social reinforcement was compared with food reinforcement under similar conditions of deprivation and reinforcer duration, no significant differences were observed. 相似文献
92.
Malcolm Ashmore 《Argumentation》1994,8(2):157-161
This essay argues that the really useful character of reflexivity is that it enables a radical critique of representation and its conventional material and rhetorical practices. It is uniquely able to produce paradox and thus disrupt discourses by undermining authorial privilege. Because Fuller's social epistemology is insensitive to its own reflexive implications, and limits itself to normative questions about knowledge policy, it is too limited — and limiting — to provide a context that can nurture reflexivity. 相似文献
93.
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
94.
Blanding Kevin M. Richards Janet Bradley-Johnson Sharon Johnson C. Merle 《Journal of Behavioral Education》1994,4(1):33-39
In Study 1, the effect of making tokens contingent on correct performance of low social position preschoolers on the McCarthy Scales of Children's Abilitieswas examined. Preschoolers in a token reinforcement group scored significantly higher (mean=8 IQ points) than subjects in a control group. In Study 2, the effect of tokens on McCarthyresults was examined as a function of social position in a 2×2 design. The high social position control group scored significantly above the low social position control. The low social position token reinforcement group, however, performed as well as both the high social position control and token reinforcement groups. Use of systematic reinforcement contingencies to reduce test error is discussed. 相似文献
95.
The literatures on sex-role socialization and social comparison theory were used to predict how parents would evaluate the life success of adult sons and daughters and how parents' assessments of themselves would be influenced by comparisons with these children. Although parents (N=215) did not report different levels of life success for 291 adult sons versus 251 adult daughters, parental well-being was more closely tied to assessments of sons' success. In addition, although parents' reported that both sons and daughters had exceeded their own life success, theparent-child comparison with daughters was the better predictor of parents' well-being. Findings are discussed in terms of parents' individual development, family processes at midlife, and cohort differences between parents and their children. 相似文献
96.
Eugene Hightower 《Journal of Adult Development》1994,1(4):249-260
This study explores the moderating effects of early adult character style on correlations between social relationships in adolescence and midlife psychological health. Participants were drawn from the ongoing longitudinal studies at the Institute of Human Development. Individuals who beat the odds of an adverse environment and those who failed to capitalize on beneficial environments were identified and compared at age 30 on the California Psychological Inventory, the Meredith-Millsap Component Scores, and the Thematic Apperception Test. Social relatedness and personal independence were characteristics at age 30 of all subjects who went on to develop good psychological health by age 50. Social relatedness was more associated with overcoming a difficult environment, while self-assurance was more associated with capitalizing on a good one. 相似文献
97.
A lack of studies which evaluate system change by tracking client outcomes is noted in the children's mental health area. This deficit may be a result of the inability of researchers to define outcomes and to draw conclusions about which measures reflect the efficacy of services and service delivery systems. This paper reviews five social validation surveys which examined children's mental health outcome measures. Based on the results of the five surveys, a model of critical behaviors and events is presented. This model will assist evaluators and researchers in understanding which critical events and behaviors should be measured to assess the impact of community-based mental health services for children. 相似文献
98.
David Fryer 《Journal of community & applied social psychology》1994,4(1):11-14
Demystification, eschewing roles that disempower others and enhancing accessibility to the tools of knowledge, are consistent with the aims of community and applied social psychology. Although a focus on psychological empowerment can be a distraction from the need for actual power, it can also enhance it. Psychologists who avoid victim blaming and individual causal attribution biases can contribute to the discourse about social change. This requires both a reinterpretation of the known facts, and a reframing of social analysis. Social scientists and professionals are today's theologians and priests. Our power lies in our legitimation as interpreters of social reality. Teaching the psychology of empowerment, participative decision making and informed consent can influence the powerful as well as the powerless. 相似文献
99.
The dominant methodological approach in psychological research has involved the use of quantitative methods within a positivist framework. In this article we argue that both qualitative and quantitative methods have their strengths and limitations, depending on the research question under investigation. We examine some of the advantages of qualitative methods, paying particular attention to the value of such methods for feminist researchers. We challenge the positivist assumption that all research should be apolitical and value-free, arguing that the political context in which all research studies take place plays an important role in decisions about the appropriate research methods to use. Despite the value attached to qualitative methods by feminist researchers, there may be projects for which quantitative methods, or a combination of qualitative and quantitative techniques, are more suitable. We draw on examples from our research on the transition from school to the job market for young people, and a study of 16- to 19-year-old first time mothers to illustrate these points, examining the practical implications of our arguments for applied social psychology research. 相似文献
100.
Two experiments explored whether the magnitude of the enactment effect in action memory (i. e., higher recall with motor than with non-motor encoding) may depend upon the use of individual or group testing procedures. Nonmotor encoding instructions, requiring the subjects to listen to orally presented action items, were compared to instructions which also required enactment. With encoding treated as a within-subject factor, the observations failed to reveal any significant difference between individual and group testing. With encoding treated as a between-subject factor, the results showed an interaction between test and encoding conditions, such that an enactment effect was found only with group testing. Different support value for auditory cues in group and individual test situations was assumed to account for this difference. In a third experiment the indicative and imperative verb forms were compared. An interaction was observed, showing that in Norwegian, enacted verbs were remembered better when presented in the indicative than in the imperative. No corresponding difference was found under non-enactment conditions. For this finding, a social interaction interpretation was offered. 相似文献