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51.
Claire Lawrence Joanna Rees Eamonn Ferguson 《Journal of community & applied social psychology》2010,20(5):377-389
Although extreme violence to teachers is rare, the fact remains that in the UK, 29% of teachers report having been physically assaulted by a pupil (ATL, 2008a ). The ways in which responsibility for such assaults are attributed can have legal, educational and managerial implications. In the current study, teachers (N = 66), pupils (N = 68) and parents (N = 64) from a large secondary school in the UK read an incident report form outlining an incident depicting a pupil physically assaulting a teacher. The incident report was manipulated such that, prior to being assaulted, the teacher had either separated the assailant pupil from another pupil using a physical or non‐physical intervention. Results revealed that participating parents' and teachers' evaluations of the assailant's parents and the teacher differed from those of pupils in several ways. The results are discussed in terms of group‐based responsibility for deviant behaviour and implications for teacher behaviour in response to pupil on teacher violence. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
52.
Experimental study of the differential effects of playing versus watching violent video games on children's aggressive behavior 总被引:1,自引:0,他引:1
There is great concern about the effects of playing violent video games on aggressive behavior. The present experimental study was aimed at investigating the differential effects of actively playing vs. passively watching the same violent video game on subsequent aggressive behavior. Fifty-seven children aged 10-13 either played a violent video game (active violent condition), watched the same violent video game (passive violent condition), or played a non-violent video game (active non-violent condition). Aggression was measured through peer nominations of real-life aggressive incidents during a free play session at school. After the active participation of actually playing the violent video game, boys behaved more aggressively than did the boys in the passive game condition. For girls, game condition was not related to aggression. These findings indicate that, specifically for boys, playing a violent video game should lead to more aggression than watching television violence. 相似文献
53.
54.
Seat belt use is an important factor in the prevention of automobile accidents involving injuries and fatalities. The current study used a multielement design to compare the “Click It or Ticket” and “Please Buckle Up—I Care” procedures. Results indicate that the Click It or Ticket prompt resulted in a 20‐percentage‐point increase in seat belt use, and Please Buckle Up—I Care resulted in a 14‐percentage‐point increase. 相似文献
55.
Don Nielsen Sigurdur O. Sigurdsson John Austin 《Journal of applied behavior analysis》2009,42(3):551-561
This study evaluated video scoring and feedback about scoring as a safety intervention among 6 nursing staff. The dependent variable was safety behavior on one‐person transfers. Following baseline, 5 nursing staff participated in an information phase. A video scoring phase was then introduced for all 6. A feedback phase was added for 2 participants. All participants experienced treatment withdrawal. Information resulted in improvements for all 5 participants who received it. Further improvements were observed during video scoring for the 5 participants who improved following information. No improvements were observed for the participant who received only video scoring. Safety feedback further improved safety for the 2 participants who received it. However, participants' behavior returned to video scoring levels during withdrawal. 相似文献
56.
Previous research has shown that playing violent video game exposure can increase aggressive thoughts, aggressive feelings, and physiological arousal. This study compared the effects that playing a realistic violent, unrealistic violent, or nonviolent video game for 45 min has on such variables. For the purpose of this study, realism was defined as the probability of seeing an event in real life. Participants (N=74; 39 male, 35 female) played either a realistic violent, unrealistic violent, or nonviolent video game for 45 min. Aggressive thoughts and aggressive feelings were measured four times (every 15 min), whereas arousal was measured continuously. The results showed that, though playing any violent game stimulated aggressive thoughts, playing a more realistic violent game stimulated significantly more aggressive feelings and arousal over the course of play. Aggr. Behav. 35:213–224, 2009. © 2009 Wiley‐Liss, Inc. 相似文献
57.
暴力电子游戏对攻击行为及相关变量的影响 总被引:3,自引:0,他引:3
文章综述了暴力电子游戏对攻击行为及相关变量影响的测量方法和实证研究结果,分析了这种影响的心理机制和特点,文章认为对这种心理机制的理论探讨经历了四个阶段,元分析表明暴力电子游戏增加了游戏者的攻击行为、攻击认知、攻击情感、生理唤醒,最后文章指出以往研究中存在的问题和未来可能的发展方向 相似文献
58.
We compared two procedures for improving the social interactions of three autistic children. In a peer-initiation condition, confederates were taught to initiate interaction with the autistic children. In a teacher-antecedent condition, teachers prompted the autistic children to initiate with confederates, who had been taught to reciprocate. Using an alternating treatment design, differential effects were found. The peer-initiation procedure reliably increased the social responses of the autistic children, whereas the teacher-antecedent condition increased the initiations and responses of the autistic children. In addition, longer chains of social interaction occurred during the teacher-antecedent condition. 相似文献
59.
Inclusive instruction was provided for three older adults with profound mental retardation in a water exercise class at a local YMCA. The older adults were taught to exercise through the use of systematic prompting. A multiple baseline design across participants with an embedded reversal was used to evaluate the impact of a personal trainer. The three participants performed the exercise, but regressed without the assistance of the trainer, as demonstrated by the reversal. Data collected during peer prompting and maintenance conditions indicated that the participants continued to exercise at levels higher than baseline but lower than with a personal trainer. 相似文献
60.
On a ward for 24 psychogeriatric patients, 18 were randomly assigned to three groups with different experimental conditions. The first group was prompted and reinforced for different activities; the second was only prompted; and the third served as a control group. Activities, both the trained ones and others, were continuously monitored throughout the five week study. The results showed a clear increase in the trained activities after training. The prompting condition was effective, and the addition of reinforcement did not add any to the effects. There was no generalization to untrained activities, and the effects did not last at the 1 hr or 21 hr assessments, but was clearly visible at 5 min after training. Time seemed to be more important than place, i.e. the effect ceased with elapsed time, not because of changes in the situation. 相似文献