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21.
Two rhesus monkeys learned the auditory abstract concept ofsame/different. They were trained with 38 different environmental and natural sounds, which were arranged in different combinations as training progressed. Upon transfer to 138 different novel stimuli, they performed as well (78.8% correct) on the first exposure to the novel stimuli as they did (77.3%) with their training stimuli. The comparatively large set of training sounds, contact with the sound source, and a special fading procedure are thought to have contributed to the monkeys’ being able to learn this concept. Implications for species’ similarities/differences in cognitive processing are discussed. 相似文献
22.
Jean E. Wright 《International journal for the advancement of counseling》1980,3(2):125-135
Summary In considering in this paper the origins, development and need for psychosexual counselling to be an integral part of the provision of a counselling service, one must not lose sight of the fact that some higher educational institutions still have no general counselling provision.It is interesting to note that in the UK at a time when the age of consent and voting age were lowered to eighteen years (Family Law Reform Act, 1969, operational 1970 and Representation of the People Act, 1969), and students were rejecting the idea of wardens and academic tutors acting in loco parentis, the National Union of Students (at their annual conference in 1969) passed a resolution pressing for Counselling Services to be established in each higher educational institution-staffed by fully trained personnel, Milner (1974). Nine years later this resolution has not yet been fully implemented.The university community represents a cross-section of the population, any of whom may have a psychosexual problem and seek help from the counselling service. Counsellors must be trained to treat psychosexual problems as part of their normal range of activities.Storr (1960) points out that it is The individual as well as the disease that needs treatment. This applies in counselling as it does in medicine, so that the counsellor should be able to treat the individual as a whole, and at the same time treat his psychosexual problem.University of Reading 相似文献
23.
Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school. 相似文献
24.
Herbert H. Severson Marianne Pickett Deborah J. Hetrick 《Psychology in the schools》1985,22(2):179-186
One hundred eighty-one experienced teachers (elementary and junior high), and 189 preservice teachers were surveyed regarding their perceptions of school psychologists. The survey instrument used essentially the same categories as Styles in 1965, including: (a) level of training, (b) effectiveness, (c) qualifications for tasks, and (d) usefulness in specific duties. Analysis of the survey data showed there were significant differences between preservice and experienced teachers' effectiveness ratings of school psychologists on eight tasks typically performed by school psychologists. Significant differences also were found between preservice and experienced teachers on their ratings of school psychologists' qualifications to undertake specific tasks, although almost half of the experienced teachers were unable to rate the effectiveness of school psychologists. There was a small, but significant, negative relationship between the amount of contact with the school psychologist and the perceived effectiveness. Limitations inherent in survey methodology and the need to foster greater teacher awareness of the school psychologist's role are discussed. 相似文献
25.
Dan Wright 《Psychology in the schools》1983,20(1):25-26
The PPVT-R and the WISC-R were administered to a sample of 35 students, grades 1 through 8, who were nominated for possible participation in gifted programming. The correlation between the PPVT-R and Full Scale IQ was .27, which probably was affected by the restricted range of ability assessed. The PPVT-R showed modest incremental effectiveness beyond informal referral procedures in predicting toward a WISC-R criterion score. 相似文献
26.
Margaret E. Uguroglu Diane P. Schiller Herbert J. Walberg 《Psychology in the schools》1981,18(3):279-285
Individual empirical studies of motivation show little divergent validity of various factors and call for better measures, especially multidimensional instruments. The same conclusions were reached from a meta analysis of 40 motivation studies by Uguroglu and Walberg (1979). After a study of approximately 50 instruments that measured motivation constructs of social, emotional, and physical self-concept; locus of control; and achievement motivation, among others, a 23-anchored-item questionnaire using a five-point scale was developed that included these factors. The instrument was administered in May of the first and second year to 115 students in grades three through eight. The purpose of the research was to operationalize and field test a motivation instrument using multidimensional measures; also to consider whether any change would occur in the correlation of a multidimensional instrument to various achievement measures over unidimensional ones. Results of the study show the correlations of motivation to academic achievement, test-retest reliability, and the predictive validity of a multidimensional instrument. 相似文献
27.
Correlations of WPPSI IQs with concurrently administered subtests from the WRAT were compared with analogous WISC-R/WRAT correlations in a group of children referred by regular classroom teachers for school psychological services. Although the magnitudes of all correlations were reduced, due to restriction of range, the comparisons indicated no significant differences in the magnitudes of the correlations of the WPPSI and the WISC-R with the WRAT. These results support the use of the two instruments as equivalent predictors of achievement. 相似文献
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