This empirical investigation evaluated the outcomes of three models of counselling with students in the elementary school who were identified as having Learning and behavioral problems. It was hypothesized that model one, counselling with parents, teachers and students was the most effective: model two, counselling with teachers and parents was the next most effective and model three, coun selling with students only was the least effective. It was discovered after 5 months of counselling, that although the student reading scores of the combined counselling groups improved significantly in comparison to the control group, no statistically significant change occurred between the counselling models either on student reading or classroom behavior. Model one counselling, however, produced cooperative relationships between teachers, parents and students.The University of British Columbia 相似文献
Rats shocked once by a stationary, wire-wrapped prod mounted on the wall of the test chamber incorporated sand, wooden blocks, or commercial bedding material on the floor of the chamber into a defensive response. They moved the available material toward and over the shock prod in all three conditions, adapting the response topography to the particular demands of the available material. In the sand and bedding conditions, the rats buried the prod by pushing and spraying piles of the material with snout and forepaws, whereas, in the blocks condition they picked up the blocks with their teeth and placed them individually around the prod. In Experiment 2, the rats buried the shock prod with blocks even when they had to first carry the blocks to the prod from the back of the chamber. Thus, conditioned defensive burying is not a simple, reflexive response to objects paired with a painful stimulus: it is a complex behavioral sequence that can vary as a function of the availability of burying materials. 相似文献
Cultural expectations and sex-role standards about reading in Canada, Denmark, England, Finland, Israel, Japan, and U.S.A. were investigated. A picture test showing various activities and objects including reading and books was administered in each country to six sub-samples that approximated to the levels: students in grades I, IV, VIII, and XII, college students, and adults. Subjects had to ascribe the activity or object as being appropriate for either a boy or a girl. The results were consistent with the hypothesis that cultural expectations and sex-role standards about reading are congruent within one country but that they differ between countries. In particular, boys in Canada and the U.S.A. rapidly learn to perceive reading as a feminine activity, whereas Danish and Japanese males at all ages consistently view reading as acceptable masculine behaviour. 相似文献
Two levels of training (100 vs. 500 trials) and two ages of rats (young and adult) were used in a developmental analysis of the relationship between response strength and the effects of punishment. The apparatus was a Y maze with three discriminably different arms. After 100 or 500 reinforced trials, subjects were shocked each time they responded in one arm. The recovery sessions followed the punishment session. Results from the punishment day indicated that: (a) young rats received a greater amount of shock, and (b) additional training increased the amount of shock received by the young but decreased it in the adults. The recovery data showed that: (a) the suppressive effects of punishment were greater for the adults than for the young, and (b) the recovery scores were not influenced by degree of overtraining. The Age by Overtraining interaction suggested that the relationship between response strength and punishment is age dependent. The age differences found with the amount-of-shock and recovery measures provided additional support for the position that younger rats are less competent than adult rats in inhibiting responses.
