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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
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Steinmetz AB Skosnik PD Edwards CR Bolbecker AR Steinmetz JE Hetrick WP 《Learning & behavior》2011,39(4):358-370
Delay eye-blink conditioning is an associative learning task that can be utilized to probe the functional integrity of the
cerebellum and related neural circuits. Typically, a single interstimulus interval (ISI) is utilized, and the amplitude of
the conditioned response (CR) is the primary dependent variable. To study the timing of the CR, an ISI shift can be introduced
(e.g., shifting the ISI from 350 to 850 ms). In each phase, a conditioned stimulus (e.g., a 400- or 900-ms tone) coterminates
with a 50-ms corneal air puff unconditioned stimulus. The ability of a subject to adjust the CR to the changing ISI constitutes
a critical timing shift. The feasibility of this procedure was examined in healthy human participants (N = 58) using a bidirectional ISI shift procedure while cortical event-related brain potentials were measured. CR acquisition
was faster and the responses better timed when a short ISI was used. After the ISI shift, additional training was necessary
to allow asymptotic responding at the new ISI. Interestingly, auditory event-related potentials to the CR were not associated
with conditioning measures at either ISI. 相似文献
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Adam B. Steinmetz Chad R. Edwards Joseph E. Steinmetz William P. Hetrick 《Learning & behavior》2009,37(4):349-356
Classical eyeblink conditioning (EBC) has been widely used to probe cerebellar function in humans and nonhuman mammals. Although
the neural pathways governing behavior in this task are well understood and fairly discrete, it remains unclear in the human
literature how conditioned stimuli (CSs) of different modalities (e.g., visual and auditory) influence the exhibition of conditioned
responses (CRs). In the present study, therefore, CRs to a visual CS and an auditory CS were examined with the single-cue
delay EBC procedure. An initial experiment (N=61) was conducted to identify visual and auditory stimuli that had equal perceived intensities. Using these perceptually
equivalent stimuli, a second group of 25 subjects completed auditory and visual EBC procedures in two testing sessions 5–8
days apart. Whereas the acquisition of CRs was similar between the CS modality conditions, the timing of the CRs differed
such that earlier CR onset and peak latencies were associated with the visual CS. In addition, CR timing improved across testing
sessions, as indicated by the later CR peak latencies exhibited during the second testing session, as compared with the first. 相似文献
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The Urban Review - In this paper, we draw upon data from a multi-year, ethnographic case study of a community-based organization in Detroit, Michigan to consider how the organization has used... 相似文献
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