Genetic psychology monographs最新文献_第7页

The role of attribution and self-perception in behavior change: implications for behavior therapy. 归因和自我知觉在行为改变中的作用:对行为治疗的启示。

Genetic psychology monographs Pub Date : 1975-11-01

S Kopel, H Arkowitz

{"title":"The role of attribution and self-perception in behavior change: implications for behavior therapy.","authors":"S Kopel, H Arkowitz","doi":"","DOIUrl":"","url":null,"abstract":"In this report extrapolations were made to behavior therapy from two related lines of social-psychological research: attribution and self-perception. A review of the relevant research literature on attribution suggested that (a) the perception and causal attribution of physiological arousal is an important determinant of emotional behavior and (b) self-attribution of behavior change increases the likelihood of maintenance of that change. A review of research concerned with Bem's self-perception theory indicated that inferences arising from self-observation of one's own overt behaviors may affect subsequent behavior, attitudes, and beliefs. These two lines of research converge in suggesting that an individual's perception of himself (in terms of overt behavior, situational circumstances, and physiological states) may have a marked influence on behavior change and the maintenance of that change. In the major body of this paper the implications of this research are discussed, particularly in terms of new procedures and specific modifications for existing procedures in behavior therapy. The major areas of behavior therapy discussed include: (a) behavioral assessment; (b) role playing (behavior rehearsal); (c) operant procedures; and (d) self-control strategies. Emphasis was placed upon treating the specific implications delineated as hypotheses requiring empirical investigation in the clinical arena. Strategies for such research were outlined.","PeriodicalId":75876,"journal":{"name":"Genetic psychology monographs","volume":"92 Second Half","pages":"175-212"},"PeriodicalIF":0.0,"publicationDate":"1975-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12390125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interrelationships among children's environmental variables as related to age, sex, race, and socioeconimic status. 儿童环境变量与年龄、性别、种族和社会经济地位之间的相互关系。

Genetic psychology monographs Pub Date : 1975-08-01

E Peisach, M Whiteman, J S Brook, M Deutsch

引用次数: 0

Social class and preschool language skill: IV. semantic mastery of shapes. 社会阶层与幼儿语言技能:四、形状语义掌握。

Genetic psychology monographs Pub Date : 1975-08-01

J Hunt, G E Kirk, C Lieberman

引用次数: 0

Emotional impairment and achievement deficit in disadvantaged children--fact or myth? 弱势儿童的情绪障碍和成就缺陷——事实还是神话?

Genetic psychology monographs Pub Date : 1975-08-01

M Kohn, J Cohen

引用次数: 0

Social class and preschool language skill: V. Cognitive and semantic mastery of number. 社会阶层与幼儿语言技能:五、对数字的认知和语义掌握。

Genetic psychology monographs Pub Date : 1975-08-01

G E Kirk, J Hunt, F Volkmar

{"title":"Social class and preschool language skill: V. Cognitive and semantic mastery of number.","authors":"G E Kirk, J Hunt, F Volkmar","doi":"","DOIUrl":"","url":null,"abstract":"This study was done to test the validity of two hypotheses of why children, and especially black children, of families of the poverty sector commonly fail in school. Sociologists deny for them either a cognitive or a linguistic deficit, and blame their failures on having to master the unfamiliar dialect of standard English while learning to read. The authors, on the other hand, blame the failures on inadequacies of early preschool experience that result in such deficits as one in semantic mastery of various elementary abstractions. In 1970-1971, 87 four-year-old students (58 black and 29 white) of Head Start and 33 of nursery school were examined with a five part test of number identification. In 1971-1972, the study was repeated with 69 four-year-olds of Head Start and 46 of the nursery school. A much smaller percentage of Head Start than of nursery school identify the numbers of blocks from 2 through 4 by either the heard or spoken mode of number identification. For numbers 5 and 6, most children of both classes fail. The evidence for a semantic deficit for number is very strong. The evidence indicates also a deficit in the span of apprehension and suggests the existence of class differences in the power of examiner demands for heard and for spoken identification to elicit the counting strategy. Evidence of sex differences in semantic mastery of number is absent, and among Head Start children, race differences lack statistical significance. These findings are highly dissonant with the contention of the sociolinguists that no cognitive or linguistic deficits exist and uncovering them can be helpful in guiding compensatory education.","PeriodicalId":75876,"journal":{"name":"Genetic psychology monographs","volume":"92 First half","pages":"131-53"},"PeriodicalIF":0.0,"publicationDate":"1975-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12352709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social class and preschool language skill. I. Introduction. 社会阶层与学前语言技能。我的介绍。

Genetic psychology monographs Pub Date : 1975-05-01

G E Kirk, J M Hunt

引用次数: 0

The effects of identifying objects on a concept-matching task performed by four preschool groups. 识别物体对四组学龄前儿童概念匹配任务的影响。

Genetic psychology monographs Pub Date : 1975-05-01

E Levitt

{"title":"The effects of identifying objects on a concept-matching task performed by four preschool groups.","authors":"E Levitt","doi":"","DOIUrl":"","url":null,"abstract":"Subjects for the present study were 20 retarded, 20 brain-injuried, 20 normal, and 20 disadvantaged children equated for average MA of 4 years 10 months. The study focused on a Concept-Matching task that required subjects to match an index object to one within a multiple-choice array on the basis of function or class. Materials were controlled so that this choice had a conceptual, rather than perceptual, base. Subjects were required to identify objects before proceeding to the Concept-Matching task. It was assumed that Identification responses served as mediators for the Concept-Matching task. Materials consisted of 84 common objects and a duplicate set of drawings. One set of hypotheses predicted that all groups would be hampered by the two-dimensional format for both the Identification and Concept-Matching tasks. A second set of hypotheses pertained to the correlation between Identification and Concept-Matching responses. They predicted (a) significant correlations between Identification and Concept-Matching scores for all groups; (b) a rank order for these correlations as follows: brain-injured greater than normals greater than disadvantaged greater than retardates. Hypotheses dealing with format were confirmed with two exceptions: the retarded and the brain-injured did equally well on the Concept-Matching task in either format. Data concerned with correlations were significant and followed the predicted rank order in the case of three groups: the retarded, disadvantaged, and brain-injured. Results were interpreted in the light of two interrelated theories that emerged from the study: a mediational pattern theory and a coping response theory.","PeriodicalId":75876,"journal":{"name":"Genetic psychology monographs","volume":"91 Second Half","pages":"227-56"},"PeriodicalIF":0.0,"publicationDate":"1975-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12360160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social class and preschool language skill: II. semantic mastery of color information. 社会阶层与幼儿语言技能的关系:色彩信息的语义掌握。

Genetic psychology monographs Pub Date : 1975-05-01

G E Kirk, J M Hunt, C Lieberman

{"title":"Social class and preschool language skill: II. semantic mastery of color information.","authors":"G E Kirk, J M Hunt, C Lieberman","doi":"","DOIUrl":"","url":null,"abstract":"The four-year-old children of Head Start (two-year-classes of 90 for 1969-71 and 72 for 1971-72) performed on a test of perceptual identification approximately as well as four-year-old nursery-school children of parents predominantly of college background. On the other hand, only 28.9% and 19.4% of the children of Head Start, as compared with 87.9% and 90.2% of the children of the nursery-school pointed correctly to all six of the blocks when the examiner named the colors. Also, only 25.6% and 23.6% of those of Head Start, as compared with 81.8% and 76.5% of those of the nursery school, named the colors of all six blocks as they were designated by the examiners. Sex differences and race differences, except in the case of brown, among the children of Head Start were negligible and not significant. Somewhat more children showed semantic mastery for the warn colors, orange and red, than for the cool colors, blue and green. The finding of a deficiency in semantic mastery for such an elementary abstraction as color is highly dissonant with the contention of many students of sociological linguistics that children of poverty, and especially black children of poverty, are without cognitive or linguistic deficit, and that they fail in school only because they use a dialect differing from standard English. The finding is quite consonant with the contention that children of poverty do have a cognitive and linguistic deficit which may, and probably does, derive from the rearing conditions in their homes during the preschool years.","PeriodicalId":75876,"journal":{"name":"Genetic psychology monographs","volume":"91 Second Half","pages":"299-316"},"PeriodicalIF":0.0,"publicationDate":"1975-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12360162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social class and preschool language skill: III. Semantic mastery of position information. 社会阶层与幼儿语言技能:对位置信息的语义掌握。

Genetic psychology monographs Pub Date : 1975-05-01

J M Hunt, G E Kirk, F Volkmar

{"title":"Social class and preschool language skill: III. Semantic mastery of position information.","authors":"J M Hunt, G E Kirk, F Volkmar","doi":"","DOIUrl":"","url":null,"abstract":"The four-year-old children of Head Start (two-year-classes of 90 for 1970-71 and 67 for 1971-72) performed on a test of perceptual identification of a sample of six positions approximately as well as did four-year-olds of parents with predominantly college backgrounds. On the other hand, only 22% and 16% of those of Head Start as compared with 70% and 67% of those of the nursery school placed blocks in all six positions that they heard the examiner name, and only 12% and 9% of the former as compared with 45.5% and 44.9% of the latter gave appropriate names for all the six positions designated by the examiner. Sex differences and differences between black and white children of Head Start were negligible and not significant. Somewhat more children of both Head Start and the nursery school showed semantic mastery based on both heard and spoken identification for positions based on body-object relations (in, on, and under) than for those based on object-object relations (in fromt of, between, and in back of). The fact that the children of Head Start perform so much less well than those of the nursery school on the test semantic mastery for position information is highly dissonant with the contention that children of poverty are without either cognitive or linguistic deficit, but quite consonant with the contention that they suffer a deficit that may well and probably does result from the rearing conditions in their homes during the preschool years.","PeriodicalId":75876,"journal":{"name":"Genetic psychology monographs","volume":"91 Second Half","pages":"317-37"},"PeriodicalIF":0.0,"publicationDate":"1975-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12360163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research approaches in illicit drug use: a critical review. 非法药物使用的研究方法:一项批判性审查。

Genetic psychology monographs Pub Date : 1975-02-01

S W Sadava

引用次数: 0