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Articles 1 - 13 of 13
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Assessing Some Side Effects Of A Contingency Management Program, Charles M. Atkinson
Assessing Some Side Effects Of A Contingency Management Program, Charles M. Atkinson
All Master's Theses
This study applied a contingency management program to a single behavior while measuring multiple behaviors. Reinforcement was made contingent upon increased addition rate. The experimental group made significantly greater gains in addition rate. There was no significant difference in the gains made in subtraction rate, reading rate, reading comprehension, or classroom behavior. The study was limited by a small sample, six week time span, and the use of mentally retarded subjects to assess side effects of reinforcing an academic behavior.
Intradimensional Variability With Numbers And Alphabetical Letters In Conceptual Rules, Thomas Henry Clayton
Intradimensional Variability With Numbers And Alphabetical Letters In Conceptual Rules, Thomas Henry Clayton
All Master's Theses
Subjects were assigned to bidimensional rule problems that contained either 5, 10, or 15 levels of intradimensional variability. The stimuli consisted of numbers and alphabetical letters. There were no performance differences by either males or females when the number of levels within each rule was increased. There was a significant difference in performance among the three rules (disjunctive, conditional, and biconditional), however, the conditional was more difficult than the biconditional which is inconsistent with earlier research.
A Case Study Of The Relationship Between Role-Taking Skills And Intellectual Development, Linda Suzanne Green
A Case Study Of The Relationship Between Role-Taking Skills And Intellectual Development, Linda Suzanne Green
All Master's Theses
A series of thirteen role-taking and cognitive development tasks, taken from research done on Piaget's developmental theories, were presented to ascertain the relationship between refined role-taking skills and the level of intellectual development demonstrated by a child in Piaget's pre-operational phase (two to seven years).
The results indicated that a child in this age range is not able to remove himself from his egocentric position and utilize the concepts of decentering and reversibility in constructing a meaningful message. This would indicate a lack of role-taking skill refinement.
It was concluded that the use of this type of task series would …
The Effects Of Truth Table Pretraining And Intradimensional Variability On Rule Learning And Attribute Identification Tasks, Eric S. Gebelein
The Effects Of Truth Table Pretraining And Intradimensional Variability On Rule Learning And Attribute Identification Tasks, Eric S. Gebelein
All Master's Theses
Ss were required to sort geometrical patterns into positive or negative instances. According to (a) an attribute identification problem (wherein one of three conceptual rules was given: Disjunctive, Conditional, or Biconditional) or (b) Rule learning problem (wherein the two relevant attributes were given: either yellow, triangle or blue, circle). Intradimensional variability for each condition was either five, seven, or nine levels. The Rule effect was the only significant source of variance even though performance did worsen as intradimensional variability was increased.
The Effect Of A Learning Skills Course Including Group Counseling On Low Achievers In The Community College, Paul E. Borg
The Effect Of A Learning Skills Course Including Group Counseling On Low Achievers In The Community College, Paul E. Borg
All Master's Theses
A Learning Skills course consisting of study skills, goal direction, and self-understanding was tested among volunteer community college low achievers. Treatment integrated didactic, group discussion, and affective experiences in 18 hour-long sessions. Nineteen subjects received treatment; 25 subjects formed a matched control group; and 41 non-volunteers formed two additional control groups. An apparent trend toward GPA improvement was noted for all groups, but all measurements on GPA and a study survey were non-significant.
The Effect Of An Increase Of A Mother's Complimentary Behavior On Her Child's Crying Rate And In-Task School Behavior, Mark Connot
The Effect Of An Increase Of A Mother's Complimentary Behavior On Her Child's Crying Rate And In-Task School Behavior, Mark Connot
All Master's Theses
The purpose of the present study was to decrease an eight year old boy's disruptive crying rate in his home by ignoring his negative behavior and selectively complimenting his acceptable behavior. A check in the boy's classroom was made to determine if a generalization effect or transference of positive behavior from the home occurred. Crying behavior in the home was reduced significantly. There was no observed significant change in school behavior.
Evaluation Of The Consistency Of Informants’ Reports For Children’S Ratings With The Progress Assessment Chart, Craig Allen Gilroy
Evaluation Of The Consistency Of Informants’ Reports For Children’S Ratings With The Progress Assessment Chart, Craig Allen Gilroy
All Master's Theses
Seven TMR, seven EMR, and seven regular pupils were rated on the P-A-C I by observers who viewed the children in their classrooms or by using parents and teachers as informants. Ratings were compared for consistency between groups and between raters by means of percent agreement figures and proportional t tests. Few significant differences were found between raters within groups. Significant differences were found in the majority of the cases when parent, teacher, and observer ratings of handicapped and regular children were compared.
False Physiological Feedback And Acceptance Of A High Fear Message, Michael T. Gray
False Physiological Feedback And Acceptance Of A High Fear Message, Michael T. Gray
All Master's Theses
This paper presents an attempt to differentiate between the drive reduction and parallel response theories as explanations of results obtained in fear communication research.
Forty-eight subjects were divided into four equal groups and while listening to a high fear message, three groups received false GSR feedback. The fourth group (control) received no feedback. The results failed to differentiate between the two theoretical models and also failed to support findings of an earlier study which used similar feedback techniques.
It was concluded that further research using false feedback techniques needs to be done.
A Comparison Of Verbal And Geometric Stimuli In Concept Learning, Robert William Greenway
A Comparison Of Verbal And Geometric Stimuli In Concept Learning, Robert William Greenway
All Master's Theses
Subjects classified stimulus patterns into positive or negative instances of the concept according to either an attribute identification (AI) problem or a rule learning (RL) problem. Four types of stimulus materials were used: verbal stimuli (V), geometric stimuli (G), or two combinations of these modes, verbal geometric (VG) or verbal colored (VC). The only main effects that were significant were the Type of rule and Type of problem. Some interactions were obtained between these factors and the stimulus mode employed.
Interest, Achievement And Personality Differences And The Direction Of Lateral Eye Movement, Frances Irene Lewis
Interest, Achievement And Personality Differences And The Direction Of Lateral Eye Movement, Frances Irene Lewis
All Master's Theses
An eye movement identified as being related to personality and achievement differences in individuals was investigated. Subjects were 116 college freshmen who were classified as right or left movers on the basis of the direction their eyes moved laterally during reflective thought. The classifications were correlated with variables of sex, eye dominance, handedness, personality and achievement scores. Findings indicate significant correlations for left handed subjects on Economic and Political scales and Verbal achievement but no significant correlations for right handed subjects.
Solution Shift Performance Of Low Functioning Children, Kathleen L. Levell
Solution Shift Performance Of Low Functioning Children, Kathleen L. Levell
All Master's Theses
Retarded children of two intellectual levels were assigned to reversal (R) or nonreversal (NR) shifts in a concept learning task. High children had previous practice with the stimulus attributes while the low children did not. The effects of overtraining on the original problem led to more rapid R solutions for both groups while overtraining prior to the NR shift yielded equal levels of performance for both groups of children.
Results were interpreted within the framework of mediation theory.
Experimenter Bias Effect At Varying Levels Of Motivation, Leslie Marie Slade Gray
Experimenter Bias Effect At Varying Levels Of Motivation, Leslie Marie Slade Gray
All Master's Theses
This study examined the effects of experimenter motivation upon the experimenter bias effect on a person perception task. It was hypothesized that the experimenter bias effect would decrease as reward and threat of punishment increased.
Thirty-five experimenters were randomly assigned to five treatment groups including a control group, two reward groups, and two punishment conditions. Each experimenter administered the photo task to two subjects. The results failed to support the experimental hypotheses.
Operantly Conditioning A College Student's Study Behaviors, Norman L. Culbertson
Operantly Conditioning A College Student's Study Behaviors, Norman L. Culbertson
All Master's Theses
A 20 year old, male, sophomore college student, who was considered an underachiever, was confined to a laboratory study room for a specified number of observed hours during a period of three weeks. An attempt was made to operantly condition increased study behaviors by the E's control of study break reinforcers. The experiment consisted of three phases, conditioning, reversal, and reconditioning. Statistical results showed that when reinforced in this manner for study behaviors, the S significantly increased his amount of study time and number of pages read. It was concluded that (1) operant conditioning procedures could be used successfully to …