The effect of joint control training on the acquisition and durability of a sequencing task

Gutierrez (2006) experimentally demonstrated the effects of joint control and particularly the role of response mediation in the sequencing behavior of adults using an unfamiliar language. The purpose of the current study was to replicate and extend the procedures used by Gutierrez by comparing the effects of joint control training with the effects of a prompt-and-fade procedure on the acquisition of a sequencing task. The effects of each procedure on delayed sequencing behavior were also tested. Ten undergraduate students participated in 2 experiments. The results indicated that all participants acquired the sequencing response in fewer trials and maintained accurate delayed responding when the component responses necessary for joint control were directly taught. Finally, when the self-echoic mediation component was blocked, accurate responding deteriorated in 8 of 10 participants.     

The effects of tact training on stereotypic vocalizations in children with autism

This study was a systematic extension of Karmali, Greer, Nuzzulo-Gomez, Ross, and Rivera-Valdes (2005) and Ahearn, Clark, MacDonald, and Chung (2007). We investigated the effects of a tact correction procedure on stereotypic vocalizations in 4 children diagnosed with autism who ranged in age from 6 to 16 years. Participants had limited vocal verbal repertoires and were primarily dependent on prompts for the emission of appropriate vocalizations. A multiple-baseline design across participants was used. Data were collected on instances of stereotypic vocalizations and independent tacts during baseline conditions and on instances of stereotypic vocalizations, independent tacts, and echoic-tacts during intervention. Procedural integrity and social validity data were also obtained. The results indicated a decrease in stereotypic vocalizations for 3 of the 4 participants and a slight increase in appropriate vocal verbal behavior (i.e., tacting) for all participants. The study provides support for the use of tact correction procedures to decrease stereotypic vocalizations and increase appropriate vocalizations in children with autism.     

Grandparental Involvement and South African Adolescents’ Psychological Well-Being

This study was designed to explore the grandparent-grandchild relationship from the perspective of South African adolescents, and to investigate whether grandparental involvement is independently associated with adolescents’ psychological well-being. Data were collected from 204 adolescents (mean age = 13.69) using a school-based survey. Results revealed high levels of contact between grandparents and grandchildren, although involvement varied depending on grandparent, grandchild, and family characteristics. Grandparental involvement was significantly associated with more adolescent prosocial behavior, independent of parental involvement. The findings suggest a unique association between grandparental involvement and prosocial behavior that is robust across different cultural contexts.     

Social and behavioral skills and the gender gap in early educational achievement

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success.     

高职高专学生金工实习模式的探索与实践

金工实习是高职高专学生实现理论知识与实践过程相结合的重要途径,对学生树立正确的就业观,掌握职业技能至关重要。以行为导向教育思想为基础,探讨了高职高专学生体验真实工程过程,获取真实职业能力的金工实习模式,以真正培养出既有理论基础更有实践能力的高技能人才。     

Leadership’s Role in Process Safety: An Understanding of Behavioral Science Among Managers and Executives Is Needed

ABSTRACT

A recent prevalence of high visibility catastrophic events has garnered increased attention to process safety issues. While the use of Behavior-Based Safety interventions demonstrate a reduction in workplace injuries by targeting employee behavior, we believe that process safety requires a greater focus on the behavior of leaders (e.g., creating and executing strategy). One effective method to begin targeting leader behavior for the improvement of process safety is to teach leaders about the principles of behavior, including ways by which the science may be applied within their own organizational models.     

An integrative model of leadership behavior

Decades of questionnaire and interview studies have revealed various leadership behaviors observed in successful leaders. However, little is known about the actual behaviors that cause those observations. Given that lay observers are prone to cognitive biases, such as the halo effect, the validity of theories that are exclusively based on observed behaviors is questionable. We thus follow the call of leading scientists in the field and derive a parsimonious model of leadership behavior that is informed by established psychological theories. Building on the taxonomy of Yukl (2012), we propose three task-oriented behavior categories (enhancing understanding, strengthening motivation and facilitating implementation) and three relation-oriented behavior categories (fostering coordination, promoting cooperation and activating resources), each of which is further specified by a number of distinct behaviors. While the task-oriented behaviors are directed towards the accomplishment of shared objectives, the relation-oriented behaviors support this process by increasing the coordinated engagement of the team members. Our model contributes to the advancement of leadership behavior theory by (1) consolidating current taxonomies, (2) sharpening behavioral concepts of leadership behavior, (3) specifying precise relationships between those categories and (4) spurring new hypotheses that can be derived from existing findings in the field of psychology. To test our model as well as the hypotheses derived from this model, we advocate the development of new measurements that overcome the limitations associated with questionnaire and interview studies.     

大学生内部称谓语使用情况调查——以湖南理工学院为例

大学生内部称谓形式丰富,来源广泛,是校园文化、强势媒体、地域文化、传统文化、外来文化共同作用的结果．大学生内部称谓的选择存在群体差异,与文理科、性别、年级等有一定的相关关系。称谓选择的心理动机可以分为无所谓、从众、讲求理据、创新求异等类型。     

独立学院学生大学英语学习心理与学习行为的调查研究

本文对独立学院学生在大学英语学习心理与学习行为方面的群体特点和存在的问题加以论述。     

大学生集群行为的心理分析、控制与引导

集群行为是一种在激烈的互动中自发产生的、无指导、无明确目的、不受正常社会规范制约的众多人的狂热行为。为及时预防、控制大学生集群行为的不良发展,在大学生集群行为的心理机制分析研究的基础上,探讨对大学生集群行为的控制与引导,具有十分重要的理论意义和现实意义。