Promoting Generalization of Appropriate Classroom Behaviour: a Comparison of Two Strategies

1985 ◽  
Vol 13 (1) ◽  
pp. 29-42 ◽  
Author(s):  
John Stumpf ◽  
Jacqueline Holman
Keyword(s):  
Treatment Effects ◽  
The Self ◽  
Disruptive Behaviour ◽  
Intermittent Reinforcement ◽  
Behaviour Modification ◽  
Disruptive Students ◽  
Self Evaluation ◽  
Classroom Behaviour ◽  
Low Levels

This study applied a number of behaviour modification strategies in an attempt to reduce the level of disruptive classroom behaviour, and to programme for generalization of treatment effects across time and settings. Eight disruptive students represented either the Control, the Experimenter-selected Objects, or the Self-selected Activities Group. During intervention phases subjects in the Experimenter-selected Objects Group received school related material reinforcers for low levels of disruptive behaviour. The Self-selected Activities Group experienced a more complex set of conditions: partial self-determination of natural reinforcers, self-evaluation and recording, bonuses, group contingencies, individual progress graphs, eventual transition from continuous to intermittent reinforcement, and inclusion of common stimuli in the training and generalization settings. The results indicated that both reinforcement programmes dramatically reduced disruptive behaviour. The less complex package employed with the Experimenter-selected Objects Group, however, yielded significantly better generalization of treatment effects across time in the training setting, as well as across settings during the intervention phases. Additionally, this group showed significantly better maintenance of generalization across settings following programme termination.

Assessing innovativeness in the North American softwood sawmilling industry using three methods

2008 ◽  
Vol 38 (2) ◽  
pp. 363-375 ◽  
Author(s):  
Chris Knowles ◽  
Eric Hansen ◽  
Steven R. Shook
Keyword(s):  
The United States ◽  
The Self ◽  
Current Technology ◽  
Self Evaluation ◽  
The North ◽  
Significant Relationships ◽  
Firm Innovativeness ◽  
Low Levels ◽  
The Relationship ◽  
Sawmilling Industry

Using a mail questionnaire targeted at 500 softwood sawmills in the United States and Canada, firm innovativeness was assessed using three methods: (1) current technology, (2) self-evaluation, and (3) a new scale — the propensity to create and adopt scale. The results of these three methods were then compared to assess the performance of each method. Additionally, the relationship between firm innovativeness and financial performance was examined. Based on responses from 85 sawmills (19% adjusted response rate), the results show that both the self-evaluated and the propensity to create and adopt measures differentiate between mills with high and low levels of innovativeness. The composite of the propensity to create and adopt scale shows higher reliability (Chronbach’s α = 0.97) than the self-evaluated scale (Chronbach’s α = 0.68). Significant relationships between sawmill performance and each of the three measures of innovativeness were seen, with the propensity to create and adopt scale generally having the strongest positive relationships. Current technology was significantly related to sales growth, but not gross profit.

I Like Her, Because I Like Myself: Self-Evaluation as a Source of Interpersonal Attitudes

2003 ◽  
Vol 50 (4) ◽  
pp. 239-246 ◽  
Author(s):  
Eva Walther ◽  
Claudia Trasselli
Keyword(s):  
Opposite Effect ◽  
Learning Phase ◽  
The Self ◽  
Attitude Formation ◽  
Formation Processes ◽  
False Feedback ◽  
Self Evaluation ◽  
Evaluation Group ◽  
Group A ◽  
The Difference

Abstract. Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.

A regulatory focus approach to the self evaluation process

2005 ◽  
Author(s):  
Geoffrey Leonardelli ◽  
Jessica Lakin ◽  
Robert Arkin
Keyword(s):  
Regulatory Focus ◽  
Evaluation Process ◽  
The Self ◽  
Self Evaluation

The ideal self is me: Deconstructing the self-evaluation process

2011 ◽  
Author(s):  
Corey L. Guenther ◽  
Kathryn Applegate ◽  
Steven Svoboda ◽  
Emily Adams
Keyword(s):  
Evaluation Process ◽  
The Self ◽  
Ideal Self ◽  
Self Evaluation ◽  
The Ideal

NEUROTIC SYMPTOMATICS RELATED TO PERSONAL CHARACTERISTICS IN YOUTH

2019 ◽  
pp. 2014-2019
Author(s):  
Milen Dimov
Keyword(s):  
Personal Characteristics ◽  
The Self ◽  
The Other ◽  
Social Responsiveness ◽  
Training Process ◽  
Self Assessment ◽  
School Year ◽  
Real Behavior ◽  
Low Levels ◽  
The Ideal

The present study traces the dynamics of personal characteristics in youth and the manifested neurotic symptoms in the training process. These facts are the reason for the low levels of school results in the context of the existing theoretical statements of the problem and the empirical research conducted among the trained teenagers. We suggest that the indicators of neurotic symptomatology in youth – aggression, anxiety, and neuroticism, are the most demonstrated, compared to the other studied indicators of neurotic symptomatology. Studies have proved that there is a difference in the act of neurotic symptoms when tested in different situations, both in terms of expression and content. At the beginning of the school year, neurotic symptoms, more demonstrated in some aspects of aggressiveness, while at the end of school year, psychotism is more demonstrated. The presented summarized results indicate that at the beginning of the school year, neurotic symptoms are strongly associated with aggression. There is a tendency towards a lower level of social responsiveness, both in the self-assessment of real behavior and in the ideal “I”-image of students in the last year of their studies. The neurotic symptomatology, more demonstrated due to specific conditions in the life of young people and in relation to the characteristics of age.

Spectrophotometric Determination of Raceophenidol in Feed at Very Low Levels

1968 ◽  
Vol 51 (4) ◽  
pp. 752-755
Author(s):  
Edward L Pratt ◽  
Morris E Auerbach
Keyword(s):  
Spectrophotometric Determination ◽  
Growth Promotion ◽  
Ultraviolet Spectrum ◽  
Average Value ◽  
Collaborative Studies ◽  
Low Levels ◽  
Concentration Levels

Abstract Raceophenidol in feed at concentration levels intended for growth promotion of poultry can be estimated by a curvature inversion measurement related to the ultraviolet spectrum of derived p-methylsulfonylbenzaldehyde. The drug can be accurately measured at the 0.0005% level. Collaborative studies on the method showed an average value of 94 ± 10% of claim. The method is recommended for adoption as official, first action.

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