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Behaviorism and the nouthetic counseling model of Jay E. AdamsFirmin, Michael Wayne. January 1988 (has links)
Thesis (Ph. D.)--Bob Jones University, 1988. / Includes bibliographical references (leaves 295-307).
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The impact of practice effects on the adduction of composite skillsDubuque, Erick Mark. January 2007 (has links)
Thesis (M.A.)--University of Nevada, Reno, 2007. / "December, 2007." Includes bibliographical references (leaves 27-29). Online version available on the World Wide Web.
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An analysis of conformity behaviorChin, Robert, January 1943 (has links)
Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 45-46.
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Examining the efficacy of performance feedback and goal-setting interventions in children with AD/HD: a comparison of two methods of goal setting.Codding, Robin Susan. Lewandowski, Lawrence Unknown Date (has links)
Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3081628."
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Behavior patterning and reinforcer efficacyWixson, Stanton Elbert, January 1968 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. Includes bibliographical references.
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The nonnutritive sucking behavior of the infant rhesus monkeySmith, Lorna Joanne, January 1960 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1960. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Assisting low-performing readers with a flexible grouping intervention aimed to increase students' oral reading fluencyBegeny, John Charles. January 2005 (has links)
Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3193779."
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The effects of positive reinforcement and a token program in a public junior high school classMain, George C. January 1972 (has links)
The operant level of inappropriate behavior was obtained for six students in a non-academic grade nine class receiving an individualized program of instruction in mathematics and science. Two conditions, educational structure and praising appropriate behavior while ignoring inappropriate behavior, were introduced successively. Both procedures reduced inappropriate behavior with five subjects. When a token reinforcement program, using back-up reinforcers readily available in the school, was introduced in conjunction with the conditions of educational
structures and praising and ignoring; dramatic decline in the emission of inappropriate responses occurred with all six subjects. Withdrawal of the token program, leaving Educational structure and praising and ignoring in effect, resulted in an increase of inappropriate behavior with five subjects. The token program was reintroduced in conjunction with contingency contracts. The result was a decline of inappropriate behavior below the mean of the first token phase for all subjects.
Tokens were thinned during the second token phase leaving back-up reinforcers, teacher-praise and attention, and the completion of contracts in effect. Data obtained during follow-up indicated that the thinning procedure was effective with no subsequent increase in behavior for any subject. The token program, utilized during one of the four blocks in the school time table, appeared to reduce absenteeism. Further evidence that appropriate behavior did generalize to other classes. / Education, Faculty of / Graduate
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Should Corrective Feedback Come Before or After Responding to Establish a "New" Behavior?Roberts, Pamela J. 12 1900 (has links)
The purpose of this study was to determine the optimal form and timing of feedback to establish a "new" behavior. It examined the relative effectiveness of delivering a corrective feedback immediately before the learner responds to a previously incorrect trial as compared to delivering a corrective feedback immediately after the incorrect response is made. Corrective feedback delivered immediately before the next opportunity to respond produced better learning than corrective feedback delivered immediately after a response. The Feedback Before condition decreased errors during training and increased acquisition rates. Results also indicated an interaction between time of feedback delivery and the complexity of the task. As the task complexity increased, the results were more dramatic in favor of the Feedback Before condition.
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Adrenocorticotrophic hormone : studies of behavioral effects.Ley, Kenneth. January 1970 (has links)
No description available.
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