The proliferation of gambling has exposed millions of Americans to contrived games in which casinos or other vendors hold a statistical and financial edge over a player. For most, these games represent a recreational pastime where finances are expended in exchange for entertainment experience. In games of skill, choices made by the gambler influence game probabilities, where poor choices reduce the odds of winning, thereby inflating the cost of this entertainment. Due to the overwhelming popularity of these games, interventions designed to promote optimal choice and improve strategy are socially valid. The current set of experiments were designed to analyze choice behavior in the context of blackjack and the outcomes related to various choices and strategy. Experiment I examined recreational blackjack player’s choices and the associated odds produced by these choices. The results found that recreational players made significant deviations from optimal strategies and that these choices produced financial losses that were far greater than those commonly advertised by the gaming industry. Experiment II investigated the relationship between self-reported strategy and authentic casino outcomes. The results found that authentic casino outcomes varied widely; those using poor strategy may contact small wins or substantial losses over short periods of play. Experiment III examined the efficacy of a behavior skills training procedure designed to promote optimal choices in blackjack and notably, to teach a specific skill in blackjack (sometimes referred to as card counting). The results indicate these skills could be taught using behavioral procedures and generalized to a naturalistic setting. Following training, three participants won money in a casino setting, likely improving the entertainment value and reducing the financial costs of the game. Overall the results suggest recreational players make significant errors and would likely benefit from training procedures designed to educate and promote optimal choice.

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Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.

Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.

There has been relatively little research on social skills training with young adolescents. Yet adolescence is a key stage in the life cycle, and may well be important for the development of social skills. There is evidence that difficulty with the peer group early in life may be a risk factor for a range of personal problems at a later stage in the life cycle. The research programme sought to evaluate the use of group social skills training with young adolescents in a school setting, and to identify the most useful component. In the first experiment nine young adolescents aged 12-13 were identified as having social skills difficulty. The intervention took the form of a group programme of ten social skills training sessions with a strong individualised component. On measures of social competence and self-report significant gains were made which were maintained at six month follow-up. On a measure of sociometric status there was significant gain by the time of follow-up. A non-equivalent problem-free no-treatment control group (n = 10) of like age made no significant gains on any of the variables measured. There were significant differences between the control group and the treatment group in social competence and sociometric status prior to treatment, but none post treatment nor at follow-up. Using MANOVA a main effect for time was found for the combined measures of social competence and self-report. In the second experiment 41 young adolescents aged 12-13 were allocated to an individualised training (IT) Group (n = 14), a standardised training (ST) Group (n = 13) and a no treatment control group (ii = 14). Therapist effects were controlled by crossing over therapists, so that equal numbers of each group were trained by each pair of therapists. The programme ran over 2 years. A group comparison design taken together with single case designs provided evidence for the effectiveness of the interventions and for the relative superiority of individua].ised training over standardised training. Dependent measures included a self-report questionnaire, a sociometric questionnaire, a behavioural interview schedule, a role-taking test, a social assertiveness test, and a clinical change rating. There was no main effect for type of problem (rejected vs neglected) nor for subject gender. Data relating to therapist performance suggested that therapist effects might make a substantial difference to outcome. It was concluded from the two experiments that the treatments were generally effective and able to produce generalisation, that the individualised approach worked rather better than the standardised approach, and that it was important to control for therapist effects.

Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.

Various empirical investigations have focused on training children with autism as well as typically developing children to be compliant with oral assessments. But few studies have evaluated strategies on how to train the oral care providers to be able to work with children with autism for increased compliance. Using a multiple baseline design, the current investigation evaluated behavioral skills training procedures to teach three oral care providers basic behavior analytic skills, such as differential reinforcement, positive and negative reinforcement, and escape extinction, to implement while performing oral care procedures on children with autism. The procedures of the behavioral skills training included instructions, modeling, rehearsal, and feedback. This training resulted in an improvement from baseline performances for each participant in steps completed correctly, as well as various decreased levels of problem behavior displayed by the children. These results suggest that behavioral skills training is an effective way of teaching oral care providers basic behavior analytic techniques to use while working with children with autism.

Self-modeling (SM) involves an observer viewing oneself on an edited video showing desired behaviors (Dowrick, & Dove, 1990). The impact of a SM video on skill acquisition has been frequently explored (e.g., Clark & Ste-Marie, 2006), however, few researchers have investigated SM in competition (Ste-Marie, Rymal, Vertes, & Martini, 2009). Also of limited study has been the underlying self-regulatory mechanisms engaged in alongside a SM video (e.g., Rymal, Martini, & Ste-Marie, 2010). To date, research has not investigated the effects of SM on gymnasts competitive bar performance or how it is used to self-regulate, nor whether SM increases self-regulation. Thus, the purpose here was to investigate the effects of a SM video on gymnasts’ physical performance and self-regulation. Of further interest was to explore the combination of SM and psychological skills training (PST) on competitive performance. Eighteen gymnasts were divided into two groups; SM+PST (n = 10) and SM (n =8). The SM+PST group took part in workshops one month prior to the competitions wherein links between SM and psychological skills were made. The SM group did not do the workshops. Gymnasts competed at four competitions; two received the SM video and two did not. For the video competitions, participants viewed their video three times prior to warm-up and once before competing. After one video competition and one competition that gymnasts did not receive the video, interview sessions were conducted with ten gymnasts. The results of the physical performance data did not show any significant group or condition main effects (all F’s < 1). Imagery ability, however, was a moderating variable. Gymnasts low in visual imagery ability benefitted from the use of the self-modeling video later in the season F(1, 16) = 5.976, p = .026, η2 = .27, (1 – β) = .63, but not early in the season. Through the qualitative analysis of interview questions, it can be said that gymnasts used the SM video as a task analysis strategy before, during, and after their competitive event. Analysis of transcripts also suggested that the SM video encouraged the use of certain self-regulatory processes and beliefs related to the forethought (i.e., before) and self-reflection (i.e., after) phases above and beyond that typically used when competing.

No description available.

In this era of globalization, small medium-sized fast-growth enterprises are central and pivotal to economic growth and prosperity, and firms that grow are most likely to survive, become successful and be competitive. Significant variables have been identified to impact on the growth of SMEs. The key influential factors of business growth include elements drawn from the entrepreneur and their resource variables. However, the influence of the external environment relative to the growth of SMEs, though imperative in the academic inquiry, has not been studied extensively particularly in the case of developing economies. It is against this backdrop that this thesis seeks to fill this knowledge gap by inquiring into the factors that affect the development and growth of SMEs in the context of a developing African country, Ghana. The thesis draws mostly on three research approaches to SMEs growth organized on analytical distinctions between the entrepreneur and their resources, the business level and the business strategy. At the empirical level, the research makes use of 75 SMEs owner/managers in Ghana in investigating the subject in detail. The study uses thematic analysis to analyse the interview transcripts. Findings indicate that the development and growth of SMEs was greatly influenced by the level and cost of energy (electricity) supply. The erratic energy supply with its huge tariffs, and resulting in acute energy crisis constrains business performance and pushes a host of SMEs out of business. The findings further show that government policy on taxes greatly affects the development and growth of SMEs. Unfavourable tax policy where businesses are taxed at the local government level as well as the national level, and high customs duties constrain the development and growth of SMEs. The findings, again, unravel that competition influences the performance of SMEs; hostile competition from direct and indirect foreign activities (imports) adversely affect the entrepreneurial activities of local producers. The study also shows that economic factors greatly influence the development and growth of SMEs. Sustained inflation adversely affects the operations cost of businesses, suppresses profit levels and ultimately inhibits expansion through plough-back profit. The study disputes the influence of the adoption and use of web technology (e-commerce) identified in literatures, but affirms the influence of education, while new factors are identified, showing that context impacts on the development and growth of SMEs. The study recommends sustained and affordable energy supply, measures to control or defuse hostile competition, review lending and borrowing regulations, review tax policies and suppress sustained inflation. This study therefore enhances the ongoing development relative to the understanding of factors that affect the development and growth of SMEs. More significantly, the role of context is of essence in SMEs research and entrepreneurship as a whole.