Library notes     

S.A. Koser  W.W. Skinner 《Journal of The Franklin Institute》1922,194(4):557-560

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The involute of the circumference of a circle     

J.J. Skinner 《Journal of The Franklin Institute》1880,110(2):105-106

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你怕的究竟是啥?——恐怖电影背后的心理解析     

Eliza Skinner 《大中专文苑》2010,(13)

恐怖怪物之八:僵尸 你真正恐惧的是:人群 乍一看,现代僵尸电影好像是对疾病的恐惧--因为这些电影大多塑造了"受感染的"僵尸,而不是"从坟墓中爬出来和迈克尔·杰克逊一起跳舞"的类型.但是僵尸真正让你恐惧的不是他们疯狂的病变,而是他们的数量.  相似文献   

Analysis of author affiliation across four school psychology journals from 2000 to 2008: Where is the practitioner research?     

Erin E. Carroll  Christopher H. Skinner  Daniel F. McCleary  Briana Hautau von Mizener  Stacy L. Bliss 《Psychology in the schools》2009,46(7):627-635

Articles published between 2000 and 2008 in four major school psychology journals—School Psychology Review, Journal of School Psychology, Psychology in the Schools, and School Psychology Quarterly—were classified based on type (empirical or narrative) and on the primary and secondary authors' affiliations. Results showed that more than 90% of the primary and secondary authors were university affiliated with little difference across article type. Although more than 85% of school psychologists are practitioners, these results suggest that their contributions to these school psychology journals are limited because they account for less than 10% of the authors of articles. Discussion focuses on practitioners' involvement in the research base that is intended to inform their professional behaviors. © 2009 Wiley Periodicals, Inc.  相似文献   

Some curriculum issues in Higher Education     

Joyce Skinner 《Cambridge Journal of Education》1978,8(1):14-21

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Increasing on‐task behavior during mathematics independent seat‐work in students with emotional disturbance by interspersing additional brief problems     

Christopher H. Skinner  Kristal L. Hurst  Donna F. Teeple  Sadonya O. Meadows 《Psychology in the schools》2002,39(6):647-659

Alternating treatments designs were used to compare on‐task levels in 4 students diagnosed as emotionally disturbed while working on control and experimental independent seat‐work mathematics assignments. Control and experimental assignments were similar except experimental assignments contained additional briefer mathematics problems interspersed following every third problem. Results showed greater on‐task levels while working on experimental assignments across 3 of the 4 students. Discussion focuses on problem completion being a conditioned reinforcer and applying this theory to prevent and remedy academic and social‐behavior problems in students with behavior disorders. © 2002 John Wiley & Sons, Inc.  相似文献   

In a daily time–place learning task,time is only used as a discriminative stimulus if each daily session is associated with a distinct spatial location     

Scott H. Deibel  Matthew L. Ingram  Andrew B. Lehr  Hiliary C. Martin  Darlene M. Skinner  Gerard M. Martin  Isaac M. W. Hughes  Christina M. Thorpe 《Learning & behavior》2014,42(3):246-255

It is difficult for rats to acquire daily time–place (TP) learning tasks. One theory suggests that rats do not use time of day as a stimulus signaling a specific response. In the present study, we tested rats’ ability to use time of day as a discriminative stimulus. A fixed-interval procedure was used in which one lever provided reinforcement on a FI-5-s schedule in morning sessions, and the same lever provided reinforcement on a FI-30-s schedule in afternoon sessions. Because only one place was used in this paradigm, the rats could only use time of day to acquire the task. Mean responses during the first 5 s of the first trial in each session indicated that the rats did not discriminate between the two sessions. In Phase II, a different lever location was used for each of the two daily sessions, which meant that both spatial and temporal information could be used to acquire the task. The rats readily acquired the task in this phase, and probe trials indicated that the rats were using a combination of spatial and temporal information to discriminate between the two different trial types. When the spatial cue was removed in Phase III, rats no longer discriminated the two sessions, suggesting that time can only be used as a discriminative stimulus when each daily session is associated with a distinct spatial location.  相似文献   

The two dams and that damned paresis   总被引：1，自引：0，他引：1  

Carroll  JW 《The British journal for the philosophy of science》1999,50(1):65-81

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Associations Between Perceived Material Deprivation,Parents’ Discipline Practices,and Children's Behavior Problems: An International Perspective     

Anika Schenck-Fontaine  Jennifer E. Lansford  Ann T. Skinner  Kirby Deater-Deckard  Laura Di Giunta  Kenneth A. Dodge  Paul Oburu  Concetta Pastorelli  Emma Sorbring  Laurence Steinberg  Patrick S. Malone  Sombat Tapanya  Liliana M. Uribe Tirado  Liane P. Alampay  Suha M. Al-Hassan  Dario Bacchini  Marc H. Bornstein  Lei Chang 《Child development》2020,91(1):307-326

This study investigated the association between perceived material deprivation, children's behavior problems, and parents’ disciplinary practices. The sample included 1,418 8- to 12-year-old children and their parents in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Multilevel mixed- and fixed-effects regression models found that, even when income remained stable, perceived material deprivation was associated with children's externalizing behavior problems and parents’ psychological aggression. Parents’ disciplinary practices mediated a small share of the association between perceived material deprivation and children's behavior problems. There were no differences in these associations between mothers and fathers or between high- and low- and middle-income countries. These results suggest that material deprivation likely influences children's outcomes at any income level.  相似文献