Stimulus and response generalization: Tests of a model relating generalization to distance in psychological space.

1958 ◽  
Vol 55 (6) ◽  
pp. 509-523 ◽  
Author(s):  
Roger N. Shepard
Keyword(s):  
Psychological Space ◽  
Response Generalization

scholarly journals Considering Family Therapy Process and Relevant Theories

2017 ◽  
Vol 9 (1) ◽  
pp. 182
Author(s):  
Hamid Aran
Keyword(s):  
Family Therapy ◽  
Social System ◽  
Family Members ◽  
Power Structure ◽  
Problem Solution ◽  
Therapy Process ◽  
Family Function ◽  
Psychological Space ◽  
Living Together ◽  
Effective Performance

Family is more than a group of individuals living together in certain physical and psychological space. In other words, family is a natural and social system with specific features. It is a system postulating certain principles, roles, power structure, socializing relationships and communications, talking methods, and problem solution for effective performance of diverse duties.Most difficulties in life are traceable best way within family. Families are powerful forces in their entirety effective on members’ health or compatibility, whether in their advantage or disadvantage. Consequently, family therapy is interference concentrated on dealings among family members that attempts to enhance family function as a unit made of individual members of family.

Developing Social Responses in Two Profoundly Retarded Children

AAESPH Review ◽  
1977 ◽  
Vol 2 (2) ◽  
pp. 53-60 ◽  
Author(s):  
James D. Burney ◽  
Barbara Russell ◽  
Richard E. Shores
Keyword(s):  
Social Interaction ◽  
Limited Extent ◽  
Social Responses ◽  
Response Generalization

The effect of training upon the development of social interaction responses in two profoundly retarded children was investigated. Both children showed marked gains in the trained responses, with one child also demonstrating limited generalization of the responses to a new setting. Response generalization to a child not involved in training occurred to a limited extent.

Interpersonal Conflicts in the Relationship of Twins

1998 ◽  
Vol 47 (3-4) ◽  
pp. 153-160
Author(s):  
S. A. Gruszewska
Keyword(s):  
Social Life ◽  
Interpersonal Conflict ◽  
The Other ◽  
Psychological Space ◽  
Interpersonal Conflicts ◽  
Educational Methods ◽  
The Moment ◽  
Relationship Of ◽  
The Relationship

AbstractTaking into consideration two facts: that the structure of social life forces twins to part and that the presented roles in a pair are not equal, (one of the twins plays the role of a leader (L) and the other, the subordinate (P.)), one can ask the question — what meaning does the moment of parting have and what are its consequences?In order to do that, a survey was conducted, (a sample of 31 pairs of twins above the age of 30), in which every pair was asked the question: “Which one of you made the decision about parting?” The answer had two options: A – I, B – brother/sister. Out of 31 pairs of twins, 16 pairs chose the variant different from his brother or sister – that is A, B, admitting that the interpersonal conflict was the result of the parting. In 7 pairs, both twins chose the B variant – they withdrew from the conflict; and in 8 pairs they chose the A variant – looking for a compromise as the means of agreement.When analyzing the results of the survey, we can state the following:– in the relationship of twins, there is an interpersonal conflict;– the decision about parting is difficult with prevalent feelings of sadness and sorrow;– after parting, at least one of the twins has problems with preserving his identity and integrity of psychological space.Since the moment of parting is necessary and difficult, specialists and mainly parents are required to consciously change their position towards the relationship of twins. It has to be the result of applied educational methods which aim at creating subjectivity and equality of each of the twins before the moment of parting.

Antecedent Pausing as a Direct Instruction Tactic for Adolescents with Severe Behavioral Disorders

1988 ◽  
Vol 13 (4) ◽  
pp. 263-272 ◽  
Author(s):  
Jacqueline Hawkins
Keyword(s):  
Behavioral Disorders ◽  
Impulse Control ◽  
Correct Identification ◽  
Primary Method ◽  
Frustration Tolerance ◽  
English Grammar ◽  
9Th Grade ◽  
Response Generalization ◽  
Significant Difference ◽  
Low Frustration Tolerance

The lecture is the primary method of instructional presentation in secondary schools. Unfortunately, many students with short attention spans, low frustration tolerance, limited impulse control, and other behavioral disorders find difficulty acquiring and maintaining information delivered via the lecture format. The purpose of this study was to determine the effects of an instructional pause procedure on the English grammar performance of 8th and 9th grade students with severe behavioral disorders. Specifically, the author investigated whether instruction incorporating a modification of Rowe's Pause Procedure resulted in correct identification of verbs on English worksheets. The results show at least moderate increases in verb identification in 7 of the 8 students participating in the procedure. Additionally, evidence of response generalization (mixed verb production) shows a statistically significant difference following verb identification training.

scholarly journals PECULIARITIES OF ENGLISH FAIRY TALE SEMANTIC STRUCTURE

2019 ◽  
Vol 1 (16) ◽  
pp. 137-143
Author(s):  
N. F. Yeremeieva
Keyword(s):  
Knowledge Representation ◽  
Fairy Tale ◽  
Conceptual Analysis ◽  
Cognitive Linguistics ◽  
Mental Representations ◽  
Cognitive Semantics ◽  
Semantic Structure ◽  
New Approach ◽  
Psychological Space ◽  
Conceptual Space

The article deals with semantics of English folk fairytales. Conceptual analysis is considered to be a new approach to the learning of folk fairytales. This analysis is performed in terms of cognitive linguistics which deals with structures of knowledge representation, which form language signs and speech patterns. The purpose of the investigation is to identify the patterns of structuring of mental representations which form conceptual (psychological) space of folk fairytale texts. They are considered to be the main prerequisite for both the folk fairytale formation and its understanding. While investigating the folk fairytale texts we have used the frame approach for modeling the conceptual space of a folk fairytale as a sign which is characterized by certain semantics .Our investigation develops Propp’s ideas and is connected with conceptual (cognitive) semantics Nowadays formal apparatus for modeling verbalized knowledge is developed within this field of science.

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