课堂行为矫正与青少年发展研究

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"Givner, A., & Graubard, P. 的《课堂行为矫正手册》是一本1973年由霍尔特、莱因哈特和温斯顿出版的学术著作，共计168页，平装版定价为[dollar]3.95。这本书主要关注的是教育心理学领域，特别是针对课堂环境中的行为修正策略。同时，书中还提到了关于性亲密、双重标准以及对婚姻的态度等社会心理学议题。在书的最后章节，作者Gallatin探讨了女性身份认同这一持续存在的问题，并对比了Erikson与G. Stanley Hall关于女性发展的观点。" 这篇摘要出现在了1976年4月的《学校心理学》期刊第13卷第2期中，编号234。文章指出，尽管Gallatin发现了Erikson与Hall在女性发展观念上的相似之处，但她提醒读者不应忽视Erikson理论的时代局限性和性别偏向性。她引用了支持和反驳Erikson观点的证据，但他的生物学倾向使他的理论在整体接受度上面临挑战。此外，对于想要深入研究青春期话题的读者，文中推荐了Coleman的《Youth: Transition to Adulthood》一书，这本书提出了青少年应该在社会中更快地承担更多责任的观点，这与Erikson关于青少年"暂停期"——为青少年提供喘息空间和推迟成年承诺的必要经历——的概念形成了对比。这两本书都为理解青少年的心理发展和教育环境中的行为管理提供了有价值的洞察，它们分别从理论探讨和社会实践两个层面出发，对青春期问题进行了深入分析。这些资源对于教育工作者、心理学家以及关心青少年成长的社会各界人士都是宝贵的学习材料。

234

Psychology

the Schools, April,

1976,

Vol.

13,

No.

a good deal of material on sexual intimacy, the double standard, and attitudes

toward marriage in just seven pages.

In her final chapter, Gallatin discusses the recurring problem of feminine

identity. She is struck with the similarity between Erikson’s view on female develop-

ment and those of

Stanley Hall; however, she cautions the reader not to dis-

miss Erikson as outnioded

or sexist. She feels much of the research on sex differences

is inconsistent with his theoretical stance. She cites evidence for and against his

ideas, but states that his strong biological orientation creates

problem in ac-

ceptance of his theory as a whole.

Those who wish to study adolescence in more detail would do well to consult

Coleman’s book

Youth: Transition to Adulthood,

which was reviewed recently in

these pages. Coleman’s thesis that youth needs to be given more responsibility

in our society and

a faster rate is cont.rary to Erikson’s thesis that the adolescent

“moratorium”-a breathing space for adolescents and

forestalling of adult com-

mitments-is a most desirable experience for youth.

In summary, we can say that this book is a major contribution to the literature

on American adolescence and youth. Well written, it is an

original

work, much

than the usual textbook in psychology. Many writers of psychological

texts have difficulty in presenting the results of research studies in an informative

and meaningful way; not

Gallatin. The reader will come away with a clear

idea of not only the outcomes

various studies, but the viewpoints of the various

theorists. Her writing style

clearly a superior one and future textbook writers

would do well to read this book to note the clarity and superior level of organiza-

tion of material.

Compliments should also be extended to the publisher for the excellent layout,

typesetting and clarity

print which is evidenced in this book.

GIVNER,

A.,

GRAUBARD,

Handbook

Behavior Modification

for

the

Class-

room.

New York: Holt, Rinehart

Winston,

1973, 168

pp;

$3.95

(paperback).

With an increasing proliferation of books on behavior modification designed

for school personnel, one must now

much more critical and search for unique

attributes. When the market offers more than two dozen behavior modification

books, it is no longer adequate to judge a book on the criterion of the author meeting

stated goals

purpose. The objectives, both explicit and implicit, must be scru-

tinized. And the special contributions of the text should be noted.

A quick glance at the table

contents of Givner and Graubard’s handbook

reveals a book on the slim side

(168

pages) divided into

six

chapters as follows:

(1)

Eight guidelines of reinforcement systems

for

developing effective instruction

;

(2)

The token economy;

(3)

Alternatives to the token economy;

(4)

Observation

and evaluation;

(5)

Curriculum and behavioral objectives;

(6)

Answering some

questions about behavior modification. Obvious from this table of contents is the

goal of the authors

implementation of reinforcement programs in classrooms. The

preface is more explicit. The authors are

‘I.

dedicated to the philosophy .

that behavior modification

behavior analysis techniques provide an effective

way of teaching.”

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课堂行为矫正与青少年发展研究

De Cecco, J. (Ed.)。 学校的复兴。 纽约：霍尔特、莱因哈特和温斯顿，1972 年，562 页，[美元]7.00

Givner, A., & Graubard, P. A Handbook of Behavior Modification for the Classroom. New York: Holt, Rinehart & Winston, 1973, 168 pp; [dollar]3.95 (paperback)

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最新资源

De Cecco, J. (Ed.)。学校的复兴。纽约：霍尔特、莱因哈特和温斯顿，1972 年，562 页，[美元]7.00

机器学习（清华大学出版社）第2章线性模型习题