Browsing by Author "Burnside, Mary Ardis"
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Item Task adaptability : a state theory perspective of marital interaction(1980) Burnside, Mary Ardis; Vincent, John P.; Cook, Nancy Illback; Evans, Richard I.; Willems, Edwin P.In the context of social psychological and social learning hypotheses concerning the relationship between situational responsiveness and disordered marital functioning, the behavior of happy and less-happy couples (N=42) was studied during problem-solving and emotional interactions one month after the birth of their first child. Behavioral observations of couples' problem-solving and supportive, empathic behaviors were obtained during conflict situations and during those requiring discussion and support of emotional issues. These situations were generated by the partners themselves. As measured by the proportion of couples' supportive and problem-solving behaviors in each situation, subjects were able to determine the situational demands and respond appropriately, behaving differently in the two situations. Contrary to hypotheses suggested by previous research, marital adjustment was not related to the couples’ responsiveness to the demands of these differing marital situations. Also, couple types did not differ in their use of aversive behaviors as would have been predicted by previous work of social learning theorists. The implications of these findings for a social learning theory of marital interaction were discussed. In addition, these findings were discussed in light of the special impact on couples associated with the birth of a first child.Item The effects of three types of feedback on teacher performance after training(1976) Burnside, Mary Ardis; Martin, Sander; Klinger, Ronald; Meisgeier, Charles H.; Millahm, James; Monts, J. MontsFeedback was given following training to three groups of five teachers and aides each on their performance in utilizing the Interventions component of the Hewett engineered classroom model. The feedback was of three types: instruction/discussion (verbal), contingent modeling, and videotape. The three feedback groups were compared with each other and a control group (n=5) on both behavioral and written measures of skill. Of the five dependent variables studied, two were ratios produced from observational data: the number of interventions undertaken per in-classroom opportunity; and, the number of correct interventions per intervention. The three written measures developed for this study were: a set of scales to measure the teachers' confidence in using the model's components and thus a sign of her willingness to utilize it; a multiple choice test tapping intellectual knowledge of the model and its appropriate utilization; and an open-ended questionnaire designed to elicit a written sample of teachers' in-class behavior in response to problem situations. Although results were not entirely consistent across all measures, the instruction/discussion type of feedback proved to be the most effective in producing the greatest amount of change in in-classroom behavior. Two interesting pieces of information were uncovered in conjunction with the study: one cannot simply rely on written testing after training to ascertain that the teacher or aide is knowledgeable concerning subject matter and its use since written measures of what the teacher says she will do in the classroom did not predict to her actual in-class behavior; and a contradiction was found to the commonsense notion that a high rate of intervention in in-classroom problem behavior produces a higher chance for failure; instead, the more alert a teacher was and intervened, the more likely she was to appropriately intervene. This study also raised the question of particular skills requiring particular types of feedback.