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Biomedical subjects

T S Parish

Publications and source records attributed to T S Parish.

15 recordsLinked to original sources
PubMed1992

The relationship between parenting styles and young adults' self-concepts and evaluations of parents.

In the present study, 123 college students were surveyed in order to assess their self-concepts, evaluations of parents, and perceptions of their parents' parenting styles. Notably, the students' self-concepts were found to vary directly with perceived level of parental warmth, but did not vary as a function of their parents' level of restrictiveness. Fathers and mothers were found to be rated more highly if they were perceived as being warm and permissive rather than hostile and restrictive. Finally, opposite-sex parents' level of warmth also correlated with how each parent was evaluated. Some explanations for these findings are offered.

Adolescent↗
PubMed1992

The psychosocial characteristics of at-risk high school students.

This study examined differences between high school students who were at risk for school failure and a control group of peers. Statistically significant differences were found with respect to locus of control, self-concept, and personal styles of learning. Implications focused upon approaches and suggestions regarding the use of such knowledge in facilitating improved adjustment and achievement in at-risk students.

Achievement↗
PubMed1979

Stereotypes concerning normal and handicapped children.

Individuals' attitudes were assessed toward various groups of children. In study 1 the respondents were 65 male and female teachers from across the state of Kansas. In study 2 the respondents were 89 men and women in attendance at the 1978 International Conference of the Association for Children with Learning Disabilities. In both studies the evaluations of the labels "gifted children," "normal children," and "physically handicapped children" were found to be significantly more positive than the evaluations of the labels "mentally retarded children," "learning disabled children," and "emotionally disturbed children." These results seem to indicate that definite negative stereotypes are held toward the latter three groups of children. In study 1 these findings were found to occur generally regardless of the respondents' sex, age, educational level attained, and amount of previous mainstreaming experience.

Affective Symptoms↗
PubMed1978

A look at mainstreaming in light of children's attitudes toward the handicapped.

Mainstreaming is a legislative reality, yet there is still a question as to whether non-handicapped students are prepared for it. In the present study 131 grade school students were each asked to select from the Personal Attribute Inventory for Children 15 adjectives which best fit three groups of handicapped children as well as normal children. The groups were described in a hierarchical fashion: "normal children" were rated most favorably, then "physically handicapped children," "learning disabled children," and "emotionally disturbed children.".

Adolescent↗
PubMed1977

Assessment and attempted modification of future teachers' attitudes toward handicapped children.

In a study designed to determine whether future teachers have negative sttitudes toward groups of exceptional children based upon the labels attached to these children, 13 special education majors and 32 students majoring in other fields of education were administered the Personal Attribute Inventory at the beginning and conclusion of an introductory course in special education. Results for labels, physically handicapped, educable mentally handicapped, and learning disabled, indicated that the latter two were evaluated significantly less positively than the first on both pre- and post-course testings. There were no significant differences between the respondents' pre- and post-course ratings of the three labels. Interestingly, special education majors were significanlty more positive in their pre- and post-course evaluations than non-special education majors. These findings certainly are not supportive of "mainstreaming" children who have been categorized as either learning disabled or educable mentally handicapped.

Attitude↗
PubMed1976

Boredom and arousal: comparison of tasks differing in visual complexity.

This experiment was designed to examine the relationship of boredom to arousal. 32 male subjects participated, with 16 subjects performing a low-visual-complexity task and the remainder performing a task high in visual complexity. Both physiological and subjective measures were obtained. Responses to subjective questionnaires showed significant increases in boredom for both groups. Physiological measures indicated a mixed pattern of change. These results suggest a complex response pattern for the construct of boredom which cannot be described as clearly showing either increasing or decreasing arousal.

Adolescent↗
PubMed1975

Effect of neutral conditioning on racial attitudes of children.

The purpose of this experiment was to test the effectiveness of classical conditioning procedures in reducing negative evaluative responses, i.e., attitudes, toward pictures of Afro-American people. Ss were 73 Euro-American kindergarten children who received either 0, 1, 4, or 8 conditioning sessions of 36 pairings of the color black with neutral words. Two racial attitude scales were employed to measure amount of change in Ss' racial attitudes after exposure to the conditiong procedures. Parish's (1972) Revised PRAM II did not detect any change, but Williams' (1971) PRAM II demonstrated a significant reduction in anti-Afro-American attitudes for those Ss who received 8 conditioning sessions.

Black or African American↗
PubMed1975

Use of classical conditioning procedures to control aggressive behaviors in children: a preliminary report.

This experiment tested the effectiveness of classical conditioning procedures in reducing children's aggressive behaviors in a classroom setting. As hypothesized, 11 boys and 14 girls who were shown pictures of aggressive scenes paired with the presentation of negatively evaluated words subsequently displayed significantly fewer aggressive responses than controls who had not experienced these conditioning procedures. A significant teacher/classroom effect was also found, which appeared to be a function of the level of the 3 teachers' permissiveness. Specifically, children's aggressive behaviors occurred more frequently in the classroom where a permissive atmosphere prevailed than in the classroom where a more restrictive atmosphere was maintained. In those classrooms where a permissive atmosphere prevailed, the children who were the same sex as their teacher tended to display more aggressive responses than those children who were the opposite sex from their teacher.

Adolescent↗