PubMed · 37221
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V L Conners. 1979. Teaching affective behaviors.. https://pubmed.ncbi.nlm.nih.gov/37221/
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Investigated the influence of modelling and feedback on the effectiveness of a microskills training program for beginning counsellors. The microskills taught were: attending behavior, minimal encourages to talk, open questions, and reflection of feeling and content. Twenty-four trainee counsellors were allocated to three treatment groups: (1) no modelling, no feedback (NMF); (2) modelling and feedback from the supervisor (MF); and (3) feedback from the supervisor (F). Analysis of variance showed that MF was superior to NMF and F in increasing use of the skill reflection of feeling. These results lead to the conclusion that the microskills taught differ in level of difficulty, and, hence, in the amount of information, through instructions, practice, modelling or feedback, that will bring these skills to ceiling level. Supervisor modelling and feedback appear to improve learning of the comparatively difficult skill, reflection of feeling.
This article deals with relations between "mental motor" evoking capacity ("motority," Putnoky, 1975a, b) and the sensory and affective connotations, as well as certain denotations, of words. Sensory connotation is indexed by degree of visual, auditory, and tactual imagery, as assessed on a 7-point scale, while affective connotation is indexed by the usual three factors tapped by the semantic differential. The aspect of denotation used here is the abstractness value of words, also based on rating by scales. The general conclusions about motority are as follows: (1) the finding that its sensory connotations are mainly via the auditory modality of imagery, and especially in correlation with abstract words, suggests that it has a specific function that may have originated in the processing of heard language; (2) it correlates with the potency and activity factors of affective connation, which suggests the existence of a nonspecific function or component in it; (3) correlations with abstractness reflect that motority must have a denotative function or component, especially in case of abstract verbal stimuli. On the basis of the results, motority is supposed to play a regulative role at higher levels of the organization of word meaning in particular.