Marital behavior, parenting behavior, and multiple reports of preschoolers' behavior problems: mediation or moderation?

Associations among positive and conflictual marital behavior and multiple reports of child behavior problems were examined in a community sample of 78 families with 3-year-old children. Maternal and paternal parenting behaviors were tested as potential mediators and moderators. Parents reported on child behavior problems and were observed during parent-child interaction and couple discussion in the presence of the child. Observers and preschool teachers also reported on child behavior problems. Less positive marital engagement and greater conflict were associated with observers' reports, but not with parents' or teachers' reports, of more behavior problems. Associations between marital behavior and child behavior problems were not explained by maternal or paternal behavior; stronger support was found for moderating effects of parenting. Also, positive marital engagement was a slightly better predictor of child behavior problems than was marital conflict.     

Can the theory of planned behavior explain patterns of health behavior change?

This article tested the ability of the theory of planned behavior (TPB) to predict patterns of behavior change associated with health screening. Attitudes, subjective norms, perceived behavioral control, and intentions were used to predict objective measures of attendance 1 month and 13 months later among participants who had never previously been screened (N = 389). Findings showed that the TPB predicted attendance on each occasion and also predicted frequency of attendance. However, the model was unable to reliably distinguish among consistent attendees, participants who delayed attending, and participants who initially attended but relapsed. Thus, the TPB needs to be extended to understand behaviors that must be performed promptly and repeatedly for health benefits to accrue.     

Organizational citizenship behavior and counterproductive work behavior: Do males and females differ?

While there has been considerable research on gender differences in core task performance, gender differences in organizational citizenship behavior (OCB) and counterproductive work behavior (CWB) have been largely ignored. Gender-consistent roles of females as being supportive would lead to the prediction that females engage in more OCB and less CWB than males. Using meta-analytic data gathered across 395 samples, we found several (weak) gender differences in CWB but none in OCB. We explain null and weak relationships from the perspective of social role theory, especially regarding males' roles being career-focused.     

Weber-Fechner behavior in symmetry perception?

The literature contains several allusions to the idea that detection of (mirror) symmetry in the presence of noise follows the Weber-Fechner law. This law usually applies to first-order structures, such as length, weight, or pitch, and it holds that just-noticeable differences in a signal vary in proportion to the strength of the signal. Symmetry, however, is a higher order structure, and this theoretical note starts from the idea that, in noisy symmetry, the regularity-to-noise ratio defines the strength of the signal to be considered. We argue that the detectability of the symmetry follows a psychophysical law that also holds for Glass patterns. This law deviates from the Weber-Fechner law in that it implies that, in the middle range of noise proportions, the sensitivity to variations in the regularity-to-noise ratio is disproportionally higher than in both outer ranges.     

Beyond behavior modification: Benefits of social–emotional/self-regulation training for preschoolers with behavior problems

The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; M_age = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically elevated levels of EBP. During the summer between preschool and kindergarten, children were randomized to receive three newly developed intervention packages. The first and most cost effective intervention package was an 8-week School Readiness Parenting Program (SRPP). Families randomized into the second and third intervention packages received not only the weekly SRPP, but children also attended two different versions of an intensive kindergarten summer readiness class (M-F, 8 a.m.–5 p.m.) that was part of an 8-week summer treatment program for pre-kindergarteners (STP-PreK). One version included the standard behavioral modification system and academic curriculum (STP-PreK) while the other additionally contained social–emotional and self-regulation training (STP-PreK Enhanced). Baseline, post-intervention, and 6-month follow-up data were collected on children's school readiness outcomes including parent, teacher, and objective assessment measures. Analyses using linear mixed models indicated that children's behavioral functioning significantly improved across all groups in a similar magnitude. Children in the STP-PreK Enhanced group, however, experienced greater growth across time in academic achievement, emotion knowledge, emotion regulation, and executive functioning compared to children in the other groups. These findings suggest that while parent training is sufficient to address children's behavioral difficulties, an intensive summer program that goes beyond behavioral modification and academic preparation by targeting socio-emotional and self-regulation skills can have incremental benefits across multiple aspects of school readiness.     

Is neutralization necessary for criminal behavior?

Criminological theories currently place much emphasis on neutralization of norms, i.e., extension or distortion of norms to allow guilt‐free infraction, as a key element in criminal behavior. This paper examines the major assumptions underlying the neutralization thesis and a critical alternative thesis, which argues that criminal beliefs rather than neutralizations permit criminal actions. Analysis of data from a sample of college students calls into question the neutralization theory assumption of homogeneity of moral values in this society. The alternative thesis is supported by the finding of variation in moral values and its link to differential criminal involvement. It is argued that this evidence precludes the need for a concept such as neutralization to account for criminal behavior.     

What is manipulative behavior, anyway?

One of the most common ways of characterizing patients diagnosed with borderline personality disorder is that they are manipulative. Clinical usage of the term varies widely but clearly carries a pejorative meaning. Furthermore, behaviors that look similar to those called manipulative in clinical contexts are not called manipulative in broader society. It is crucial to become clear on what manipulation is, because studies show that carers routinely perceive BPD patients as manipulative and so have less empathy for them. In this paper the concept of manipulativity is clarified and its scope narrowed by distinguishing it from a number of related concepts, and a number of reasons why manipulating others is morally objectionable are suggested. I argue that, while some BPD patients may be manipulative, much of their behavior can and should be understood in a different light. Moral and clinical values are conflated in carers' judgments of manipulativity, and clinicians and researchers need to clarify when and why manipulative behavior is dysfunctional, and when it is merely morally wrong. Separating these two domains will enable carers to be more empathetic and less blaming of their patients' behavior.     

Does aversive behavior during toddlerhood matter? The effects of difficult temperament on maternal perceptions and behavior

Seventy‐three mothers and their toddlers were observed when the children were 18 and 24 months of age in a series of laboratory procedures designed to assess relations among frustration distress, aggression/venting, and defiance, as indicators of aversive behavior, and their relations to maternal interactive style concurrently and over time. A second goal was to identify the predictors of aversive behavior at 24 months of age. Child aversive behavior as a predictor of increases in maternal negativity over time was also examined. Results indicated that distress, venting, and defiance were related to one another at 18 months of age. For boys, venting at 24 months of age, but not distress or defiance, was associated with greater maternal report of stress and higher incidence of behavior problems at 24 months of age. Venting behavior at 24 months of age was predicted by the interaction of early aversive behavior and low maternal positive guiding behavior. Increases in maternal negative behavior over the six‐month period were predicted by the interaction of earlier negative maternal behavior and child sex, with negative mothers of boys displaying greater increases in negative behavior at the later age. These findings are discussed in terms of the significance of early aversive behavior, in the context of mother–child interaction, for later problematic behavior. ©2002 Michigan Association for Infant Mental Health.     

The“response” in behavior theory

The term“response” is a basic one in behavior theory, particularly reflex theory, but its definition is not clear. The origin of the term in the common vocabulary has affected its later extensions in the analysis of behavior. Some contemporary theorists accept the existence of two“types” of response, coordinating one with the Pavlovian conditioning procedure, the other with the operant conditioning procedure of the so-called“contingent” variety. Reservations are expressed here about such distinctions between response classes and conditioning paradigms, emphasizing the difficulties that arise from certain conventions and inadequacies in current definitions and conceptions of“response.” The critical nature of the problem for behavior theory is illustrated once again by the recent laboratory finding that a familiar and accepted conditional reflex, that of the“conditioned cardiac CR,” can be fractionated into“parts” and is therefore perhaps no longer to be treated as a single unitary“response.”     

Do people agree about the causes of behavior? A social relations analysis of behavior ratings and causal attributions

Two studies examined consistency and agreement in behavior ratings and causal attributions. In Study 1, participants (N = 280) engaged in a series of getting-acquainted conversations in one of 3 communication media (face-to-face, telephone, computer mediated); in Study 2, participants (N = 120) engaged in a competitive group task. In both studies, participants rated themselves and their interaction partners on a set of behaviors and then made attributions about the causes of those behaviors. The major findings were that (a) participants consistently favored some causal factors over others in explaining both their own and their partners' behavior, supporting the existence of generalized attributional styles; and (b) participants showed moderate self-partner and partner-partner agreement about behavior but virtually no agreement about the causes of behavior. Thus, in brief interactions people tend to see themselves and others through the lens of their stable patterns of perceiving and interpreting behavior.     

Is behavior analysis undergoing selection by consequences?

The legacy of B. F. Skinner's life is a natural science of behavior. The generality of its basic functional relations has led, by induction, to the unifying principle of selection by consequences, which accounts for morphological, behavioral, and cultural evolution. This principle both predicts and explains the observation that the science itself is becoming the object of differential selection in our culture. Public policy is increasingly being framed in terms of the effects of consequences on behavior, as illustrated by examples from education, economics, and politics. Survival of our culture may depend on our skill in managing this process.