Delusional verbalizations and beliefs

This study evaluated the intensity of delusional beliefs during the modification of delusional verbalizations with three chronically mentally ill inpatients. The multiple-baseline across responses design was used to evaluate the efficacy of a behavioral treatment package to modify delusional verbalizations. Results revealed that changes were obtained in delusional verbalizations to personal questions without corresponding changes in the subjects' delusional beliefs. Changes in delusional verbalizations were well-maintained for two subjects during a 6-month follow-up period. Mixed results were obtained for generalization probe interviews.     

INCREASED PEER-TEACHING WITH GROUP-ORIENTED CONTINGENCIES FOR ARITHMETIC PERFORMANCE IN BEHAVIOR-DISORDERED ADOLESCENTS1

Group-oriented contingencies were applied to increase the arithmetic problem-solving rates of four behavior-disordered adolescent residents in a psychiatric hospital. The experiment followed an ABAC reversal design consisting of baseline conditions (A₁ and A₂), and cumulative (B) and mixed (C) interdependent group-oriented contingency conditions. Under the cumulative arrangement, the subjects earned five cents for every correctly solved multiplication problem. The same conditions were in effect with the mixed contingency, except that each subject was required to work at least three problems before any subject could earn money. The results indicated consistent increases in the subjects' arithmetic computation rates as a function of the group-oriented contingencies. Concurrent observations were made across the four conditions of the experiment on four categories of the subjects' verbalizations: antecedent peer-teaching, consequent peer-teaching, positive statements, and negative statements. The subjects' rates of antecedent peer-teaching verbalizations covaried with the group-contingency-induced increases in their levels of computation behavior. The majority of the verbalization involved answers to number fact questions or redirecting peers to engage in on-task activities. The three other categories of the subjects' verbalizations that were observed—consequent peer-teaching, positive statements, and negative statements—were not found to covary with the subjects' altered rates of computation behavior.     

ECOBEHAVIORAL CHARACTERISTICS OF A PEDIATRIC BURN INJURY UNIT

Behavioral observations were conducted on 40 children admitted consecutively to an inpatient pediatric burn care unit (PBCU) over a 6-month period. Children's responses to the PBCU environment as well as adult responses to patients were assessed. Data indicated that children most frequently (a) were oriented and alert, (b) emitted vocalizations or verbalizations, (c) were environmentally engaged, (d) and demonstrated positive or neutral affective responding. Adult-child interactions occurred during the majority of observations. Age was found to be significantly related to the type of distress response exhibited. Positive responses indicative of patient well-being were found to be associated with environmental engagement and the presence of other patients. In general, little evidence emerged to support the notion of a PBCU response pattern which resembles that observed in pediatric intensive care units (i.e., ICU syndrome). The use of observational methods for studying the behavioral adaptation of children in medical settings and the implications of the data for the design of interventions on PBCUs are discussed.     

EMPLOYING TASK ARRANGEMENTS AND VERBAL CONTINGENCIES TO PROMOTE VERBALIZATIONS BETWEEN RETARDED CHILDREN1

This study investigated the effects of arranging task events for interdependence, to increase the probability of social responding. During task interdependence, the subjects, participating in dyads and a four-person group, obtained task materials (a puzzle piece) from their partner before completing their task (appropriately placing the puzzle piece). The verbal contingency required a verbal request to precede a subject's receiving a task material from his partner. The verbal contingency yoked with task interdependence made task completion contingent on the appropriate verbalization. The findings from two experiments suggested that task interdependence was sufficient to increase partner-directed verbalizations for three of the four subjects. When the verbal contingency was added, all subjects increased their requests and other verbalizations to partner. Applied to a four-person group, the verbal contingency yoked with varying levels of task interdependence correspondingly affected the pattern and level of group communications. The greater the task interdependence, i.e., the more members each subject depended on to complete his task, the more complex the social network of verbal contacts, and the higher the level of both requests and other verbalizations for the group.     

Control of selective echolalia via the instatement of a general alternative response

Treatment for echolalic responding has been limited to the training of a small number of correct responses and limited stimulus verbalizations by the experimenter, leaving the possibility that the introduction of novel stimuli could result in the reoccurrence of echolalia. In the present study an 11-year-old severely retarded male's echolalic responding to questions that he could not answer correctly was controlled by instating a general alternative response, “I don't know.” The subject continued to respond correctly to questions that he could answer. indicating that the general alternative response had been appropriately discriminated. A Baseline. Treatment. DRO. Treatment design indicated that the subject's echolalic responding, as well as the appropriate use of the general alternative response, was under experimental control. Generalization of the experimental results to the subject's regular day-care setting was accomplished by having the staff verbally punish all echolalic responses and then restate the question to the subject until a non-echolalic answer had been emitted. Implications of these findings and suggestions for combining previous treatment procedures for echolalia with the general alternative response procedure were offered.     

Predicting reactions to everyday events from measures of self-esteem

The responses of 47 women and 43 men to everyday social and achievement events were gathered for a three-week time period Subjects' self-ratings of competence and performance following achievement events were positively related to their scores on the Performance-Self-Esteem Scale (PSES) More positive and consistent relationships between subjects' responses and PSES scores were found among subjects scoring low on a social self-esteem measure (SSES) than among subjects scoring high on the SSES Similarly, SSES level was positively related to subjects' responses to social events only among subjects scoring low on the PSES The importance of using sets of specific self-esteem measures for exploring subjects' reactions to everyday events is discussed     

Speed analyses of stimulus equivalence.

The functional substitutability of stimuli in equivalence classes was examined through analyses of the speed of college students'' accurate responding. After training subjects to respond to 18 conditional relations, subjects'' accuracy and speed of accurate responding were compared across trial types (baseline, symmetry, transitivity, and combined transitivity and symmetry) and nodal distance (one- through five-node transitive and combined transitive and symmetric relations). Differences in accuracy across nodal distance and trial type were significant only on the first tests of equivalence, whereas differences in speed were significant even after extended testing. Response speed was inversely related to the number of nodes on which the tested relations were based. Significant differences in response speed were also found across trial types, except between transitivity and combined trials. To determine the generality of these comparisons, three groups of subjects were included: An instructed group was given an instruction that specified the interchangeability of stimuli related through training; a queried group was queried about the basis for test-trial responding: and a standard group was neither instructed nor queried. There were no significant differences among groups. These results suggest the use of response speed and response accuracy to measure the strength of matching relations.     

An analysis of performance by pre-school children on the KRISP and on a length discrimination task

The speed and accuracy of judgements made by pre-school children on the Kansas Reflection-Impulsivity Scale for Pre-schoolers (KRISP - Wright 1971, 1973) and on a two-choice length discrimination task were investigated. If subjects were relatively accurate on the KRISP then correct responses tended to be faster than errors while if subjects were relatively inaccurate errors were the faster. It is inferred that accurate subjects respond asymptotically in terms of a speed-accuracy tradeoff while inaccurate subjects set a less demanding criterion. Accurate subjects showed a tendency to increase inspection time as a function of item difficulty. This relation did not hold for inaccurate subjects.However, groups classified by means of the KRISP did not differ in either the speed of correct responses or accuracy of line length discriminations. For all groups judgement times were significantly related to stimulus differences and to stimulus ratios. There was no evidence that so-called impulsive children engage in less efficient and less detailed processing than other children.It is argued, contrary to the view of Kagan and his co-workers (e.g. Kakan 1966), that speed and accuracy of responding may not reflect a stable trait dimension. Rather children appear to be able to change their strategies according to the particular demands, implicit or explicit, of the task.     

Empirical sleep assessment in the home: A convenient,inexpensive approach

We have previously reported on a sleep assessment device (SAD) that addresses shortcomings inherent in self-report sleep data and polysomnography. The SAD produces a sleep record by tape recording subjects' verbal responses to auditory cues spaced at fixed intervals throughout the night. In prior studies, the SAD proved to be a reliable and valid assessment tool according to electroencephalographic comparisons. Herein, we report on the unassisted home use of the SAD by eight normal volunteers and four bedmates. Subjects and bedmates completed sleep questionnaires for 12 nights and subjects also employed the SAD the last 6 nights. Comparisons of subjects and bedmates self-report sleep data before and during SAD use indicated that the SAD did not disrupt sleep. Subjects were able to self-administer successfully the SAD in their homes. SAD data closely matched subjects' self-report data. The present study found the SAD to be an accurate, unobtrusive, and easily utilized empirical measure of sleep in the natural environment. In so doing, it extends the demonstrated reliability and validity of the SAD from the sleep laboratory to the home with normal sleepers.     

Pup retrieving as a reinforcer in nulliparous mice

Six nulliparous female mice were trained to bar press with bar pressing reinforced by the opportunity to retrieve pups to the nest. Then, responses on one bar produced the opportunity to retrieve pups, while responses on a second bar produced sensory contact with non-retrievable pups, presented behind a screen door. All subjects emitted more responses on the bar yielding retrievable pups. When the bar-pup contingency was reversed, five subjects learned to press the opposite bar for retrievable pups. The sixth subject showed extinction of responding on the bar that had previously yielded retrievable pups, but failed to press the other bar. A major portion of the reinforcing value of pup presentation resulted from the opportunity to perform the behavior of pup retrieving. This finding supports theoretical formulations which state that the performance of species-typical consummatory behaviors should have reinforcing properties.     

Precurrent contingencies: Behavior reinforced by altering reinforcement probability for other behavior

The present study explored the effects of a precurrent contingency in which one (precurrent) activity increased the reinforcement probability for another (current) activity. Four human subjects responded on a two-key computer mouse. Each right-key press was reinforced (points exchangeable for money) with .02 probability. In one condition (no precurrent contingency), pressing the left key had no scheduled consequence; in another condition (precurrent contingency), pressing the left key increased the reinforcement probability for right-key responding to .08 for 15 s. Initial exposure to the precurrent contingency resulted in acquisition of precurrent left-key responding for 3 subjects, but for the 4th subject a special contingency was required. Right-key responding occurred at a high stable rate across the conditions. Changeovers to left-key responding dropped to near zero when the precurrent contingency was absent and were maintained at enhanced levels when the precurrent contingency was present. Contacts with the left key consisted of short response runs. Right-key responses were more frequently emitted within 15 s of a left-key response when the precurrent contingency was present, an efficient adaptation to the contingency. Continued research on precurrent behavior may produce insights into complex phenomena such as autoclitics and self-control.     

A model for predicting the outcomes of basketball games

We investigated the task of predicting the outcomes of sporting events, in particular, basketball games. In two experiments, college students predicted the outcomes of a series of National Basketball Association (NBA) games. Following each prediction, the subject received feedback in the form of the actual outcome of the NBA game. After a period of initial learning about the relative strengths of the teams, the subjects were surprisingly successful in their predictions. We examined expert–novice differences by comparing the published predictions of professional oddsmakers to the predictions of the experimental subjects. The average predictions by the subjects were approximately as accurate as the predictions of experts. Finally, we applied a mathematical model, developed originally as an account of simpler learning experiments, to the subjects' responses. We found that the course of the subjects' learning about the teams was well-described by this model.     

Effects of Varying Feedback Accuracy on Task Acquisition: A Computerized Translational Study

Research has shown that the accuracy of instructions influences responding immediately and under later conditions. The purpose of the present study was to extend this literature and use a translational approach to assess the short- and long-term effects of feedback accuracy on the acquisition of a task. Three levels of inaccurate feedback were compared across groups. Participants who received accurate feedback performed best, while participants exposed to inaccurate feedback performed poorly in direct relation to the degree of inaccuracy. Once inaccurate feedback was corrected, this relation was less apparent. However, the effects of prior exposure to inaccurate feedback persisted in subsequent conditions when participants were exposed to accurate feedback. The effects of feedback accuracy on task acquisition also varied across individuals, suggesting that the effect may be idiosyncratic.     

Cues-pause-point language training: Structuring trainer statements to provide students with correct answers to questions

This study assessed the applicability of Cues-Pause-Point language training procedures in teaching students to obtain information from the statements of others. Two mentally retarded subjects, one of whom was echolalic, received training on one set of stimuli but not on another. During training the subjects were encouraged to remain quiet before, during, and briefly after the presentation of statements and then verbalize (i.e., answer a question) using the verbal cue(s) that had been presented in the statement. Correct responding reached 100% to the trained stimuli and both subjects' responding improved to the untrained stimuli. Posttests revealed that subjects used the trainer's statements to answer novel questions. The results suggest that Cues-Pause-Point procedures may be useful in teaching severely retarded individuals the functional use of observing and listening to others' verbal behavior.     

Mother-child verbal interchange: A descriptive study of young children's verbal behavior

The theoretical importance of the linguistic data available to the child in his natural environment has been increasingly emphasized in recent work on child language acquisition. This study sought to describe a portion of such data as contained in maternal verbal behavior and to analyze its influence on the child's usage of speech. The subjects were five 21-month-old children and their mothers. The mother-child verbal interchange was recorded during free-play situations carried out both at the subject's home and in a playroom. The interactive patterns of mother-child utterances were analyzed with regard to the kind and frequency of verbalizations, and the temporal intervals between them. Results showed that the temporal pattern of mother-child interchanges was characterized by significantly shorter pauses (<2 s) for mothers than for children. A variation in this pattern, consisting of pauses longer than 4 s, was associated with certain kinds of ongoing mother-child verbal behaviors. Thus mothers showed selectiveness, in varying degrees, in responding to the child's utterances, and their verbal responses had differential effects on the child's subsequent verbal performance. These effects were described as “initiating”, “maintaining”, or “ending” verbal chains, or else as “non-reacted” utternances. Moreover, the amount of verbalization by the children was positively correlated with the proportion of the mother's output that consisted of immediate responses to the child, and not with the total verbal output.     

Effects of Coaching and Peer Utilization Procedures on the Withdrawn Behavior of Preschoolers

The effects of a modified coaching and peer practice procedure on the social behavior of five withdrawn preschool children were investigated. Multiple criteria were employed in the selection of subjects (3 females, 2 males). Social initiations, peer responses, and sustained interaction were recorded sequentially during pre- and post- free paly sessions in the classroom and intervention setting on both the withdrawn children and a normative comparison group. A multiple baseline across subjects and behaviors design demonstrated that the intervention was effective in increasing subject's positive verbalizations to peer as well as inviting and joining behavior. These effects were maintained in the presence of new peers, Classroom observations revealed a significant decease in subjects' rejecting peer initiations and a trend toward increased sustained interaction. The withdrawn children did not differ from the comparison group on any classroom measure at posttreatment. Observation of the withdrawn children as a group with no additional peers revealed posttreatment increases in on-task behavior only. The results suggest that, with developmentally appropriate modifications, the coaching procedure can be used effectively with preschoolers. Also, highly structured social routines appear to be a useful generalization- promoting technique for this population. Finally, preschool peers may be capable of a more extensive involvement in social skills training programs than previously recognized.     

Intention and Expectation Measures as Predictors of Academic Performance1

The predictive validity of intention and expectation measures was examined by comparing subjects' intentions and expectations of their academic performance with their actual class performance. A total of 166 subjects were randomly assigned to respond to an intention or expectation version of a questionnaire. The instrument asked for intentions or expectations regarding performance on the next test, final examination, and final course grade. Expectations were found to be better predictors of academic performance. Expectation responses were also found to explain significant amounts of variance in the dependent measures after the effect of subjects' prior class performance (their first test score) had been taken into consideration. Additional types of outcomes and goals for which expectation measures are likely to provide more accurate prediction are discussed.     

Elements of the Oedipus complex: A Kleinian account1

The author discusses and illustrates the place in current Kleinian practice of the analysis of the Oedipus complex. He outlines the development of the concept of the Oedipus complex by Freud and by Klein and later writers in the Kleinian tradition. Because the child's exclusion from his parents' sexual relationship represents such a fundamental aspect of reality for the child, analysis of the patient's responses to the oedipal situation constitutes the central task of analysis. Despite the Oedipus complex being in this way central, it is sometimes hard to discern because what is most visible are the patient's defensive responses to the oedipal situation. The emergence of meaning in analysis is often understood unconsciously as the product of the parental intercourse, represented by the work of the patient with the analyst, or of the analyst's or the patient's mind. The analysis of the patient's characteristic reactions to moments of meaningfulness in analysis is therefore an especially fruitful focus for the analysis of the Oedipus complex. The author illustrates these ideas by three clinical examples, from a 3½‐year‐old child, a borderline psychotic patient and a more neurotic patient.     

Probability of reinforcement and the development of stimulus control

Pigeons were trained with a successive discrimination procedure in which responding during the negative stimulus was never reinforced and responding during the positive stimulus was reinforced according to one of four probability values. This discrimination training followed extensive training with a single, neutral stimulus and the same temporal distribution of reinforcements. The development of stimulus control was studied by tracing the difference in rate of responding between the positive and negative stimuli over the course of discrimination training. Response rate during the positive stimulus remained constant, while that during the negative stimulus decreased to zero. The probability of reinforcement associated with the positive stimulus affected both the total number of responses emitted during the negative stimulus and the number of negative stimulus presentations during which responding occurred. However, the number of reinforcements during the positive stimulus preceding the attainment of various degrees of stimulus control was similar for all probability values.