On the origins of naming and other symbolic behavior

We identify naming as the basic unit of verbal behavior, describe the conditions under which it is learned, and outline its crucial role in the development of stimulus classes and, hence, of symbolic behavior. Drawing upon B. F. Skinner's functional analysis and the theoretical work of G. H. Mead and L. S. Vygotsky, we chart how a child, through learning listener behavior and then echoic responding, learns bidirectional relations between classes of objects or events and his or her own speaker-listener behavior, thus acquiring naming-a higher order behavioral relation. Once established, the bidirectionality incorporated in naming extends across behavior classes such as those identified by Skinner as the mand, tact, and intraverbal so that each becomes a variant of the name relation. We indicate how our account informs the specification of rule-governed behavior and provides the basis for an experimental analysis of symbolic behavior. Furthermore, because naming is both evoked by, and itself evokes, classes of events it brings about new or emergent behavior such as that reported in studies of stimulus equivalence. This account is supported by data from a wide range of match-to-sample studies that also provide evidence that stimulus equivalence in humans is not a unitary phenomenon but the outcome of a number of different types of naming behavior.     

Aftereffects of reinforcement on variable-ratio schedules

On each of variable-ratio 10, 40, and 80 schedules of reinforcement, when rats' lever-pressing rates were stable, the concentration of a liquid reinforcer was varied within sessions. The duration of the postreinforcement pause was an increasing function of the reinforcer concentration, this effect being more marked the higher the schedule parameter. The running rate, calculated by excluding the postreinforcement pause, was unaffected by concentration. The duration of the postreinforcement pause increased with the schedule parameter, but the proportion of the interreinforcement interval taken up by the pause decreased. Consequently, the overall response rate was an increasing function of the schedule parameter; i.e., it was inversely related to reinforcement frequency, contrary to the law of effect. The running rate, however, decreased with the reinforcement frequency, in accord with the law of effect. When 50% of reinforcements were randomly omitted, the postomission pause was shorter than the postreinforcement pause, but the running rate of responses was not affected.     

Light reinforcement in the rat: The effects of continuous and discontinuous periods of apparatus familiarization

The effects of continuous and discontinuous periods of apparatus familiarization on light reinforcement in rats were examined. A previous finding that the light reinforcement effect is greater with longer pretest periods in the dark box was confirmed by comparing 270 min and 30 min periods in the box prior to testing 24 h later. A discontinuous period of 9 daily 30 min sessions, however, produced a bigger effect than the 270 min continuous period. It was concluded that the degree of familiarization with the apparatus is a more important factor than length of time per se in the dark in determining the effectiveness of light as a reinforcer.     

Does class size in first grade relate to children's academic and social performance or observed classroom processes?

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were somewhat less likely to be engaged. Teachers in smaller classes rated typical children in those classes as more socially skilled and as showing less externalizing behavior and reported more closeness toward them. Children in smaller classes performed better on literacy skills. Larger classrooms showed more group activities directed by the teacher, teachers and children interacted more often, and children were more often engaged. Lower class sizes were not of more benefit (or harm) as a function of the child's family income. First-grade class size in the range typical of present-day classrooms in the United States predicts classroom social and instructional processes as well as relative changes in social and literacy outcomes from kindergarten to first grade.     

Relating the perception of visual ensemble statistics to individual levels of autistic traits

Integrating information across the visual field into an ensemble (e.g., seeing the forest from the trees) is an effective strategy to efficiently process the visual world, and one that is often impaired in autism spectrum disorder. Individual differences in sensory processing predict ensemble encoding, providing a potential mechanism for differing perceptual strategies across individuals, and possibly across diagnostic groups exhibiting atypical sensory processing. Here, we explore whether ensemble encoding is associated with traits associated with autism spectrum disorder (ASD). Participants (N=68) were presented with an ensemble display consisting of circles of varying sizes and colors, and were asked to remember the size of the red and blue circles, while ignoring the green circles. Participants were then cued to a target location after a brief delay, and instructed to report the remembered size of the circle they had previously viewed in that location, as ensemble information commonly biases memory for individual objects toward the probed mean of a set of similar objects. The Autism-spectrum Quotient (AQ) was completed to measure each individual’s level of autistic traits. We found that an individual’s level of ensemble perception, measured as their bias toward the probed mean, was negatively associated with a higher level of ASD traits. These results suggest that individuals with higher levels of ASD traits are less likely to integrate perceptual information. These findings may shed light on different perceptual processing within the autism spectrum, and provide insight into the relationship between individual differences and ensemble encoding.     

Gender differences existing in the general population in relation to body dissatisfaction associated with the ideal of beauty: a systematic review / Diferencias de género existentes en la población general en relación a la insatisfacción corporal asociada al ideal de belleza: una revisión sistemática

Abstract

Body dissatisfaction has been studied extensively due to its relationship with issues such as eating disorders, mainly in the female and adolescent population. However, it seems that there are differences in the type of body dissatisfaction that females and males manifest with respect to their body image. On this basis, the objective of this work was to review systematically the studies published from 2010 to July 2018 into gender differences in body dissatisfaction associated with the ideal of beauty in the general population. A total of 18 studies were selected from the MeSH/PubMed, Dialnet and DOAJ databases. The results obtained from the studies analysed showed that the female population continues to show greater body dissatisfaction associated with the ideal of beauty compared to the male population. However, the manifestation of body dissatisfaction is expressed differently for men and women.     

Lesbian Sex in Mainstream Cinema and Audience Enjoyment

We explore factors affecting audience engagement in mainstream movies showing explicit lesbian sex. A total of 236 participants of different genders and sexual orientations completed a questionnaire measuring factors related to enjoyment immediately after watching La vie d’Adèle in commercial cinemas. Statistical analysis confirmed that positive audience engagement is explained by several factors: viewers considering that the sexual intercourse portrayed is not excessive, the artistic–dramatic justification of the scenes, the inspired appreciation, the perceived realism of the sex scenes and the sexual arousal experienced. Results also show that the use of lesbian sex as a lure is a crucial factor for eliciting enjoyment and appreciation of movies featuring images of explicit sex.     

Further investigations of inhibitory mechanisms in attention

Three experiments employed a discrete-trials version of the Stroop task to investigate further the claim that there are inhibitory mechanisms in selective attention (Neill, 1977). The results indicated that the evidence supporting the inhibitory theory (i.e., the diminished availability of distractor responses) cannot be explained by subjects’ attempts to physically match successive stimuli (Lowe, 1979). In light of all the available evidence, it was suggested that the suppression effect does not index attentional inhibition, but may be attributed to a problem of code coordination (Keele & Neill, 1978).