Adjusting foraging strategies: a comparison of rural and urban common mynas (<Emphasis Type="Italic">Acridotheres tristis</Emphasis>)

Establishment in urbanized environments is associated with changes in physiology, behaviour, and problem-solving. We compared the speed of learning in urban and rural female common mynas, Acridotheres tristis, using a standard visual discrimination task followed by a reversal learning phase. We also examined how quickly each bird progressed through different stages of learning, including sampling and acquisition within both initial and reversal learning, and persistence following reversal. Based on their reliance on very different food resources, we expected urban mynas to learn and reversal learn more quickly but to sample new contingencies for proportionately longer before learning them. When quantified from first presentation to criterion achievement, urban mynas took more 20-trial blocks to learn the initial discrimination, as well as the reversed contingency, than rural mynas. More detailed analyses at the level of stage revealed that this was because urban mynas explored the novel cue-outcome contingencies for longer, and despite transitioning faster through subsequent acquisition, remained overall slower than rural females. Our findings draw attention to fine adjustments in learning strategies in response to urbanization and caution against interpreting the speed to learn a task as a reflection of cognitive ability.     

The dread factor: how hazards and safety training influence learning and performance

On the basis of hypotheses derived from social and experiential learning theories, we meta-analytically investigated how safety training and workplace hazards impact the development of safety knowledge and safety performance. The results were consistent with an expected interaction between the level of engagement of safety training and hazardous event/exposure severity in the promotion of safety knowledge and performance. For safety knowledge and safety performance, highly engaging training was considerably more effective than less engaging training when hazardous event/exposure severity was high, whereas highly and less engaging training had comparable levels of effectiveness when hazardous event/exposure severity was low. Implications of these findings for theory testing and incorporating information on objective risk into workplace safety research and practice are discussed.     

Applying signal-detection theory to the study of observer accuracy and bias in behavioral assessment

We evaluated the feasibility and utility of a laboratory model for examining observer accuracy within the framework of signal-detection theory (SDT). Sixty-one individuals collected data on aggression while viewing videotaped segments of simulated teacher-child interactions. The purpose of Experiment 1 was to determine if brief feedback and contingencies for scoring accurately would bias responding reliably. Experiment 2 focused on one variable (specificity of the operational definition) that we hypothesized might decrease the likelihood of bias. The effects of social consequences and information about expected behavior change were examined in Experiment 3. Results indicated that feedback and contingencies reliably biased responding and that the clarity of the definition only moderately affected this outcome.     

The Influence of Attentional Focus on Balance Control over Seven Days of Training

This study examined the training effect of attentional focus (external focus, internal focus, or no focus instructions) on a dynamic balance task. Participants completed baseline balance testing, seven consecutive days of dynamic balance board training, and retention testing 24 hours after the last session. The novel finding of this study was the presence of a training effect on balance control when adopting an external focus relative to an internal focus or no focus instructions. Further, we report the unique observation that more patterned behavior was adopted regardless of the focus instructions. These findings provide insight into how instructions can be altered to enhance human balance control and complement the constrained-action hypothesis.     

On Quine’s Translation Argument

Quine's translation argumnent figures centrally in his views on logic. The goal of this paper is to get clear on that argument. It can be interpreted as an argument to the effect that one should never translate somebody’s speech as going against a law of the translator’s logic. Key to this reading of the translation argument is the premise that one should never translate somebody's speech such that their speech is unintelligible. Ultimately, it is my aim to reject this reading. I argue that only a weaker conclusion—one that says “not most of the time” instead of the stronger “never”—should be attributed to Quine. Accordingly, I propose and defend a weaker version of the first premise that better coheres with the weaker conclusion of the translation argument. Instead of the claim that one should never translate somebody’s speech such that their speech is unintelligible I argue that we should only ascribe to Quine the claim that one should not most of the time translate somebody’s speech in a way that makes it unintelligible. I go on to  sum up the results of my discussion and respond to a criticism of my reading.

     

Development of the Spiritual Transcendence Index

In response to calls from the scientific community for improved conceptualizations and measures of spirituality, we describe the concept of "spiritual transcendence" and the development of the Spiritual Transcendence Index (STI). Spiritual transcendence refers to a perceived experience of the sacred that affects one'sself–perception, feelings, goals, and ability to transcend one'sdifficulties. The STI is an eight–item measure of this construct developed and refined based on rational considerations, input from three focus groups of religious leaders, and a reciprocal process of empirically testing the item pool and revising it across six successive surveys. The final scale, together with measures of related constructs, was tested in 220 randomly selected community residents. Although further study of the scale is needed, the STI demonstrated high consistency and validity across several samples in these initial exploratory studies.     

Using prayer in psychotherapy: applying Sue's differential to enhance culturally competent care

In this article, the authors discuss the application of Sue's cultural competence differential of hypothesis testing, dynamic sizing, and cultural specific expertise as a model for considering cultural factors in the treatment of an African American family. Three cultural dimensions are highlighted: spirituality, womanism, and community exposure to trauma. Given the centrality of spirituality for this African American family, prayer is used to facilitate the therapeutic process. Discussion from a womanist perspective highlights the spiritual, communal, and personal dimensions that the aunt faces as an African American woman. Consideration of the community context and potential exposure to trauma and loss allows for a fuller appreciation of the psychosocial context of the nephew. Sue's differential guides the case discussion.     

Acculturation,Language Use,and Demographic Variables as Predictors of the Career Self-Efficacy of Latino Career Counseling Clients

A sample of 95 Latino career counseling clients of a social services agency voluntarily completed a demographic questionnaire, the American-International Relations Scale (Sodowsky & Plake, 1991), and a questionnaire designed to assess career self-efficacy (Bandura, 1977, 1986; Betz & Hackett, 1981). Acculturation and English language use predicted career self-efficacy, unlike years of residence in the United States, age, and educational level (p < .05). The Implications of the results to career counseling for Latinos are discussed.     

Prevalence of renewal of problem behavior during context changes

Renewal is defined as the reemergence of a previously eliminated behavior following a context change. Determining the prevalence of this effect in clinical practice would allow clinicians to better anticipate the reemergence of problem behavior, such as when a patient is discharged from a treatment facility to return to their home. The current consecutive, case-series analysis determined the prevalence and magnitude of renewal when implementing behavioral treatments for problem behavior. Across 182 context changes, renewal was observed 77 times (42.3%). In the first session following the context change, problem behavior rates increased by a factor of 3 and then decreased across successive sessions. These results indicated that renewal effects may be common, but are also transient and return to rates observed before context changes.