Stability of daily preference across multiple individuals

Preference stability provides clues about the extent to which a clinician might be able to deliver a particular stimulus contingent on behavior as a reinforcer. Previous research has been somewhat mixed in terms of evidence for preference stability. Results of the current study are consistent with studies that have reported correlations between preference assessments, suggesting that preferences are relatively stable across time.     

Increasing Single‐Word Requests to Multiword Requests in Children with Autism and Related Disabilities

Initial language training with children with autism often focuses on the production of single‐word requests (i.e., mands). As a child progresses in treatment, it is desirable to increase the mean length of utterance (MLU) of requests. The present study examined treatment outcomes of behavioral intervention designed to increase the MLU of requests in a larger sample of children with language delays (n = 30). Intervention consisted of prompts and differential reinforcement for lengthier requests, and trials were conducted flexibly throughout the treatment session. A non‐concurrent multiple baseline across participants design was utilized to establish experimental control, and MLU intervention consisted of a baseline and treatment phase for each participant. Nonoverlap of all pairs (NAP) was employed to estimate an effect size. Overall treatment effects were medium to large (average NAP = 0.89; average d = 2.36), and the majority of the sample (70%) demonstrated strong treatment effects. Results suggest that targeted behavioral intervention to increase the length of requests can be effective for children with autism and associated language delays. Copyright © 2015 John Wiley & Sons, Ltd.     

Maternal Child‐rearing Practices in Hong Kong and Beijing Chinese Families: A Comparative Study

The present study aimed to examine the child‐rearing practices in Chinese families in Beijing and Hong Kong. The sample consisted of 89 mothers in Beijing and 45 mothers in Hong Kong. The mothers were instructed to respond to the Child‐rearing Practice Report (CRPR) in Q‐sort format. Some of the item clusters were combined to produce the authoritarian and authoritative disciplinary styles. The results indicated that mothers in Hong Kong were more likely to adopt an authoritarian child‐rearing pattern than mothers in Beijing; however, the two groups did not differ in authoritative child‐rearing style. The results also showed that mothers in Hong Kong controlled their children more than their counterparts in Beijing, and they were less inclined to show affection towards their children; mothers in Beijing emphasized their children's achievement much more than their Hong Kong counterparts. The findings suggest that Chinese parental disciplinary styles may be quite different in various regions of Chinese societies. Such variance across different geopolitical locations within the same cultural background has been ignored in past cross‐cultural research.     

When Vague Sentences Inform: A Model Of Assertability

A speaker often decides whether or not to saysomething based on his assessment of the impact itwould have on his hearer's beliefs. If he thinks itwould bring them more in line with the truth, he saysit; otherwise he does not. In this paper, I developa model of these judgments, focusing specifically onthose of vague sentences. Under the simplifyingassumption that an utterance only conveys a speaker'sapplicability judgments, I present a Bayesian model ofan utterance's impact on a hearer's beliefs. Fromthis model I derive a model of a speaker's judgment ofwhether or not an utterance would be informative. Iillustrate it with several examples of judgments ofvague and non-vague sentences. For instance, I showthat it models the common judgment that assertingeither ``George is tall' or ``George is not tall' wouldbe misleading if George were borderline tall, butasserting ``George is tall and he isn't tall' would notbe.     

Laws, Regularities and Exceptions

Sentences of the form ' F s are G s' can express laws of nature, weaker Special Science laws, and also regularities which are not a part of any explicit science. These so-called generic sentences express nomic relationships which may have exceptions. I discuss the kinds of regularities expressed by generic sentences and argue that since they play a similar role in determining our ability to categorise and reason about the world, we should look for a unified treatment of them.     

Resurgence is greater following a return to the training context than remaining in the extinction context

The present study examined whether resurgence of a previously reinforced target response upon removing alternative reinforcement would be greater when (1) returning to the original training context (ABA context changes) versus (2) remaining in the analogue treatment context in which the alternative response was differentially reinforced (ABB context changes). Experiment 1 arranged reinforcement of button pressing with points exchangeable for money in university students. Experiment 2 arranged reinforcement of lever pressing with food for rats. Experiment 3 arranged reinforcement of responses to a touchscreen with small bites of food with children diagnosed with ASD. Overall, resurgence of target responding tended to be greater when returning to the original training context (A) than when remaining in the analogue treatment context (B). These findings suggest context changes with differential reinforcement treatments could exacerbate the recurrence of problem behavior resulting from reductions in treatment integrity through failure to reinforce appropriate behavior.     

Positive youth development,thriving and social engagement: An analysis of gender differences in Spanish youth

The framework of Positive Youth Development (PYD) arose from a strength‐based conception of the transition to adulthood. Although previous literature has provided evidence for some PYD correlates, little is known about gender differences in PYD and its outcomes in thriving and social engagement, which could improve interventions” effectiveness. Thus, this study aimed to examine gender differences in PYD dimensions (i.e., competence, confidence, connection, caring, and character), individual thriving (i.e., psychological adjustment, academic adjustment, and healthy lifestyles) and social engagement, and to examine the associations between them. Data from the ‘PYD in a Cross‐National Perspective Project” in Spain were collected by administering a paper‐based self‐report to students from high school and university. Results showed greater scores in connection, caring, and character in women, as well as greater social engagement and academic adjustment. Men presented higher competence and confidence, more frequent physical activity and better psychological adjustment. In addition, more PYD was related to greater social engagement, better psychological and academic adjustment, and healthier lifestyles. Some practical implications for program design may be derived, which underscore the need to promote the five PYD dimensions equally in female and male youths in order to improve their individual thriving and social engagement.     

Writing abilities and the role of working memory in children with symptoms of attention deficit and hyperactivity disorder

The writing abilities of children with ADHD symptoms were examined in a simple dictation task, and then in two conditions with concurrent verbal or visuospatial working memory (WM) loads. The children with ADHD symptoms generally made more spelling mistakes than controls, and the concurrent loads impaired their performance, but with partly different effects. The concurrent verbal WM task prompted an increase in the phonological errors, while the concurrent visuospatial WM task prompted more non-phonological errors, matching the Italian phonology, but not the Italian orthography. In the ADHD group, the children proving better able to cope with a concurrent verbal WM load had a better spelling performance too. The ADHD and control groups had a similar handwriting speed, but the former group’s writing quality was poorer. Our results suggest that WM supports writing skills, and that children with ADHD symptoms have general writing difficulties, but strength in coping with concurrent verbal information may support their spelling performance.