A COMPARISON OF TWO PROCEDURES FOR PROGRAMMING THE DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIORS

The relative effectiveness of two methods of programming DRO schedules of reinforcement was examined in two experiments. In these two methods, reinforcement is delivered if inappropriate responding is not occurring (a) at the end of an interval (momentary DRO), or (b) throughout the entire interval (whole-interval DRO). In Experiment 1, the effects of these schedules on disruptive responding of three retarded students were assessed in a multiple-baseline design. For two students, the momentary schedule occurred first and was ineffective, whereas the whole interval that followed was effective; for the third student, the whole-interval schedule occurred first and was effective, and reduced responding was maintained under the momentary schedule. In Experiment 2, baseline and the two DRO schedules were each presented in random order each day to one student in an alternating treatments design. The momentary DRO schedule reduced responding, but the whole-interval schedule was more effective.     

Temporal factors in the discrimination of coherent motion

When observers view the relative movements of a pair of bars defined by the difference of spatial Gaussian functions (DOGs), they can accurately discriminate coherent movements over a range of temporal frequencies and temporal asynchronies. Of particular interest is the fact that performance accuracy is maintained even when the two bars differ in spatial-frequency content and contrast. On each trial, observers viewed two brief presentation intervals in which a pair of vertically oriented DOGs moved randomly back and forth within a restricted range. During one observation interval, both elements moved in the same direction and by the same magnitude (correlated), and in the other interval, the movements were independent (uncorrelated). Temporal asynchronies were introduced by delaying the displacement of the right bar relative to that of the left bar in each interval. Observers were able to discriminate correlated versus uncorrelated movements up to a 45–60-msec temporal delay between the two elements’ relative displacements. If motion processing is accomplished by mechanisms operating over multiple spatial and temporal scales, the visual system’s tolerance of temporal delays among correlated signals may facilitate their space-time integration, thereby capitalizing on the perceptual utility of coherent-motion information for image segmentation and interpolating surface structure from the movements of spatially separated features.     

Perceptions of psychological researchers and clinicians: a questionnaire based on empirical data and theory.

Clinical and research psychologists continue to be regarded stereotypically even by 187 students currently anticipating careers in psychology and closely related fields. This article gives data for 10 issues on which clinicians and researchers are perceived to differ. Specifically, a 10-item questionnaire is described which allows such stereotypes to be further explored or explained.     

The relation of peer social support and psychological symptomatology during the transition to junior high school: A two-year longitudinal analysis

Studied the longitudinal relation of peer social support and psychological symptomatology among a sample of 143 early adolescents during a two-year period spanning the transition from elementary school to junior high school. Correlational analyses indicated strong inverse relations between peer support and symptoms, both cross sectionally and across time. Prospective analyses investigated the degree to which prior levels of peer support were related to subsequent symptoms after controlling for initial levels of symptoms and, conversely, the degree to which prior symptoms were related to future levels of peer support after controlling for initial levels of support. A significant prospective effect for peer support was found only for the specific period encompassing the school change. Prospective effects for symptoms were more numerous and of longer duration. The discussion emphasizes how the relation among support, stress, and mental health may differ over the course of a major life transition. Implications are also considered for the timing of preventive interventions.     

Managing data entry of a large-scale interview project with optical scanning hardware and software

A hardware and software system for the cost-effective preparation of interview data is described. Scantron optical scanning hardware and DataBlocks software were used to prepare ASCII data files from structured interviews and questionnaires. These data were then edited for analysis with SPSS-X Data Entry software. Three different processes for preparing interview data were compared. Time, personnel, hardware, and software costs were projected for each process, as well as comparative risks to the integrity of data. A scanning procedure saves time and money, and it reduces the risk of errors.     

A potential peril of pastoral care: Malpractice

The pastoral counselor may be a full-time counselor trained in pastoral care or a clergyman with a congregation, who from time to time serves his flock as a counselor, ministering to the personal needs of his congregation in a manner designated pastoral care or perhaps, more appropriately, pastoral psychotherapy. Once a therapeutic relationship is established, a congregant acquires certain rights and the clergyman, duties. If these duties are breached due to the negligence of the pastoral counselor and this causes the congregant to be damaged in any way, the pastoral counselor may be liable and may be called upon to respond in damages. The cause of action is called malpractice. This paper isolates areas of actual and potential malpractice.Barton E. Bernstein, M.L.A., J.D., is in the private practice of law with Hochberg, Bernstein & Skor, P. C., Dallas, Texas.He has offered professional workshops throughout the United States and Alaska.     

Sharing in preschool children: Facilitation, stimulus generalization, response generalization, and maintenance

Three approaches to facilitating verbal and physical sharing and of the generalizability and durability of the behaviors that were trained were investigated. During a free play period, groups of preschool children were taught to share verbally, to share physically, or to share verbally and physically; another group was not trained. Immediately following free play, the children were observed in a different setting. Follow-up was conducted 4 weeks after training ended. Physical sharing that was durable and generalizable resulted only when children were taught to share verbally. Increases in physical sharing produced by training children to share only physically were not durable and did not generalize. Training both verbal and physical sharing produced results with a magnitude slightly greater than teaching just verbal sharing. Despite a lack of special programming, some of the treatment effects generalized to another setting and were maintained during the Follow-up. There was response generalization of the effects of training verbal sharing to physical sharing but not vice versa. Problems with the concept of response class, a methodological suggestion for studying response generalization, and possibilities concerning why generalization and maintenance occurred without specific programming are discussed.