Causal-based property generalization

A central question in cognitive research concerns how new properties are generalized to categories. This article introduces a model of how generalizations involve a process of causal inference in which people estimate the likely presence of the new property in individual category exemplars and then the prevalence of the property among all category members. Evidence in favor of this causal-based generalization (CBG) view included effects of an existing feature's base rate (Experiment 1), the direction of the causal relations (Experiments 2 and 4), the number of those relations (Experiment 3), and the distribution of features among category members (Experiments 4 and 5). The results provided no support for an alternative view that generalizations are promoted by the centrality of the to-be-generalized feature. However, there was evidence that a minority of participants based their judgments on simpler associative reasoning processes.     

Identifying children with learning disabilities: When is a discrepancy severe?

Identification of children with learning disabilities is based on the notion of a significant discrepancy between ability and achievement. Current federal guidelines do not specify the extent of such discrepancies but indicate they should be “severe”. Local education agencies have adopted criteria suggested by professionals or formulated their own operational criteria for identification of learning disabled children. In this research, we examined the extent to which identification as learning disabled is a function of the criteria used to define “severe discrepancy”, and the extent to which different classifications would result from use of different criteria. A school district made identification decisions for 51 students referred because they were experiencing academic difficulties; they found 24 students LD. The school identification decisions, based on application of a severe discrepancy on the Woodcock-Johnson Psycho-Educational Battery, did not correlate with decisions based on application of the federal definition. Implications for decision-making practices are discussed.     

Experiencing double-bind conflict: A semantic differential assessment of interaction perceptions

Four interaction-perception perspectives of the fictitious target of a double-bind conflict were provided by four groups of subjects. The perspectives included perceptions of a daughter about herself and her father (the double-bind source), and her estimates of his perceptions of both himself and her. As predicted, the target saw herself as weak but “good”, and as cooperative and highly frustrated, while attributing all the opposite characteristics to the source, who was seen as strong but “bad”, and uncooperative and not frustrated. Further, it was found that she believed he saw himself as strong and very good, but frustrated and moderately cooperative. These observations are consistent with a hypothesis that double-bind experiences result in frustration and mixed feelings toward one's self and the source of the dilemma. It was also concluded that the target's belief that her father would not recognize her weakness, nor her cooperativeness, nor her frustration, and would disinterestedly evaluate her as neither good nor bad resulted from the inconsistent and contradictory communications which had contributed to the double bind.     

THE ROLE OF REFERENTIAL SPEECH IN SIGN LEARNING BY MENTALLY RETARDED CHILDREN: A COMPARISON OF TOTAL COMMUNICATION AND SIGN-ALONE TRAINING

We conducted two experiments to assess the role of referential speech during sign training in which the spoken words corresponding to signs were receptively known to the participants. An alternating treatments design was used to compare sign acquisition across two teaching conditions in which referents were presented either with or without the corresponding verbal label. During the first experiment, signs were taught concurrently; during the second experiment, signs within each of the respective conditions were taught in a serial fashion. In both experiments, signs taught by total communication were acquired faster than those taught by sign-alone training.     

A comparison of the disturbingness of behaviors related to learning disability and emotional disturbance

Behaviors thought to be characteristic of emotional disturbance or learning disabilities were investigated through ratings of teachers with regard to the relative disturbingness of the behaviors. Obtained differences suggested that behaviors characteristic of emotional disturbance were rated as more disturbing than those of learning disabilities; differences within sets of characteristic behaviors were also indicated. Results are discussed with regard to implications for teacher expectancies and labeling research.     

Should Global Conservation Initiatives Prioritize Phylogenetic Diversity?

Philosophia - Some recent conservation proposals – including the Zoological Society of London’s (ZSL) EDGE of Existence programme – have focused on the value of protecting species...