Children's Memory for Locations Visited: Importance of Movement and Choice

In 2 experiments, the effect of active or passive mobility and active or passive choice experiences on children's memory for locations visited while retrieving puzzle pieces hidden in a large room were examined. In the first experiment, fifty-two 6- and 7-year-old children were randomly assigned to 1 of 4 training conditions: active choice-active movement, active choice-passive movement, passive choice-active movement, and passive choice-passive movement. After 3 training trials, all children were tested in the active choice-active movement condition. A 2 (movement) x 2 (choice) factorial multivariate analysis of variance revealed a significant main effect for movement. Children who had moved actively to find the puzzle pieces in the training trials had (a) a greater percentage correct, (b) more correct visits between errors, and (c) a later visit of first error than children who had been passively pushed in a wheelchair. Making active choices in training did not significantly affect performance. A second experiment used identical procedures but tested 32 children with mobility dif-difficulties who regularly used a wheelchair because of either cerebral palsy or spina bifida. Children from this group who moved actively during training to retrieve the puzzle pieces also performed better on testing. Implications of the results for children with disabilities and for developmental theory are discussed.     

Comparing Locomotion With Lever-press Travel In An Operant Simulation Of Foraging

An operant model of foraging was studied. Rats searched for food by pressing on the left lever, the patch, which provided one, two, or eight reinforcers before extinction (i.e., zero reinforcers). Obtaining each reinforcer lowered the probability of receiving another reinforcer, simulating patch depletion. Rats traveled to another patch by pressing the right lever, which restored reinforcer availability to the left lever. Travel requirement changed by varying the probability of reset for presses on the right lever; in one condition, additional locomotion was required. That is, rats ran 260 cm from the left to the right lever, made one response on the right lever, and ran back to a fresh patch on the left lever. Another condition added three hurdles to the 260-cm path. The lever-pressing and simple locomotion conditions generated equivalent travel times. Adding the hurdles produced longer times in patches than did the lever-pressing and simple locomotion requirements. The results contradict some models of optimal foraging but are in keeping with McNair's (1982) optimal giving-up time model and add to the growing body of evidence that different environments may produce different foraging strategies.     

Toward a theory of verbal behavior

This paper is a reply to an accompanying set of six commentaries by Sidman; Hayes and Barnes; Schusterman, Kastak, and Reichmuth; Tonneau and Sokolowski; Lowenkron; and Moerk. Those commentaries were prompted by our article “On the Origins of Naming and Other Symbolic Behavior” (1996), which was, in turn, followed by 26 commentaries and a reply. In the course of the present reply, we further develop the naming account to embrace more complex verbal relations such as same, different, more, and less. We also examine what we see as the lack of conceptual coherence in equivalence theories, including relational frame theory, and the disparities between these accounts and the findings from empirical research.     

Nodality effects during equivalence class formation: An extension to sight-word reading and concept development

Three students with moderate disabilities were taught to read and match-to-sample sight words comprising stimulus sets based upon the four food groups. We taught students conditional discriminations within four four-member sets using a single-sample/four-comparison procedure. Students were taught A-B, B-C, and C-D conditional discriminations for each of the four potential stimulus classes. Subsequent probes tested for relations based upon symmetry and one-node and two-node transitivity. The performances for all students indicated that symmetric relations emerged before one-node transitive relations, and that one-node transitive relations emerged before two-node transitive relations. These results are consistent with a pattern of responding, referred to as a "nodality effect," in which relations with fewer nodes are demonstrated prior to the demonstration of relations with a greater number of nodes. These results extend this area of research to sight-word reading for students with moderate disabilities.     

Comparing interspersed requests and social comments as antecedents for increasing student compliance

Two students were alternately presented with interspersed high-compliance requests and social comments as antecedents to low-compliance requests. An initial comparison demonstrated similar positive effects on compliance for interspersed requests and social comments. A second analysis indicated that the effectiveness of social comments for increasing compliance was related to the time interval between social comments and low-compliance requests.     

2001年的科学哲学

一种民主制度的最重要也是讨论最少的任务之一就是要保护它的成员免遭这种制度中的意识形态的伤害.必须正确地看待所有的意识形态.人们必须把它们当作神话故事来看待,它们能告诉人很多有趣的事,但也包含了很多谬误和令人生厌的谎言.当人们按照某一观点行动时,他们的态度也应该像密探一样,为了在一个陌生的国家里获得成功而采纳它的信仰并在细枝末节上按照这些信仰去做,但并不全盘接受.这一点适用于所有的信仰,适用于基督教上帝的存在这一信仰,适用于所有的人生来平等的信仰,也适用于科学.那么,这是否是一种陌生和荒谬的态度呢?科学当然总是处在与权威主义和迷信战斗的前沿.相对于宗教信仰而言,我们有了越来越大的思想自由,这应当归功于科学;人类从古代的僵硬思维方式中解放出来,也应当归功于科学.今天,这些思维方式仅仅是一些糟糕的