Differential Reinforcement of Alternative Behavior in Center-Based Classrooms: Evaluation of Pre-teaching the Alternative Behavior

This study investigated the effectiveness of a differential reinforcement of alternative behavior procedure in decreasing disruptive behavior while simultaneously increasing the appropriate behavior of four children of typical development between the ages of 4 and 6 in center-based classrooms. We began with brief functional analyses for each child. Then, differential reinforcement procedures, with and without pre-teaching the alternative behavior, were compared using an alternating treatments design. Results indicated that the differential reinforcement procedure with pre-teaching resulted in lower levels of problem behavior and greater levels of the alternative behavior compared to differential reinforcement alone. Results are discussed in terms of implications for applied practice and functional assessment and intervention research.     

The cognitive and neural basis of option generation and subsequent choice

Decision-making research has thoroughly investigated how people choose from a set of externally provided options. However, in ill-structured real-world environments, possible options for action are not defined by the situation but have to be generated by the agent. Here, we apply behavioral analysis (Study 1) and functional magnetic resonance imaging (Study 2) to investigate option generation and subsequent choice. For this purpose, we employ a new experimental task that requires participants to generate options for simple real-world scenarios and to subsequently decide among the generated options. Correlational analysis with a cognitive test battery suggests that retrieval of options from long-term memory is a relevant process during option generation. The results of the fMRI study demonstrate that option generation in simple real-world scenarios recruits the anterior prefrontal cortex. Furthermore, we show that choice behavior and its neural correlates differ between self-generated and externally provided options. Specifically, choice between self-generated options is associated with stronger recruitment of the dorsal anterior cingulate cortex. This impact of option generation on subsequent choice underlines the need for an expanded model of decision making to accommodate choice between self-generated options.     

On the Quantitative Doctrine of the Mean

Aristotle's doctrine of the mean is expressed in quantitative terms, but this has been hard for some people to take literally, its more elaborate versions sometimes being described as “extremely silly.” Roughly two books of the Nicomachean Ethics are permeated with talk of character traits which are either deficient or excessive, however, and the aim of this paper is to examine how the doctrine might meet the objections of its critics.