From the profane to the sacred: why we need to retrieve Christian bioethics.

Christianity has been crucial in the conceptualization and articulation of the moral framework of the Western tradition. The social sciences, including ethics, were modeled on physical science. However, the Enlightenment project inculcated a metaphysics and an epistemology that reduced the subject to an object and thus undermined the conditions of freedom, agency and an accessible cosmic order; all of which are essential to morality. Competing value claims were shunted into a political context for resolution, but the politicalized morality itself requires a framework for evaluating resolutions. While neither the Enlightenment nor post-modernism can provide such a framework, Christian tradition can, in fact, provide just such a framework and response.     

Conducting Ecologically Valid Prevention Research: Recruiting and Retaining a “Whole Village” in Multimethod, Multiagent Studies

Many prevention studies are now designed with complementary interventions in different settings. Evaluations of these interventions require assessing the child's behavior in each of these settings. Conducting these studies, therefore, may involve recruiting school districts, principals, classroom teachers, peers, parents, siblings, and in later years, employers and intimate partners. These participants may be considered natural raters or satellite subjects, depending on their degree of involvement. Issues of recruitment and retention thus are magnified in multimethod, multiagent studies. To illustrate these issues, findings are presented for three studies conducted with risk populations in the past decade at the Oregon Social Learning Center: a passive longitudinal study, a selected prevention study, and an indicated prevention study. Findings indicate that achieving high recruitment and retention rates for at-risk and high-risk subjects in multisetting studies is possible, and that a developmental approach should be taken to recruiting risk populations.     

Resistance to satiation of consummatory and instrumental performance

In three experiments rats received training in a straight alley under high hunger and then were tested satiated. Both eating and running continued to occur under satiation, but the two responses were not completely correlated, and continued running did not depend upon continued eating. Further, groups differed in their eating behavior, although all experienced the same satiation procedure, suggesting that eating under satiation is not just a reflection of incomplete satiation. Resistance to satiation of the running response was greater following partial reward than following consistant reward and tended to be greater following small reward training than large reward training, regardless of schedule of reward. Eating during satiation was greater following partial than following consistent reward and was greater if the same reward magnitude was given in satiation as in acquisition than if a different reward magnitude was given. It was suggested that resistance to satiation is an associative phenomenon. Eating and running occur during satiation because the stimuli present during satiation continue to elicit them. The differences between results using rewarded satiation and results using high drive extinction as measures of persistence were attributed to satiation being nonfrustrating.     

Deprivation and reward stimuli as compound stimuli

In Experiment 1 the experimental group was tested with a deprivation level and a reward magnitude which it had experienced previously but which it had not experienced in combination. This group was inferior in test performance to a group which had experienced the test deprivation-reward combination prior to test. These results were interpreted as indicating that deprivation stimuli and reward stimuli form a compound stimulus and training on the elements of the compound produces performance inferior to training directly on the compound. In Experiment 2, the decrement associated with two different shifts in deprivation and reward did not differ despite the different size change of total incentive involved in the two shifts. The results were interpreted as indicating that the deprivation-reward stimulus is not produced by a single underlying incentive mechanism.     

Contrast effects in flavour preference learning

In four experiments the role of contrast effects in producing learned flavour preferences was examined. The experiments showed that contrast effects are pervasive in flavour preference learning, producing results that are often paradoxical from a traditional reinforcement point of view. In Experiment 1, rats preferred a reinforced flavour over a nonreinforced flavour more if the reinforcer was 1% sucrose than if the reinforcer was 8% sucrose. Because the cue flavour was dissolved in 8% sucrose, this represents an anticipatory positive contrast effect. In Experiment 2, the relationship between cue and consequence was shown to be important in flavour preference learning, as expected if contrast effects are involved. In Experiment 3, rats preferred a flavour that was reinforced 4 times, and they preferred this flavour more than one reinforced 8 times, presumably because the greater the expectancy of the consequence, the greater the anticipatory negative contrast. In Experiment 4, rats consumed less of 0.15% saccharin if they received 32% sucrose randomly 90 min either before or after the 0.15% saccharin than if they received only 0.15% saccharin, a simultaneous negative contrast effect.     

Laudan's normative naturalism: a useful philosophy of science for psychology

Logical positivism, widely regarded as the received epistemology of psychology in the first half of the 20th century, was supplanted in the 1960s by various postpositivistic, relativistic philosophies of science, most notably that of Kuhn. Recently, Laudan, a major figure in the philosophy of science, developed a novel approach called normative naturalism that provides an alternative to positivism and relativism. His central thesis is that the two are not always on opposite ends of a continuum but rather have many assumptions in common. This article brings Laudan's important views to the attention of psychologists and describes some of the unique implications of these views for the conduct of research and theory in psychology. These implications, which follow from a number of closely reasoned pragmatic arguments, include more realistic and appropriate evaluation of theory and methodology than has been suggested by logical positivism or relativism.     

Ineffective discipline and conduct problems in males: Association, late adolescent outcomes, and prevention

In the current study, social learning theory and findings on the association of ineffective parental discipline and childhood conduct problems was reviewed In addition, the association of ineffective discipline in childhood to arrests and academic achievement in adolescence was tested. The reviewed studies were multi-agent, multimethod passive longitudinal, prevention, and clinical studies conducted at the Oregon Social Learning Center (OSLC). Measurement of childhood discipline included observational data. Analyses predicting to adolescent outcomes were conducted for the Oregon Youth Study sample of approximately 200 males at risk for delinquency. The finding of an association between ineffective discipline and childhood conduct problems was replicated in three OSLC studies. Ineffective discipline at Grade 4, controlling for Grade 4 antisocial behavior, was found to predict to a more serious juvenile arrest record (two or more arrests) and to failure to enter higher education. Prevention efforts need to be directed toward promoting effective discipline skills, especially in parents of young children. Effective discipline includes such skills as structuring situations, redirecting child behavior, encouragement, and also consistent use of a mild to moderate consequence such as time out or privilege loss.     

The relation between memory and expectancy as revealed by percentage and sequence of reward investigations

There is growing agreement that to explain instrumental learning properly, one should emphasize memory as well as expectancy. I call this approachmemory-expectancy theory. Amsel’s (1992) frustration theory is one variety of memory-expectancy theory. Capaldi’s (1994) sequential theory is another. In this report, I examine in considerable detail the effects of percentage and sequence of reward on extinction following different levels of acquisition training. These extinction findings, taken together with certain serial learning acquisition findings, seem to support a novel version of memory-expectancy theory, one that in some respects is similar to and in some respects is different from that suggested by Amsel. First, on the basis of this analysis, we may reject two ideas: that animals remember only the prior reward event and that animals anticipate only the reward event contingent upon the current response. Second, the analysis supports three salient propositions of the present memory-expectancy approach. Memories of reward events may serve as conditioned stimuli for expectancies of reward events. On any current trial, the animal may remember each of the reward events associated with one or more prior trials. On any current trial, the animal may anticipate not only the current reward event, but also reward events contingent upon subsequent trials. Essentially, according to this model, the stimuli that elicit expectancies, as well as the expectancies themselves, may change progressively over a series of learning trials.