REVERSAL OF BASELINE RELATIONS AND STIMULUS EQUIVALENCE: II. CHILDREN

In a systematic replication of a study using college-student subjects (Pilgrim & Galizio, 1990), 5- to 7-year-old children learned two conditional discriminations (i.e., A1B1, A2B2, A1C1, and A2C2) in a two-choice arbitrary match-to-sample task and showed the emergence of two three-member equivalence classes (A1B1C1 and A2B2C2). Baseline conditional discrimination performances were quickly controlled by reversals of the AC reinforcement contingencies (i.e., choosing Comparison Stimulus C2 was reinforced given Sample A1, and choosing C1 was reinforced given Sample A2) when the reversals were introduced in restricted baselines. On reflexivity, symmetry, and transitivity/equivalence probes following the reversal, there was some limited indication of equivalence-class reorganization (i.e., A1B1C2 and A2B2C1) in keeping with the concurrently performed baseline relations for 2 of 5 subjects, but the predominant pattern across probe trials was one of inconsistent conditional control. These findings suggest that, given similar challenges, equivalence-class performances may be more easily disrupted in young children than in adults.     

An Analysis of Organizational Structure and Transition Outcomes in the Youth-to-Senior Professional Soccer Transition

The study critiqued whether the demands, resources, and barriers associated with the youth-to-senior sport transition in Stambulova's (2003) model help explain transition outcomes. Following initial screening, two professional football clubs were purposively selected for detailed case study analysis. Data collected included meeting minutes, websites, interviews (N = 17) with players, coaches, support staff, and parents, and e-mail communications. The club with the proactive program aligned with Stambulova's model had better transition outcomes (e.g., player financial value, retention rates) and spent less on player assistance compared to the club with no transition program. Future research and practical implications are discussed.     

The Validity of Landfield's Measure of Personal Construct Ordination

The correlation coefficient appropriate in a fourfold situation resulting from the crossing of two dichotomous variables depends on whether the dichotomies are true or arbitrary. Almost all sources dealing with the fourfold situation discuss only the pure cases (both dichotomies true or both dichotomies arbitrary). The mixed case (one dichotomy true and the other arbitrary), introduced at least four decades ago and accompanied in more than one source with the wrong formula for the coefficient, is reintroduced in this study. In addition, a correction for unequal sample size respecting the true dichotomy is presented.     

Does subtype of developmental coordination disorder count: is there a differential effect on outcome following intervention?

It is well known that developmental coordination disorder (DCD) is a heterogeneous condition in which children frequently present with co-occurring conditions in addition to their motor difficulties. This study considered whether there would be a differential effect of a group treatment program on subtypes of perceptual and movement problems or associated co-occurring conditions. A subset of children (n=43) from a larger clinical sample (n=100) with DCD participated in a 214 year cross-over intervention study which followed the cognitive orientation to daily occupational performance (CO-OP) approach. Original subtypes were determined by contrasting the current sample with previously published subtyping studies in DCD [Hoare, D. (1994). Subtypes of developmental coordination disorder. Adapted Physical Activity Quarterly, 11, 158-169; Macnab, J. J., Miller, L. T., & Polatajko, H. J. (2001). The search for subtypes of DCD: Is cluster analysis the answer? Human Movement Science, 20, 49-72]. No advantage was conferred to any subtype although children with more profound and complex difficulties at initial assessment, despite progress following intervention, were most likely to have continuing difficulties at the end of the project.     

Extending Research on a Computer-Based Sight-Word Reading Intervention to a Student with Autism

A multiple-baseline design across tasks (i.e., word lists) was used to evaluate the effects of a computer-based sight-word reading intervention (CBSWRI) on the sight-word reading of a sixth-grade student with Autism. Across 3 lists of primer and first-grade Dolch words, the student showed immediate increases in sight-word reading after the CBSWRI was applied. As the student learned 25 words in 16 brief (i.e., 200 s) sessions, the efficiency and sustainability of the CBSWRI are discussed along with future research.     

The dud-alternative effect in likelihood judgment

The judged likelihood of a focal outcome should generally decrease as the list of alternative possibilities increases. For example, the likelihood that a runner will win a race goes down when 2 new entries are added to the field. However, 6 experiments demonstrate that the presence of implausible alternatives (duds) often increases the judged likelihood of a focal outcome. This dud-alternative effect was detected for judgments involving uncertainty about trivia facts and stochastic events. Nonnumeric likelihood measures and betting measures reliably detected the effect, but numeric likelihood measures did not. Time pressure increased the magnitude of the effect. The results were consistent with a contrast-effect account: The inclusion of duds increases the perceived strength of the evidence for the focal outcome, thereby affecting its judged likelihood.     

The use of daily diaries to assess the relations among mood state,overt behavior,and reward value of activities

Recent data has sparked renewed interest in behavioral treatments for depression; however several fundamental questions remain regarding the mechanisms of such approaches. To this end, the current study directly tested the assumption that non-clinical mildly depressed individuals receive less response-contingent positive reinforcement than non-depressed individuals, indicated by less engagement in behaviors perceived as rewarding in terms of both immediate pleasure and potential for these behaviors to result in more distal rewards. The data presented support this assumption and provide support for the role of reinforcement-based strategies such as behavioral activation in the treatment of depression.