Automation of learning-set testing: The video-task paradigm

Researchers interested in studying discrimination learning in primates have typically utilized variations in the Wisconsin General Test Apparatus (WGTA). In the present experiment, a new testing apparatus for the study of primate learning is proposed. In the video-task paradigm, rhesus monkeys (Macaca mulatta) respond to computer-generated stimuli by manipulating a joystick. Using this apparatus, discrimination learning-set data for 2 monkeys were obtained. Performance on Trial 2 exceeded 80% within 200 discrimination learning problems. These data illustrate the utility of the video-task paradigm in comparative research. Additionally, the efficient learning and rich data that were characteristic of this study suggest several advantages of the present testing paradigm over traditional WGTA testing.     

Automated data collection using bar code

Using bar code technology to automate data collection provides a rapid and reliable alternative to paper-and-pencil tracking or keyboard entry into pocket or laptop computer. An array of bar code symbols is printed on a data menu, with a unique symbol corresponding to each possible observation. Bar code symbols are scanned using hand-held readers, which record the event, log the observation time, and store data for transfer to a personal computer. Advantages of the bar code monitoring system include: (1) ease of use by staff with minimal technical training, (2) reduced data entry errors and increased entry speed, (3) reliable portable operation, and (4) low-cost hardware. While the bar code system described here is used for behavioral monitoring in a residential treatment setting for the developmentally disabled, with minimal modification this system can be adapted for use in a wide variety of research and clinical applications.     

A TEST OF SHAVELSON'S HIERARCHICAL MULTIFACETED SELF-CONCEPT MODEL IN A FILIPINO COLLEGE SAMPLE

Shavelson's hierarchical, multifaceted self-concept model (HMFM) has proven useful to educational and psychological researchers. The reliability and factorial validity of a well-known HMFM instrument - the Fleming-Courtney Self-Rating Scales (SRS) - were examined for a sample of 198 Filipino college students. Confirmatory factor analysis compared six structural models. A six-factor, oblique model that included two social factors (Social Acceptance and Social Anxiety) fit the data best, and a second-order factor analysis supported the hierarchical structure of the SRS. The men were significantly higher than the women on three self-concept scales, but the only large effect was for Physical Abilities, consistent with findings in a U.S. college sample. Results provided some support for the utility of both the SRS and HMFM for Filipinos.     

Violent Men In Intimate Relationships: An Analysis of Risk Markers1

In the family violence literature, a number of risk markers associated with men's use of violence against women have been identified. Using the 1975 National Family Violence Survey, a multivariate analysis was performed to examine which risk markers best differentiated among nonviolent men, verbally aggressive men, men who exhibit minor physical violence, and severely physically violent men. High levels of marital conflict, lower socioeconomic status, and greater exposure to violent role models in the home of origin emerged as primary correlates of levels of violence between intimates. Theoretical and research implications are discussed.     

DISTRACTION: ITS UTILIZATION AND EFFICACY WITH CHILDREN UNDERGOING DENTAL TREATMENT

We investigated the utilization and efficacy of distraction in reducing the anxious and disruptive behavior of 4 children undergoing dental treatment. During the distraction procedure, the children were shown a poster and told a story about it during dental treatment. They earned a prize if they attended to the poster and story and could correctly answer questions about them following each intervention visit. The children's disruptive behavior was assessed via direct observation, and results were analyzed within a multiple baseline design. The children exhibited high levels of anxious and disruptive behavior across baseline visits, regardless of the length of time in treatment or number of visits. Anxious and disruptive behavior decreased upon introduction of the intervention for all children. This was accompanied by the children meeting the criterion for correct answers on the distraction quiz. However, 2 of the children demonstrated an increase in their anxious and disruptive behavior across intervention visits. Results are discussed in terms of the need to evaluate treatment strategies that promote maintenance as well as initial changes.     

EVALUATION OF TACTILE PROMPTS WITH A STUDENT WHO IS DEAF,BLIND, AND MENTALLY RETARDED

We provided tactile cues to a student who was deaf, blind, and mentally retarded to guide her performance on a variety of packaging tasks. The student had previously received extensive training on multiple packaging and sequencing tasks through her vocational education program. Although she was able to complete these tasks, each change in materials necessitated that similar levels of retraining be conducted in order for her to perform revised tasks. Tactile cues were introduced and evaluated through a multiple baseline with sequential withdrawal design for two envelope-stuffing tasks and one bagging task. Results indicated that the tactile prompts were effective in guiding her performance on the training task and in promoting generalization to novel tasks and cues. Continued use of the cues was necessary to maintain the student's performance. Our findings suggest that tactile prompts function similarly to picture prompts and may be an effective alternative external prompting system for persons for whom picture prompts would not be appropriate.