Elective mutism in a first grader: The remediation of a complex behavioral problem

Teachers frequently deal with unusual and perplexing behavioral problems in their classes. This study demonstrates how spontaneous and prompted speech were produced in a six-year-old mute by a first-grade teacher and her aide. A reinforcement system for peer-prompted speech and spontaneous speech was employed in three separate school classes in a multiple-baseline fashion. The reinforcement system produced prompted and spontaneous speech in each situation. Postchecks in the second grade indicated the child was still speaking and conversing spontaneously with his peers. This study suggests a method that teachers can use in the classroom to deal with this severely handicapping condition.     

Selective attentional responses and overtraining in a discrimination shift paradigm

Peed and Forehand's conclusion that “a theory of vicarious consequences based upon an informational analysis of imitation has serious limitations” is questioned on several grounds. In addition to the fact that Peed and Forehand's research design is not sufficiently sensitive to warrant accepting the null hypothesis, a review of recent literature suggests that the effects Liebert and Fernandez originally predicted from an informational analysis have been obtained by other investigators. Finally, studies in which an informational heuristic has been employed in areas of observational learning other than vicarious consequences attest further to its usefulness in stimulating discovery.     

Antonymy and ten modern English color-names

One-hundred college-age monolingual speakers of American English were asked to indicate in writing the color that they believed to be the opposite of each of ten English color-names:white, black, red, green, blue, yellow, brown, tan, orange, andpink. The results of this experiment indicate that adult speakers of Modern English do not attribute the same degree of antonymy to all ten of these color-names.Black andwhite were clearly viewed by the subjects as having a high degree of antonymy. In fact, they were viewed as being the opposite of each other. Less antonymy was attributed to the other color-names, withorange andpink receiving the lowest scores on the Index of Relative Antonymy. Although this experiment was not designed to evaluate the Berlin and Kay (1969) hypothesis that color-names have been added to the languages of the world in accordance with an evolutionary sequence, a surprisingly high correlation (=0.94) was obtained between the relative antonymy of color-names found in this study and the evolutionary sequence of color-name acquisition postulated by Berlin and Kay. This finding suggests that the greater the antiquity of an English color-name, the greater the degree of antonymy attributed to it by adult speakers of Modern English.     

A relational theory of ministry

The many forms that the practice of ministry assumes raise the question whether there is any central purpose or principle that serves as a valid criterion of authentic ministry. The work of the minister is here seen as interpersonal in character (either immediately or ultimately) and the heart of this interpersonal relation is the agapic ideal of reconciling love, the purpose of which is to overcome one's estrangement from himself, his neighbor, and from God.This article is a slightly revised form of his Retirement Address. He now resides at 33 Thrasher Road, Cape Elizabeth, Maine 04107.     

Associative processes and strategies in disjunctive reaction time

Scaling analysis based on variable criterion theory has been applied to the c-reaction form of disjunctive RT. In addition to previously identified sensory growth functions, two associative processes have been identified and functions of time describing their growth have been obtained. Associative strength to the positive stimulus begins at about 200 msec, or after, and grows with initial positive and later negative acceleration. Associative inhibition to the negative stimulus begins earlier, shortly after the sensory detection functions, and grows rapidly with negative acceleration. Subjects may adopt strategies which emphasize the use of either of these associative processes. With the pure inhibitory strategy, they respond to the positive stimulus entirely on the basis of sensory detection, but associatively inhibit response to the negative stimulus. With either strategy, the speed-accuracy tradeoff was determined by the level of criterion adjustment.