Withdrawal Versus Reversal: A Necessary Distinction?

In the behavior analysis literature, the terms withdrawal and reversal are widely used to refer to various iterations of the basic A‐B‐A or A‐B‐A‐B experimental design structure. Although these terms were initially used to label two distinct but closely related experimental designs, it now appears that many researchers have come to use these terms interchangeably. A review of major behavior analytic journals published between 2009 and 2013 reveals a strong preference among researchers for use of the term reversal in labeling the design described in the publication, whether or not that design is characterized by the specific features initially associated with the reversal design. This paper describes the origin of this definitional distinction and reviews the case for abolishing that distinction. Copyright © 2014 John Wiley & Sons, Ltd.     

Electrophysiological evidence of heterogeneity in visual statistical learning in young children with ASD

Statistical learning is characterized by detection of regularities in one's environment without an awareness or intention to learn, and it may play a critical role in language and social behavior. Accordingly, in this study we investigated the electrophysiological correlates of visual statistical learning in young children with autism spectrum disorder (ASD) using an event‐related potential shape learning paradigm, and we examined the relation between visual statistical learning and cognitive function. Compared to typically developing (TD) controls, the ASD group as a whole showed reduced evidence of learning as defined by N1 (early visual discrimination) and P300 (attention to novelty) components. Upon further analysis, in the ASD group there was a positive correlation between N1 amplitude difference and non‐verbal IQ, and a positive correlation between P300 amplitude difference and adaptive social function. Children with ASD and a high non‐verbal IQ and high adaptive social function demonstrated a distinctive pattern of learning. This is the first study to identify electrophysiological markers of visual statistical learning in children with ASD. Through this work we have demonstrated heterogeneity in statistical learning in ASD that maps onto non‐verbal cognition and adaptive social function.     

Real-space first-principles electronic structure of edge dislocations: NiAl

The electronic structure of the 100 {010} edge dislocation in NiAl has been calculated using the real-space tight-binding linear muffin-tin orbital recursion method with a self-consistent treatment of electron density redistribution effects in the dislocation core. We demonstrate that quasilocalized states may exist in this metallic system as a result of specific lattice distortions in the dislocation core with 'broken bonds'.     

Using continuous heart rate monitoring to investigate anxiety and its communication with the dentist–patient interaction

Abstract

The importance of communication within the dentist–patient relationship has long been recognised with regard to patient satisfaction and anxiety. However there has been little research into the anxiety experienced by both patient and dentist during the administration of dental treatment nor how such affects are perceived and communicated within the dentist–patient interaction.

The study reported here, examined affective communication between dental students (n=16) and their patients (n=64) by using continuous and simultaneous cardiovascular monitoring during an entire dental treatment session. The data was analysed using stepwise regression analysis together with the development of a measure of emotionality in order to understand the communication of anxiety during dental treatment procedures. The results suggested that anxiety was communicated between dental operator and patient but was dependent on the degree of clinical experience of the operator.     

Influence of motivation,self-beliefs,and instructional practices on science achievement of adolescents in Canada

This study examined the effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of 13,985 15-year-old students from 431 schools across Canada. Hierarchical linear modeling (HLM) analyses, while controlling for student- and school-level demographic characteristics, revealed the substantial predictive effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of adolescents. Motivational beliefs—self-efficacy and self-concept—and enjoyment of science had substantial positive predictive effects on science achievement. In contrast, general interest in science had a negative predictive effect on science achievement in the context of other variables. Whereas science teaching using hands-on activities had a substantial positive predictive effect on science achievement, science teaching using student investigations had a substantial negative predictive effect in the context of other variables. The final HLM model indicated that only 8% of the variance in science achievement was between schools and 92% of the variance involved students within schools.     

Toward Poetic Science

This article is an extension of earlier discussion in the present journal regarding feelings in literature and, more broadly, the distinction between literary and scientific discourse. Valid though this distinction may be on some level, it is argued herein that it owes its very existence, in part, to a problematically narrow view of what constitutes science, one that not only eschews the life of feeling but that fails to abide by the primary obligation of the scientific endeavor—namely, to practice fidelity to the phenomena of concern. In this respect, it might plausibly be said that much of contemporary psychological science is not scientific enough and that, consequently, a more open and capacious conception is called for. More specifically, it is suggested that a portion of the discipline move in the direction of what might be called poetic science, a form of science that, in its very art-fulness, can do justice to the ambiguity, complexity, and depth that characterizes lived experience.     

Frontal Lobe Activation Mediates the Relation Between Sensation Seeking and Cortisol Increases

ABSTRACT Low sensation seekers are theorized to avoid risk more often because risk is emotionally more costly for them (in comparison to high sensation seekers). Therefore, individual differences in sensation seeking should predict differences in risk task–induced cortisol changes. Furthermore, the neural mediation that accounts for the relation between sensation seeking and cortisol changes has not been studied. The current study tested whether individual differences in sensation seeking predicted cortisol changes in relation to a risk task and whether this relation was mediated by frontal lobe activation. Participants (N=17) who varied in sensation seeking completed an fMRI study in which they rated the likelihood they would take various risks. Cortisol was measured from saliva samples collected prior to and after the fMRI procedure. The findings show that low sensation seekers showed the greatest rise in cortisol after the risk procedure, and this relation was partially mediated by increased orbitofrontal cortex activity.     

Foundations for Ethical Standards and Codes: The Role of Moral Philosophy and Theory in Ethics

Ethical practice is a concern for all who practice in the psychological, social, and behavioral sciences. A central problem is discerning what action is ethically correct in a particular situation. It has been said that there is nothing so practical as good theory, because theory can help counselors organize and integrate knowledge. It seems, therefore, that a sound means to facilitate ethical competence in counseling would be through a knowledge and understanding of foundations and theories of ethics. Much of this pragmatic foundation is found in moral philosophy and related ethical theory.