Rational Choice, Deterrence, and Theoretical Integration

The old version of rational choice theory is that people engage in conscious and deliberate cost–benefit analysis such that they maximize the values and minimize the costs of their actions. The new version of rational choice theory is that people intuit the values and costs of an action; but because they are imperfect processors of information, they pursue what they perceive as most satisfying. The possibility that legal punishments deter is consistent with the new version of rational choice theory, which can be used to integrate deterrence with other criminological theories, such as strain and social learning. An integrated theory of deterrence is presented and tested with experimental data.     

The development of language as a function of programmed conditioning

This paper is an extension of an earlier article by the authors concerning procedures for conditioning language behavior in linquistically divergent children. Specifically, this paper deals with the role and importance of response generalization in the development of syntax. The results suggest that the conditioning method used was effective in obtaining the necessary generalization.     

A cognitive-behavioral analysis of parental facilitation of children's social-cognitive problem solving

The present study used a case study framework to examine ways in which parental belief systems and parental teaching strategies interact to enhance children's social-cognitive problem solving and school adjustment. The focus of the investigation was to examine the robustness of several postulated typologies of interrelationship among the key variables, as well as antecedents and consequences of means-ends problem solving exhibited by children. Four intact families with second grade children were observed in the home as they participated in discussion and decision making concerning problematic social situations. The data suggested these major points: Parental behavior was generally consistent with their beliefs; parents could most effectively elicit means-ends verbalizations from children through direct questioning; families differed in the extent to which children's inputs into family decision making were valued and the degree of interparental discord concerning beliefs and strategies. The latter points suggest a reconceptualization of how parental variables can be linked to the development of social-cognitive and behavioral competence in children. Specific implications for theory and recommendations for research are discussed.     

To link or not to link? Empirical guidance for the design of nonlinear text systems

We compared the effectiveness of two versions of the NetBook data model for nonlinear text—one with links and one without. Users who accessed information through specifications based on properties and values alone performed better than users who employed such specifications as well as hypertext links. Protocol analysis revealed that hypertext links were useful when a subject’s specifications were unspecific but correct. However, hypertext could rarely compensate for inaccurate specifications. Design recommendations are included.     

Formal operations, the imaginary audience and the personal fable

One hundred twenty-nine 6th, 8th, 10th/11th, and 12th graders were administered Enright, Lapsley, and Shukla's Adolescent Egocentrism Scale (AES) and How Is Your Logic?, a Piagetian-based, group-administered, written test of cognitive development. A series of ANOVAs on four scales of the AES (imaginary audience, personal fable, self-in-general, nonsocial) provided partial support for Inhelder and Piaget's, and Elkind's views that adolescent egocentrism is a function of beginning formal operations. Discussion focused on the difficulty of assessing the true thoughts/feelings of persons who are worried how they will appear to others.     

A theoretical framework for evaluation and treatment of the victims of child sexual assault by a nonfamily member

Thirty-seven families whose children were victims of sexual abuse by a nonfamily member were evaluated and treated during a nine-month period. The average age of the children was 5.36 years. The youngest children were boys, and all the adolescents were girls. A theoretical framework adapted from Ferreira's and Byng-Hall's work was developed to assess and treat child victims of sexual molestation and their families. The format consists of three concepts. First, the trauma from sexual abuse, being outside the realm of usual human experience, creates a breach in the family's adaptive and protective shield, including its shared values and beliefs. Second, the trauma has a "derailing" effect on the child's and family's predicted passage through their world. And third, issues that arise as a consequence of disclosure are intimately tied to preexisting family myths and beliefs. Evaluation, treatment, and short-term outcomes are discussed.     

Compound conditioning: Elimination of the blocking effect

Prior conditioning employing one element of a compound stimulus as the CS blocked the acquisition of a Conditioned Emotional Response (CER) to the second element of a simultaneous compound stimulus that was subsequently used as the CS in further conditioning trials. Presentation of a brief “surprise” stimulus 3 or 5 sec after the occurrence of the US during the compound trials eliminated the blocking effect.     

Time perception: effects of introversion/extraversion and task interest.

32 extraverted and 32 introverted college students rated the interest value and estimated the duration of 3-min. intervals filled with reading. There were 3 dull and 3 interesting readings. It was hypothesized that time perceptions of extraverts and introverts would differ when their interest in the task was dissimilar. But no personality differences in time perception and few in interest were found; both extraverts and introverts judged the intervals to be shorter when the reading was interesting.