IN VIVO VERSUS SIMULATION TRAINING: AN INTERACTIONAL ANALYSIS OF RANGE AND TYPE OF TRAINING EXEMPLARS

We analyzed the role of the range of variation in training exemplars as a contextual variable influencing the effects of in vivo versus simulation training in producing generalized responding. Four mentally retarded adults received single case instruction, followed by general case instruction, on washing machine and dryer use; one task was taught using actual appliances (in vivo) and the other using simulation. In vivo and simulation training were counterbalanced across the two tasks for the 2 subject pairs, using a within-subjects Latin square design. With both paradigms, more errors were made after single case than after general case instruction during probe sessions with untrained washing machines and dryers. These results suggest that generalization errors were affected by the range of training exemplars and not by the use of simulated versus natural training stimuli. Although both general case simulation and general case in vivo training facilitated generalized performance of laundry skills, an analysis of training time and costs indicated that the former approach was more efficient. The study illustrates a methodology for studying complex interactions and guiding decisions on the optimal use of instructional alternatives.     

Effect of visuomotor rehearsal with videotaped modeling on racquetball performance of beginning players

This investigation was designed to assess the effect of visuomotor behavior rehearsal (VMBR) with videotaped modeling on racquetball performance of beginning players. 24 male students in beginning racquetball class were randomly assigned to either VMBR with videotape modeling or relaxation and imagery (no modeling) condition for a 2-wk. training period. All subjects were pre- and posttested on forehand and backhand racquetball skill tests. Analysis indicated an effect for forehand shooting, with those given visuomotor behavior rehearsal with videotaped model exhibiting better performance than the relaxation and imagery group, but no effect for backhand shooting.     

Bulimia nervosa: group behavior therapy with exposure plus response prevention

Exposure plus response prevention has been demonstrated to be effective in the treatment of bulimia nervosa. However, when done individually, it is labor intensive and cost-ineffective. In the present study exposure plus response prevention was used in the context of a 6-wk., 12-session behavioral group. In addition to the exposure plus response-prevention component, other techniques included self-monitoring, cognitive restructuring, eating-habit stabilization and problem-solving. Eight bulimic women, vomiting a minimum of five times per week for at least a year, participated in the group. At the end of treatment significant reductions in bingeing and vomiting behaviors were reported by all but one subject, substantiated by significantly lower depression scores (Beck Depression Inventory) and binge-eating scores (Binge Eating Scale). At 6 mo. and 1 yr. posttreatment, 6 of 8 subjects reported averaging less than one binge-purge episode per week, one subject continued unchanged, and one subject had relapsed. A group of wait-list control subjects reported essentially no change in binge-purge frequency over the treatment period. Exposure plus response prevention conducted in a behavioral group context appears to be a cost-effective alternative to individual treatment.     

Deterrence, Opportunity, and Choice

Traditional studies of deterrence have focused on punishment with less regard for the rewards of both crime and noncrime. Influenced by work in economics and behavioral psychology, more recent studies have departed from tradition by incorporating rewards for crime. To this extent, they should be regarded as advances over the more traditional approaches. Notwithstanding these advances, variations in both the probability and magnitude of reward for noncrime have not been systematically included in these more recent theories of choice. In an attempt to determine whether opportunities for noncrime are either central or trivial to the criminal decision-making process, the present study fitted two alternative models to experimental data involving risk-taking: (a) the economic utility model employed by Piliavin, Gartner, Thornton, and Matsueda (1986) in their study of criminal choice; and (b) the satisfaction balance model developed by Gray and Tallman (1984). Results showed that while both models explained significant amounts of variation in the dependent variable, the Gray-Tallman model provided a substantially better fit of the data. Despite limitations inherent in experimental studies as, for example, limitations surrounding the issue of external validity, the findings strongly suggest that opportunities for noncrime are as important as rewards and costs for crime in the process by which criminal decisions are made.     

The Belief in Equality Inventory and Leadership Behavior: A Construct Validation

The belief-in-equality construct is defined as the belief that general ability and potential are widely distributed throughout the human population, rather than being limited to an elite minority. Data from a 21-item belief-in-equality inventory and from two construct-validation tasks were gathered using a liberal-arts undergraduate sample of 201 students. Of the two validation tasks, one indicated strong construct validity ( p < .015), however, the second one produced correctly patterned but insignificant results. The results showed that leaders with a high belief in equality put more funds into training their subordinates and had a tendency to delegate more authority to them than leaders with a weak belief in equality.     

The Superwoman ideal and other risk factors for eating disturbances in adolescent girls

The purpose of this study was to investigate the relationship between disordered eating, the Superwoman ideal, competitiveness, and achievement motivation. The EAT-26, Personality Research Form (Achievement scale), and Self-Roles Inventory were administered to 69 10–12th-grade girls (69.6% White, 11.6% Hispanic, 5.8% Black, 5.8% Asian, 7.2% no information on ethnicity). EAT-26 scores were not significantly associated with attending an academically competitive high school, having a high achievement motivation, or considering a number of roles as important to one's sense of self (adherence to the Superwoman ideal). EAT-26 scores were significantly higher among the girls attending the average high school. It is important to conduct further investigations of the Superwoman ideal since it has been posited as a risk factor for eating disorders, but has been the focus of only a few empirical studies.     

Electrode placement,EMG feedback,and relaxation for tension headaches

Fifteen tension headache subjects were allocated to one of three groups: direct EMG feedback (from a site corresponding to the source of pain), indirect EMG feedback (from a site not corresponding to the source of the pain) and relaxation instructions. There were two base-line, six treatment and one post-treatment sessions. No significant differences were found between base-line and post-treatment EMG levels, for any of the groups; however, some significant reductions in levels were obtained within sessions. EMG levels recorded during headache attacks did not differ significantly from levels recorded during base-line. Frequency and intensity of headaches were significantly reduced, particularly in the relaxation group. At follow-up this improvement was maintained for subjects with forehead pain, but differences between the groups had disappeared.     

Partitions,probabilistic causal laws,and Simpson's paradox

I wish to thank Elisabeth Lloyd, Samuel Mitchell, Greg Ray, Piers Rollins and two anonymous readers for their insightful criticisms and comments.     

Feedback and performance expectancies in an academic setting

College students in two psychology courses estimated their confidence in passing and their anticipated score for three examinations. On the first examination the results from both courses supported the prediction that women, compared to men, would be less confident of passing, would predict lower scores, and would underestimate their obtained scores. These sex differences disappeared, as predicted, on the second and third examination for the course, in which the situation remained relatively constant over the term. However, contrary to predictions, the sex differences were maintained over all three examinations for the second course, which involved different instructors for each exam. Thus, the effects of feedback on performance expectancies seem to be vulnerable to situational changes.     

Configural conditioning in the CER: Loss of element strength after repeated reinforced compound CS trials

Different groups of rats received different numbers of compound CS (light/noise) conditioning trials in the CER procedure. The amount of suppression evident to the single elements of the compound decreased as a function of the number of previous compound trials. This loss of CR strength was interpreted as a configuring effect. Further experimental comparisons indicated that the configuring effect could not be readily explained in terms of a generalization decrement or a stimulus novelty hypothesis.