Instructions and group versus individual reinforcement in modifying disruptive group behavior

Head Start children were matched into two groups on the basis of rates of disruptive behavior during rest periods. Attempts were made to modify their behavior using either individual or group token reinforcement procedures. While the reinforcement procedures reduced inappropriate behavior somewhat, the addition of instructions to the reinforcement reduced the inappropriate behavior to near zero for both groups. Instructions alone, however, were ineffective in controlling behavior. Type of reinforcement (group or individual) did not produce differential effects. While experimental control over the target behavior was demonstrated, there was little carryover from the experimental room to the regular classroom. Even when treatment was introduced into the regular class, follow-up results showed that with time the target behavior approximated pretreatment levels. The results suggest that (a) the combination of instructions and reinforcement is much more effective than either one of these alone, (b) behavior change is specific to the environmental contingencies, and (c) the group reinforcement technique, which is much more easily implemented, was at least as effective as individual reinforcement in the present study.     

A study in culturalization of response

The Psychological Record -     

Study of the single channel hypothesis and input regulation within a continuous, simultaneous task situation

Subjects performed simultaneously on an auditory tracking and an auditory discrimination task, with each, task presented to a separate ear. Information transmitted on the tasks was measured as a function of ability to predict task characteristics, input information-rate, and input discriminability. Based on comparison of single-versus simultaneous-task performance, support was found for a single, central decision-type channel in information processing, having as one primary limit the rate at which information can be accepted. Discriminability of inputs also was found to be a limit on information processing rate. Although ability to predict a task's characteristics facilitated performance on that task, in this experiment it did not result in facilitation of performance on the second task. Relevance of these findings to certain aspects of Broadbent's information-processing model is discussed.     

Impaired ranking of semantic attributes in dementia

The present work explored the loss of semantic attributes that is said to occur in dementia. In the first two experiments, subjects had to select attributes that went with concepts like airplane and church. The finding that demented subjects maintained high levels of accuracy when selecting attributes suggested that the semantic content of their concepts was relatively well preserved. The organization of the content was explored in a third experiment by having subjects order attributes according to their relative importance in defining concepts. While demented subjects performed better than chance, they did not rank attributes as well as healthy aged subjects, suggesting a disruption in organization whereby the importance of central attributes is reduced. The hypothesized disruption in organization is viewed in relation to the learning and memory deficit that is the hallmark of the dementias.     

The vicissitudes of metaphysics in the Modern Age

Following Hans Blumenberg and others, an account is given of the coming about of Modernity and of its major characteristics. The aim of the paper is to show that, from the very beginning, a restricted number of philosophical reactions are developed towards the phenomenon of Modernity. These reactions are represented in the major ‘modern’ philosophers: Descartes, Spinoza, Hume (and Kant) and French Enlightenment thinkers (as, e.g., Condorcet). These major reactions repeat themselves mutatis mutandis well into the 20th century. The paper ends with a brief discussion of the possibility of (modern) metaphysics at the present moment.