Validation of the Beck Depression Inventory-II in a low-income African American sample of medical outpatients

The psychometric properties of the Beck Depression Inventory-II (BDI-II) are well established with primarily Caucasian samples. However, little is known about its reliability and validity with minority groups. This study evaluated the psychometric properties of the BDI-II in a sample of low-income African American medical outpatients (N=220). Reliability was demonstrated with high internal consistency (.90) and good item-total intercorrelations. Criterion-related validity was demonstrated. A confirmatory factor analysis supported a hierarchical factor structure in which the BDI-II reflected 2 first-order factors (Cognitive and Somatic) that in turn reflected a second-order factor (Depression). These results are consistent with previous findings and thus support the use of the BDI-II in assessing depressive symptoms for African American patients in a medical setting.     

ON THE REINFORCING EFFECTS OF THE CONTENT OF VERBAL ATTENTION

During a functional analysis, a boy with autism and oppositional defiant disorder displayed destructive behavior that was maintained by attention in the form of verbal reprimands (e.g., “Don't hit me”). In a second analysis, contingent verbal reprimands produced higher rates of the behavior than contingent statements that were unrelated to the target response (e.g., “It is sunny today”), suggesting that some forms of attention were more reinforcing than others. A treatment based on these analyses reduced the behavior to near-zero levels.     

Maintaining placement for troubled and disruptive adolescents in voluntary residential care: The role of reduced youth-to-staff ratio

We evaluated a program to protect the placements of 23 highly troublesome youth in voluntary residential care by reducing youth-to-staff ratios. Specifically, the youth were moved from regular program homes (with eight youth) to reduced ratio homes (with only four youth) instead of being terminated from the program. We provide evidence supporting the assertion that youth in the study sample were highly troublesome and at high risk for program failure and more restrictive placements. Placement in the reduced ratio homes protected the trouble youths' placement, resulting in an additional mean length of stay of 950 day without an increase in program restrictiveness. Further, the reduced ratio homes increased the chances of success in the program for the study sample to a level equivalent to that for the much less troubled comparison sample. Cost estimates are also provided.     

Geometry and generality in Frege's philosophy of arithmetic

This paper develops some respects in which the philosophy of mathematics can fruitfully be informed by mathematical practice, through examining Frege'sGrundlagen in its historical setting. The first sections of the paper are devoted to elaborating some aspects of nineteenth century mathematics which informed Frege's early work. (These events are of considerable philosophical significance even apart from the connection with Frege.) In the middle sections, some minor themes ofGrundlagen are developed: the relationship Frege envisions between arithmetic and geometry and the way in which the study of reasoning is to illuminate this. In the final section, it is argued that the sorts of issues Frege attempted to address concerning the character of mathematical reasoning are still in need of a satisfying answer.I am indebted to many people for helpful conversations and comments on this paper, notably Stephen Glaister, Phil Kremer, Madeline Larson, John McDowell, Jim Conant, Charles Chihara, William Craig, Jan Alnes, Joan Weiner, Leon Henkin, Paul Benacerraf, Juliet Floyd, Bill Demopoulos, Jose Ferreiros, Tom Hawkins, Gideon Rosen. Two superb papers on Frege — Bill Demopoulos' (1994) and Mark Wilson (1992) played a significant role in the early stages of composition. Special thanks are due to Hans Sluga, Mark Wilson, Bob Brandom, and Ken Manders for comments, encouragement, information and advice.     

A review of professor mommy: finding work–family balance in academia

Rachel Connelly & Kristin Ghodsee. (2011). Professor Mommy: Finding Work–Family Balance in Academia. Lanham, MD: Rowman & Littlefield Publishing Group. 232 pages, $25.95 List. ISBN: 978‐1442208582.     

To discover or to create: metaphors and the true self

Three studies examined how endorsement of self‐discovery and self‐creation metaphors influences belief in the true self and its use as meaning source. It was hypothesized that discovery metaphors contribute to belief in the true self and bolster the relationship between true self‐knowledge and meaning. Study 1 supported the hypothesis that discovery is positively associated with belief in the true self among a sample of college students (N = 311). Studies 2 and 3 extended the analysis by showing that the discovery metaphor also facilitates perceptions of meaning and the use of the true self specifically as a source of meaning in a second sample of college students (N = 75) as well as an adult sample of university employees (N = 173). Implications for understanding what enables the true self to infuse life with meaning, as well as an individual differences approach to metaphoric cognition, are discussed.     

Intentional inferences are not more likely than unintentional ones: some evidence against the intentionality bias hypothesis

We conducted a study to test the hypothesis that inferences about intentionality are biased toward an intentional interpretation. Contrary to previous research, participants were no more likely to judge ambiguous actions as intentional in a speeded compared to an unspeeded condition. Further, participants were faster to respond and more consistent in responding to unintentional rather than intentional actions.