Reducing delusional speech in chronic, paranoid schizophrenics

Four schizophrenic patients with paranoid and grandiose delusions who had been hospitalized for an average of 17 yr were exposed to social reinforcement contingencies in a multiple baseline design. During the baseline period, each patient was interviewed for four 10-min sessions each day. The elapsed time from onset of conversation to onset of delusional talk was recorded. At the end of each day, the patients engaged in a 30-min informal chat with a nurse-therapist while relaxing with coffee, snacks, and cigarettes. The intervention introduced two contingencies: (1) The 10-min interviews were terminated as soon as the patient began talking delusionally; (2) The patients earned time for their evening chat by talking rationally during their daytime interviews. Increases of from 200 to 600% in the amount of rational talk exhibited during the interviews occurred as the contingencies were introduced for each patient sequentially over time. These increases were maintained in three patients when the amount of reinforcement was halved, but declined when the patients were confronted directly with their delusional ideas. A modest amount of generalization occurred from the day-time interviews to the evening chats but did not extend to the behavior of the patients on the ward.     

The effects of music and task difficulty on performance at a visual vigilance task

Forty subjects performed a visual vigilance task in music or noise and when the task was difficult or easy. Response measures taken were: correct detections, commission errors, detection latencies and d' values. For the difficult version of the task a significant increase in detection latencies was found which music prevented. Broadly similar findings were obtained for correct detections. The results are compared with other studies of detection latency and task difficulty and are discussed in terms of arousal.     

Transforming curves into curves with the same shape

Curves are considered to have the same shape when they are related by a similarity transformation of a certain kind. This paper extends earlier work on parallel curves to curves with the same shape. Some examples are given more or less explicitly. A generalization is used to show that the theory is ordinal and to show how the theory may be applied to measure sensation. The problem of actually transforming curves into curves with the same shape is reduced to the problem of rendering another set of curves parallel. Connections with groups and rings are developed to place the work in a familiar context. These connections and the earlier work on parallel curves are used to obtain necessary and sufficient conditions for the existence of transformations, to study the uniqueness of transformations and to show how transformations can be calculated.     

Modification of behavior problems in the home with a parent as observer and experimenter

Four parents enrolled in a Responsive Teaching class carried out experiments using procedures they had devised for alleviating their children's problem behaviors. The techniques used involved different types of reinforcement, extinction, and punishment. One parent increased the frequency of the wearing of an orthodontic device during five daily time checks by making an immediate monetary payoff contingent on wearing the device. A second parent increased the number of points earned for doing daily household tasks by providing back-ups for which the points could be exchanged. The parents of a 4-yr-old boy decreased the frequency of whines, cries, and complaints by removing social attention when such behavior occurred. A mother decreased the duration of time it took for her 5-yr-old daughter to get dressed by making permission to watch television contingent on dressing within 30 min of the time she got up in the morning. Brief reversals of contingencies were used to show causal relationships between the procedures used and the changes in behavior. Checks on the reliability of measurement were made by persons present in the home.     

The role of imagery in incidental learning of educable retarded and normal children

Forty-five educable retarded and 45 normal children were given an orientation task in which noun- and picture-paired associates were presented once or four times under one of three instructional conditions: intentional imagery, incidental imagery, or intentional control (no imagery). An immediate associative recall test showed both imagery conditions to be superior to the intentional control condition. Furthermore, imagery instructions facilitated incidental recall of the retarded Ss equal to the recall of normal children in the intentional condition. Four presentations of pairs in contrast to one presentation during the orientation task improved the learning of both groups. The recall of retarded Ss in contrast to normal Ss, however, was greater with four presentations under imagery instructions than under intentional control instructions. The results were discussed in terms of imagery processes and their educational implications.