RESPONSE INTERRUPTION AND DRL FOR THE REDUCTION OF RAPID EATING

We assessed the efficacy of several procedures for reducing the rate of eating responses during mealtime by three institutionalized mentally retarded clients. A time-based (15 s) response interruption procedure was implemented which resulted in little change in eating responses for 2 of 3 subjects. A spaced-responding DRL 15-s procedure resulted in decreases in eating responses to target levels only after a prompting procedure was added. Procedures were evaluated using a multiple baseline across subjects design with assessment of generalization to nontreated meals. A change in eating behavior during breakfast occurred only after direct training in the breakfast setting. Maintenance data were collected at 1- and 5-month follow-up periods.     

Why are average faces attractive? The effect of view and averageness on the attractiveness of female faces

Images of faces manipulated to make their shapes closer to the average are perceived as more attractive. The influences of symmetry and averageness are often confounded in studies based on full-face views of faces. Two experiments are reported that compared the effect of manipulating the averageness of female faces in profile and full-face views. Use of a profile view allows a face to be ”morphed“ toward an average shape without creating an image that becomes more symmetrical. Faces morphed toward the average were perceived as more attractive in both views, but the effect was significantly stronger for full-face views. Both full-face and profile views morphed away from the average shape were perceived as less attractive. It is concluded that the effect of averageness is independent of any effect of symmetry on the perceived attractiveness of female faces.     

The role of stimulus factors in making categorical and coordinate spatial judgments

We report three experiments which investigate the lateralization of categorical and coordinate processing. In all experiments, participants judged the position of a dot relative to a line. We manipulated display luminance (controlling for contrast), polarity (black-on-white versus white-on-black displays), and exposure duration (100, 150, and 200 ms). The results showed a left visual field-right hemisphere advantage for coordinate judgments, but only under highly prescribed conditions. We argue that stimulus and procedural factors are critical in determining the hemisphere by task interaction.     

Gender Differences in Sado-Masochistic Arousal Among College Students

This paper tests three competing explanationsfor male-female differences in sado-masochistic sexualarousal. The male arousal hypothesis posits that becauseof socialization that emphasizes sexual aggression and experimentation (and thus higher levels ofsexual arousal and activity in all areas), men will bemore aroused by both sadism and masochism than women.The female masochism hypothesis argues that because females are socialized to be passive, they willbe more aroused by masochistic (but not sadistic)activities than males. The convergence hypothesis notesthat male female socialization (and differences in most sexual attitudes and behavior) haveconverged in recent years, and hypothesizes that thesame convergence has taken place in arousal caused bysado-masochistic behavior and fantasy. Using a sample comprised of 320 undergraduate students (69%white, 27% African American, 4% other) from a largeurban university in the Southeast, we found no evidencefor the female masochism hypothesis and only weak evidence for the convergence hypothesis. Thestrongest evidence was for the male arousal hypotheses,with males scoring significantly higher than females onseven of the twelve measures of sado-masochistic arousal, and no differently from females on theremaining five.     

From principles to principals: The new direction in medical ethics

Many alternatives or supplements to principalism seek to reconnect medical ethics with the thoughts, feelings, and motivations of the persons directly involved in ethically troublesome situations. This shift of attention, from deeds to doers, from principles to principals, acknowledges the importance of the moral agents involved in the situation — particular practitioners, patients, and families. Taking into account the subjective, lived experience of moral decision-making parallels recent efforts in the teaching of medicine to give the patient's subjectivity — his or her personal experience of being sick or disabled — epistemological parity with scientific medicine's objective, biomedically-oriented view of the person's sickness or disability.Moreover, the shift from principalism to principals signals a growing realization that ethical problems in the profession of medicine are inseparable from its practice. Philosophers and other humanists working in medicine should resist the temptation to institutionalize a professional role as solver of ethical problems, clarifier of values, or mediator of disputes and work instead to help practitioners practice medicine reflectively.     

Tardive dyskinesia and perceptual dysfunction

There is equivocal evidence for a relationship between neuroleptic-induced tardive dyskinesia and central nervous system (CNS) dysfunction. Using the Bender-Gestalt test as the dependent measure, we hypothesized that a group of chronic schizophrenic patients with tardive dyskinesia would show more perceptual dysfunction than those without. Our results supported this hypothesis. CNS dysfunction is discussed in terms of a possible predisposition to tardive dyskinesia.     

Forgiveness and recidivism

The teaching of Jesus on limitless forgiveness is a difficult one with which to reckon, especially when an offense is repeated again and again (recidivism), sometimes by the same offender. This article finds in the gospel of Matthew (Matt. 18:15–17) and Paul's letters to the Corinthians (I Cor 5:2–11 and II Cor 2:5–8) a model of forgiveness that is assertive, confrontative and direct in style, pastoral in application and reconciling in spirit.Dr. Donnelly (Ph.D. Claremont Graduate School) is an Associate Professor of Theology and Spirituality at St. John's University, New York, and a Visiting Lecturer at Princeton Theological Seminary, Princeton, New Jersey. She has published over a dozen articles on the subject of forgiveness and reconciliation as well as two books:Learning to Forgive (Macmillan 1979; Abingdon, 1982) andPutting Forgiveness into Practice (Argus, 1982).     

First record of geophagy in Jungle Babbler (Turdoides striata) prior to egg-laying: an instinct for calcium supplement

Animal Cognition - Geophagy has been documented in different animal taxa including Aves and particularly in Passeriformes. However, no geophagic activity has been reported in the genus Turdoides of...     

Workplace Spirituality and Workforce Agility: A Psychological Exploration Among Teaching Professionals

Learning organizations are in dire need of teaching professionals eager to develop and grow up fast while maintaining a positive aura around them. An agile workforce consists of upbeat, adjustable, supple, adventurous and pliant employees who perceive life optimistically and flaunt an open mind to gather wisdom for personal development; have better analytical skills; can acclimatize continuously with the changing work environment. Teachers are the soul of any academic institution, and there is an urgent need to cultivate an agile teaching workforce by assisting them to be psychologically empowered. The key purpose of the present study is to establish a relationship between workplace spirituality (WS) and workforce agility (WA) among teaching professionals. The current research article proposes a model or conceptual framework linking the components of WS, WA and psychological empowerment (PSYEMP) in educational organizations. This is an original work that proposes a model where WS has an impact upon the WA of teaching professionals through the mediating effect of PSYEMP. WS is thus an emerging paradigm for augmenting the agility of teaching workforce in educational organizations. Future implications on ways to enhance the agility of teaching professionals are further recommended.