Sentential constants in R and R⌝

In this paper, we shall confine ourselves to the study of sentential constants in the system R of relevant implication.In dealing with the behaviour of the sentential constants in R, we shall think of R itself as presented in three stages, depending on the level of truth-functional involvement.     

A note on the computation of the second-order derivatives of the elementary symmetric functions in the rasch model

Jansen (1984) gave explicit formulas for the computation of the second-order derivatives of the elementary symmetric functions. But they are only applicable to those pairs of items which have unequal parameters. It is shown here that for equal parameters similar explicit formulas do exist, too, facilitating the application of the Newton-Raphson procedure to estimate the parameters in the Rasch model and related models according to the conditional maximum likelihood principle.The author wishes to thank the reviewers for their helpful comments on an earlier draft of this paper.     

Disruption of reference in aging

A homogeneous sample of normal adults living in a religious order in a study of age effects on reference as a cohesive device in discourse production and comprehension. Narrative and procedural discourse were examined across various levels of complexity and stimulus/response requirements. Results indicate that significant ambiguity of reference emerges in the younger elderly group (age 64-76) in comparison to the middle-aged group (age 27 to 55), and increases markedly in the older elderly group (age 77-92). Related impairments of comprehension and cognition were also observed. These findings are interpreted to be general features of linguistic variation with advancing age. Communicative consequences of ambiguous reference are discussed.     

Memory storage and retrieval processes in category learning

The detailed course of learning is studied for categorization tasks defined by independent or contingent probability distributions over the features of category exemplars. College-age subjects viewed sequences of bar charts that simulated symptom patterns and responded to each chart with a recognition and a categorization judgment. Fuzzy, probabilistically defined categories were learned relatively rapidly when individual features were correlated with category assignment, more slowly when only patterns carried category information. Limits of performance were suboptimal, evidently because of capacity limitations on judgmental processes as well as limitations on memory. Categorization proved systematically related to feature and exemplar probabilities, under different circumstances, and to similarity among exemplars of categories. Unique retrieval cues for exemplar patterns facilitated recognition but entered into categorization only at retention intervals within the range of short-term memory. The findings are interpreted within the framework of a general array model that yields both exemplar-similarity and feature-frequency models as special cases and provides quantitative accounts of the course of learning in each of the categorization tasks studied.     

On the Dialectics of Liberation Theology

In this article the author argues that no coherent theology of liberation is possible if that theory's rational grounding of historical analysis is based on the dialectics of scientific socialism. After a brief outline of the affinities between the Marxist and Christian salvation histories, the author discusses the scientific status of the dialectical laws, highlights the role that dialectics play in the theology of liberation developed by Gustavo Gutierrez (1973), and reflects on the future development of liberation theology.     

Disturbances in exploratory behavior and functional recovery in the Y and radial mazes following dopamine depletion of the lateral septum

The effects of 6-hydroxydopamine (6-OHDA) injected into the lateral septum in rats were investigated for spontaneous alternation behavior in a Y maze and for spatially oriented behavior in an 8-arm radial maze. The performance of the animals in these tests was assessed under two physiological states, food-satiated and food-deprived. The selective depletion of septal dopaminergic concentrations leads to behavioral disturbances in both the Y and the radial mazes. These deficits disappeared when the animals with 6-OHDA lesions were food-deprived. These results confirm other studies from our laboratory and support two conclusions. First, lesions of dopaminergic neurons lead to behavioral impairments which resemble those found after the total lesion of the structure they innervate. Second, these behavioral impairments are responsive to therapeutic treatments, manipulations of the internal or external environment, or the level of arousal, since under certain conditions a recovery of function can occur in the absence of dopaminergic neurons. These two points provide additional support for a nonspecific role for the dopaminergic neurons originating in the ventral tegmental area. These neurons could have a permissive role in the functioning of the forebrain structures they innervate.     

Impact of a preventive social problem solving intervention on children's coping with middle-school stressors

Children receiving 1 year or 1/2 year of a preventive social problem solving program in elementary school were compared with each other and with a no-treatment group upon entry into middle school. One year of training was significantly related to reductions in the severity of a variety of middle-school stressors. Most importantly, a clear mediating role for social problem solving (SPS) skills was found. Children lacking in SPS skills were more likely to experience intense stressors; however, possessing the skills was not necessarily predictive of adjustment to stressors. The results are discussed in terms of the implications of this asymmetry and the strong support given to the value of social problem solving as a preventive intervention for children.     

Effects of treatments and their outcomes on peer perceptions of a hyperactive child

In an exploration of the social impacts of treatments for hyperactivity, two age groups (kindergarteners and first-graders vs. fourth- and fifth-graders) heard about a hyperactive child whose problem was treated either by an internal and controllable means (effort) or by an external and uncontrollable means (medication) and whose behavior either did or did not improve. The attributions and affective responses of both age groups were influenced by both the nature and the effectiveness of treatment, and there was only weak support for the hypothesis that younger children are more influenced by treatment outcome than older children are. However, older children, conforming to attribution theory predictions, held target children more accountabe for the success or failure of their own efforts than for the outcomes of medication, particularly valuing the child whose own efforts succeeded. By contrast, young children judged the child whose efforts failed as more worthy of pride and more likable than the child whose medication failed. Implications for peer acceptance of hyperactive children over the childhood years are discussed.Portions of this paper were presented at the annual meeting of the Southeastern Psychological Association, Atlanta, March 1985. Thanks are extended to the staff and students of the Model Laboratory School.