GENERATING HYPOTHESES ABOUT THE FUNCTION OF STUDENT PROBLEM BEHAVIOR BY OBSERVING TEACHER BEHAVIOR

We examined whether, as predicted by research on child effects, we could generate hypotheses about the function of student problem behavior by observing the amount of attention teachers provided to students. In the first phase of the study, we observed the amount of attention teachers distributed among small groups of students who exhibited problem behavior in individual or small-group instructional settings (problem behavior presumably maintained by attention or escape). Based on the amount of attention each student received, we generated hypotheses about the function of his or her problem behavior. In the second phase of the study, we determined the accuracy of these predictions by conducting a brief functional assessment with each student. Results confirmed that, for 14 of the 15 students, we were able to generate accurate hypotheses about the function of their problem behavior. These results suggest the potential efficacy of using the amount of attention teachers distribute among groups of students to generate empirically based hypotheses about the function of student problem behavior maintained by attention and/or escape. These results also illustrate the efficiency of this procedure; by observing teacher behavior, we were able to generate hypotheses about the function of problem behavior for several students at one time.     

Developing Faculty Development Programs: A View From the Chair

The author describes a programmatic model offaculty development that can provide a framework for many of the activities and programs described in this special feature of the Journal of Counseling & Development. Building such an organizing structure around specific program activities can help a person identify the steps to be taken and set up a system that with each iteration places the department further on its way to building the faculty it seeks and the culture it needs to nurture and ensure effective faculty development.     

MODELING PROBABIUSTIC CATEGORIZATION DATA:

Abstract— In probabilistic categorization tasks, the correct category is determined only probabilistically by the stimulus pattern Data from such experiments have been successfully accounted for by a simple network model, but have posed difficulties for exemplar models In the present article, we consider an exemplar model, CLEM (concept learning by exemplar memorization), which differs from previously tested exemplar models in that exemplar traces are assumed to be stored only when the subject has guessed or made a classification error Fits of CLEM to both learning and test data were comparable to those of the network model, and better than those obtained for a version of CLEM in which encoding was independent of the subject's response The implications of these results for the processes underlying classification decisions are discussed.     

Genetic counseling for a family with two distinct anomalies: A case report of a neural tube defect and 5p- syndrome in a fetus

A couple presented for genetic counseling because of an elevated maternal serum alpha fetoprotein. Ultrasound examination revealed the presence of a neural tube defect. The couple declined an amniocentesis, but chose serial ultrasound evaluations instead. Ultrasounds eventually identified microcephaly, but the couple continued to decline amniocentesis. After the child's birth, the diagnosis of 5p- syndrome was made. The couple's decision not to have an amniocentesis allowed the family their right to autonomy; however, prenatal chromosome analysis would have provided this couple with a great deal more prognostic information. We discuss the conflict between a counselor's duty to respect a client's freedom vs. duty to care for a client's welfare. We address issues of nondirective counseling and the need for more studies looking at the decision-making process in prenatal diagnosis.     

The Port-Royal semantics of terms

Conclusion It is tempting to say from the contemporary point of view that thePort-Royal Logic is full of confusions as well as insights. I have focused on several of these confusions and their relations, in particular the confusions between complex idea and proposition, between proposition and judgment, and especially between name and predicate. In particular I have tried to emphasize the instability of the Port-Royal semantics — the ways in which their theory of terms vacillates between earlier views and something closer to a modern analysis. It may, however, be more profitable to regard this work as incorporating several logics, and to view the confusions as the inevitable results of the dynamical tensions among these different views.     

THE EFFECTS OF SEVERE BEHAVIOR PROBLEMS IN CHILDREN ON THE TEACHING BEHAVIOR OF ADULTS

Applied behavior analysts have focused on how adults can influence the problem behavior of children using a variety of behavior modification strategies. A related question, virtually unexplored, is how the behavior problems of children influence adults. This child-effects concept was explored empirically in a study involving 12 adults who were asked to teach four pairs of children in which one member of the pair exhibited problem behavior and the other typically did not. Results demonstrated that problem children displayed tantrums, aggression, and self-injury contingent on adult instructional attempts but not at other times, whereas nonproblem children showed little or no problem behavior at any time. Importantly, from a child-effects perspective, adults engaged in teaching activities with nonproblem children more often than with problem children. Also, when an adult worked with a problem child, the breadth of instruction was more limited and typically involved those tasks associated with lower rates of behavior problems. The implications of these results are discussed with respect to theories of escape behavior, current assessment practices, and intervention issues related to maintenance. The existence of child effects suggests that problem behavior may be better understood when it is conceptualized as involving a process of reciprocal influence between adult and child.     

Food-related stimuli increase desire to eat in hungry and satiated human subjects

In the present study, the effect of food-related cues on the desire to eat chocolate in hungry and satiated subjects was investigated. Subjects (n=46) were randomly assigned to either a hungry or satiated group and then assigned to a group receiving one of the following stimuli: taste (2 M&Ms), sight (a photograph of M&Ms), cognition (a passage describin M&Ms), or control (no stimulus). In each testing session, subjects rated their desire to eat chocolate before and after the 90-s presentation of the particular stimulus. Each subject was then given a half pound of M&Ms so that actual consumption could also be measured. Results indicated that, following the presentation of the sight and taste stimuli, the subjects’ desire to eat chocolate was significantly increased. Furthermore, no differences in chocolate consumption due to state of hunger or type of food-related stimulus presented were found.     

Hypertension differentially impacts cognition in men and women in early midlife

The current study aimed to understand how sex differences in the timing of hypertension onset contribute to early midlife risk for cognitive decline that may differ by sex and whether sex-dependent advantages in normotensive populations are influenced by the presence of hypertension. One hundred and ninety-five adults aged 45–55 from the New England Family Study underwent neuropsychological testing to assess attention, executive function, and memory. Physician-diagnosed hypertension status was self-reported via questionnaire. Mid-adulthood hypertension was associated with worse performance on measures of attention and memory, but the cognitive domains impacted varied by sex. Hypertension was associated with only attention in men, whereas in women it was associated with attention and associative and working memory. Sex differences in midlife cognitive performance found in normotensive adults were attenuated in those with hypertension. Our results underscore the importance of accounting for sex when assessing the impact of hypertension on midlife cognition that could be indicative of later decline and risk for cognitive impairment and dementia, given hypertension is an independent risk factor.     

Sex differences in regret: all for love or some for lust?

Few sex differences in regret or counterfactual thinking are evident in past research. The authors discovered a sex difference in regret that is both domain-specific (i.e., unique to romantic relationships) and interpretable within a convergence of theories of evolution and regulatory focus. Three studies showed that within romantic relationships, men emphasize regrets of inaction over action (which correspond to promotion vs. prevention goals, respectively), whereas women report regrets of inaction and action with equivalent frequency. Sex differences were not evident in other interpersonal regrets (friendship, parental, sibling interactions) and were not moderated by relationship status. Although the sex difference was evident in regrets centering on both sexual and nonsexual relationship aspects, it was substantially larger for sexual regrets. These findings underscore the utility of applying an evolutionary perspective to better understand goal-regulating, cognitive processes.     

Motivated self-stereotyping: heightened assimilation and differentiation needs result in increased levels of positive and negative self-stereotyping

This research was conducted to explore the impact of assimilation and differentiation needs on content-specific self-stereotyping. According to optimal distinctiveness theory (M. B. Brewer, 1991), social identities serve the function of satisfying individuals' need for assimilation (in-group inclusion) and their need for differentiation (distinctiveness from others). It was proposed that one of the ways optimal social identities are maintained is through self-stereotyping. In 3 studies, the needs for assimilation and differentiation were experimentally manipulated, and support was found for increased self-stereotyping in response to heightened need arousal across both self-report and behavioral measures and across different social groups. Results also demonstrated that only those participants who were highly identified with their in-group were willing to engage in negative self-stereotyping.