A theory of behavior interaction in dyads: A structuralist account

A theory from the behavioral and social sciences is presented from the structuralist point of view. A more comprehensive theory-net is outlined, some basic terms and core assumptions are formulated, and an expansion of the theory towards two intended applications is given. Finally, some results of a first empirical test of the theory are reported. The aim of the paper is to show that the structuralist account of scientific theories is not confined to mathematical theories from the natural sciences, but can also be applied to relatively informal constructions of the behavioral and social sciences.     

Shaping of three-man teams on a multiple DRL-DRH schedule using collective reinforcement

Five three-man teams were conditioned to a multiple DRL-DRH schedule during five daily sessions of 3 hr each. The teams were conditioned on the basis of their cumulative response rate regardless of the contributions of individual members. Two individually conditioned Ss were run under a similar schedule for comparison. Although all teams demonstrated some differentiation of response rate under the two legs of the schedule, this difference was not achieved as rapidly, nor was it as stable, as the differentiation in rates achieved in individually conditioned Ss. Team members displayed a variety of response rates as a result of collective team conditioning. Often, individual response rates interfered with obtainment of team reinforcement. The individual team members displayed little S^D control in comparison with the individually conditioned Ss. In general the results suggest that collective reinforcement is highly inefficient in comparison with procedures employing individual feedback.     

Embracing complexity in research on learning from examples and from problem solving

This contribution is a commentary to a special issue titled “Example-based learning: New theoretical perspectives and advances to a contemporary instructional approach” published in Applied Cognitive Psychology (2020). In the commentary, the presented research is discussed with respect to three extensions compared with previous research, namely, theoretical frameworks, learning scenarios and domains. It concludes with some suggestions for methodological advancements.     

Disability and employment – overview and highlights

Due to the expected decline in the working-age population, especially in European countries, people with disabilities are now more often recognized as a valuable resource in the workforce and research into disability and employment is more important than ever. This paper outlines the state of affairs of research on disability and employment. We thereby focus on one particular group of people with disabilities, that is to say people with mental disabilities. We define disability according to the International Classification of Functioning, Disability and Health (ICF) of the World Health Organization, by that recognizing that disability results from the interaction of person and environment. Key issues, including the complexity of defining disability, the legal situation in Europe and North America concerning disability at work, and barriers and enablers to employment, are discussed. For each of the topics we show important findings in the existing literature and indicate where more in-depth research is needed. We finalize with a concrete research agenda on disability and employment and provide recommendations for practice.