Teaching Prosocial Behavior to Typically Developing Toddlers

Toddlers in day care have more toy conflicts, aggression, and peer-inflicted injuries than any other age group. Toddlers are also capable of turn-taking and affectionate behavior, but exhibit these prosocial behaviors less often than aggression and toy-taking. We explored the usefulness and feasibility of contextual and teacher-directed social skills intervention for increasing toddlers' turn-taking and affectionate behavior to peers. Results showed that adding tangible consequences to a basic package of contextual arrangement, prompts, and praise was the most effective strategy for increasing both turn-taking and affection. Aggression decreased when affection or turn-taking increased.     

L'étude de la colère au sein des relations conjugales

A number of studies have investigated marital violence, its definition, expression, and treatment outcome. Few studies, however, have studied anger in marital relationships. The current study evaluates the link between anger and dyadic adjustment. The sample consists of 220 couples from normal and clinical populations. Results suggest that both spouses' anger is closely linked. Measures of anger intensity, the personality traits it reflects, and the anger expressed by a partner explained an important part of his or her marital distress and, to a lesser extent, the distress of the other partner. Theoretical and clinical implications based on these results are discussed.     

The MCMI-III: present and future directions

Both the original Millon Clinical Multiaxial Inventory (MCMI-I; Millon, 1977) and the Millon Clinical Multiaxial Inventory-II (MCMI-II; Millon, 1987) were refined and strengthened on a regular basis by both theoretic logic and research data. This aspiration has continued. The new Millon Clinical Multiaxial Inventory-III (MCMI-III; Millon, 1994) has been further coordinated with the most recent official diagnostic schema, the Diagnostic and Statistical Manual of Mental Disorders (4th ed., [DSM-IV]; American Psychiatric Association [APA], 1994) in an even more explicit way than before. Although the publication of the first version of the MCMI preceded the publication of the DSM-IV, its author played a major role in formulating the official manual's personality disorders, contributing thereby to their conceptual correspondence. The DSM-III-R (APA, 1987) was subsequently published in the same year as the MCMI-II; the inventory was modified in its final stages to make it as consonant as possible with the conceptual changes introduced in the then forthcoming official classification. The present version of the MCMI, the MCMI-III, strengthens these correspondences further by drawing on many of the diagnostic criteria of the DSM-IV to serve as the basis for drafting the inventory's items. This article reports on a select set of theoretical and empirical developments that are being carefully weighed for possible inclusion in future MCMIs, or as a guide in the refinement process of future MCMIs.     

Genetic engineering: prospects and recommendations--recommendations of the 1983 Summer Conference of the Institute on Religion in an Age of Science, Star Island, N.H., 30 Jul-6 Aug 1983

Abstract. At the 1983 Summer Conference on the Institute on Religion in an Age of Science, working groups chaired by the coauthors outlined some of the prospects for the use of somatic and germ line genetic engineering and related biological technologies to alleviate disease and to modify human behavior. They then offered a series of recommendations concerning the application of genetic engineering to persons and the monitoring of medical research and therapy.     

Weight of evidence supports one operation for "ratios" and "differences" of heaviness

This paper investigates an apparent contradiction between recent studies of "ratios" and "differences" of heaviness. Birnbaum and Veit (1974) found a single rank order for judgments in the two tasks, whereas Rule, Curtis, and Mullin (1981), who used a different stimulus set, procedure, and experimental design, reported two orders. To investigate the cause of this discrepancy, the present study manipulated the experimental design using the same stimuli and procedure as Rule et al. (1981). In one experiment (within-subject designs), each subject judged all combinations of the standard and comparison stimulus; in the other experiment (between-subjects designs) each subject received only one standard, and different groups of subjects were given different standards. "Ratios" and "differences" of heaviness were monotonically related for the majority of subjects who judged all combinations of standards and comparisons. Variations in the modulus and response examples did not affect the rank order of "ratios" within subjects. These results suggest that the contradiction in results is due to the difference in experimental design rather than differences in stimuli or procedure. In the between-subjects designs, the rank order of the "ratio" judgments depended on the standards and examples. Both previous and present results are consistent with the theory that subjects use one operation, subtraction, for both tasks and that the judgment function varies with between-subjects manipulations of the standard, examples, and modulus.     

Vocational decision status and the effect of four types of occupational information on cognitive complexity

Because most vocational counseling interventions focus on giving occupational information, research investigating effects of information giving on cognitive processing styles has governed attention in the recent past. The present study was intended to determine some aspects of occupational information relevance while assessing differences in cognitive complexity between vocationally decided and undecided subjects. Two hundred eighty college student volunteers were assigned to eight groups based on their decision status (decided versus undecided) and random distribution of four types of occupational information packets. Cognitive complexity levels were measured, using the Cognitive Differentiation Grid, 48 hr after the packets were distributed. A 2 × 4 analysis of variance found no differences between decided and undecided subjects' cognitive complexity scores as a function of type of occupational information received. There was a significant main effect for information received. There was a significant main effect for information across decision status in the positively and negatively toned information groups: the positive information was associated with relatively greater cognitive simplicity scores and the negative information was associated with relatively greater cognitive complexity scores. Implications of results and further necessary research is specified.     

The biological function of Pavlovian conditioning: Learned inhibition of aggressive behavior in territorial fish

Following Pavlovian discrimination training, stimuli predicting the appearance of a territory intruder (an excitatory conditional stimulus, CS+) or the absence of that event (an inhibitory conditional stimulus, CS−) were presented to pairs of territorial male fish immediately before their first aggressive interaction. Pairmates that both received excitatory stimuli prior to the confrontation were significantly more aggressive than a control group which received the same training but which received neither a CS+ nor a CS− in the test. Pairmates in which both received a CS− were significantly less aggressive than the control group. In these three groups, no differences in aggression were observed between the individual members of a single pair. Two additional groups were composed of pairs whose members received different stimuli prior to the test. Although no differences were found between pairmates in the group in which one member received a pretest CS− while the other member received no stimulus presentation, large differences in aggressive behavior were obtained when one fish received a CS+ and its pairmate received a CS−. We discuss the behavioral ecology of terriorial behavior in fish and attempt to show the potential importance of these results in this naturalistic context. In addition, we discuss the implications of an ecological approach for causal analyses of inhibitory learning.     

A SUPERVISION PROGRAM FOR INCREASING FUNCTIONAL ACTIVITIES FOR SEVERELY HANDICAPPED STUDENTS IN A RESIDENTIAL SETTING

This study was designed to increase the amount of time severely handicapped students living in a residential facility engaged in age-appropriate and functional activities. After a brief in-service training, a program involving instructions to supervisors and staff feedback was implemented in a multiple-baseline design across settings. Results showed that after the supervision program was implemented, the students' participation in activities increased. Further, these increases maintained when feedback was reduced from an average of 3 days a week during treatment, to once a month for a 5-month period.