Including Manual Signing as Nontargeted Information When Using a Constant Time Delay Procedure to Teach Receptive Identification of Packaged Food Items

This investigation extends the constant time delay research base by embedding nontargeted information in the task direction when teaching communication skills. Specifically, instructors taught receptive identification of packaged food items to 4 secondary students with moderate to severe disabilities and evaluated generalization to the community. In addition, instructors included the manual sign for each food item. The instructional strategy was a constant time delay procedure using a 5-s delay interval. The intervention, conducted within a multiple probe design across behaviors replicated across students, resulted in the acquisition and generalization of receptive identification of packaged food items by 3 out of 4 of the students. In addition, the students acquired the nontargeted manual signs with an average of 60% percent in the final probe session.     

Immigrant Women and Counseling: The Invisible Others

The number of women immigrating to the United States is growing because of current global changes (A. J. Marsella & E. Ring, 2003). Understanding and serving the mental health needs of this population is a new challenge for American counselors and counseling scholars. In this article, an ecological model (U. Bronfenbrenner, 1979) is used to describe the mental health needs of immigrant women, outline various counseling strategies and interventions, and systematically explore the sociocultural variables influencing immigrant women's experiences in the U.S.     

The legacy of the 38 witnesses and the importance of getting history right

Responds to Brock's comments on the current author's original article which talks about the original 1964 Kitty Genovese murder 38-witness account. Manning, Levine, and Collins wish to leave it to readers of this journal to judge whether it is wise to continue to use in textbooks inaccurate accounts presented as facts, and whether it is sensible to conclude that despite being read by many thousands of students and researchers, the story of the 38 witnesses has had "negligible scholarly impact." (PsycINFO Database Record (c) 2008 APA, all rights reserved).     

Parenting stress, perceived parenting behaviors, and adolescent self-concept in European American families

This study assesses whether the stresses associated with parenting a child are indirectly related to adolescent self-concept through parenting behaviors. We examined longitudinal associations among mothers' and fathers' parenting stress at age 10, children's perceptions of parenting at age 10, and adolescents' self-concept at age 14 in 120 European American families. Mothers' and fathers' parenting stress was related to children's perceptions of acceptance and psychologically controlling behavior, and psychologically controlling behavior (and lax control for fathers) was related to adolescent self-concept. We further examined which domains of parenting stress and perceived parenting behaviors were associated with adolescents' scholastic competence, social acceptance, physical appearance, and behavioral conduct. Parenting stress was related to specific parenting behaviors, which were, in turn, related to specific domains of self-concept in adolescence. Parenting stress appears to exert its effects on early adolescent self-concept indirectly through perceived parenting behavior.     

Bilingualism in infancy: first steps in perception and comprehension

Many children grow up in bilingual families and acquire two first languages. Emerging research is advancing the view that the capacity to acquire language can be applied equally to two languages as to one but that bilingual and monolingual acquisition nonetheless differ in some nontrivial ways. To probe the first steps toward acquisition, researchers recently have begun to use experimental methods to study preverbal bilingual infants. We review the literature in this growing field, focusing on how infants growing up bilingual use surface acoustic information to separate, categorize and begin to learn their two languages. These new data invite the expansion of standard linguistic theories to account for how a single architecture can support the acquisition of two languages simultaneously.     

Using a System of Least Prompts Procedure to Teach Telephone Skills to Elementary Students with Cognitive Disabilities

Using the telephone to contact others can be an important skill in maintaining friendships with peers. This investigation used a system of least prompts (SLP) procedures to teach two telephone skills to 3 elementary students with cognitive disabilities: (a) placing phone calls and (b) leaving recorded voicemail messages. The SLP procedure was effective in teaching both skills to all 3 students. Results for maintenance and generalization, however, were mixed. This investigation was completed to partially satisfy the thesis requirement for a Master’s degree at the University of Kentucky.     

Contexts and control operations used in accessing list-specific, generalized, and semantic memories

The human ability to focus memory retrieval operations on a particular list, episode or memory structure has not been fully appreciated or documented. In Experiment 1-3, we make it increasingly difficult for participants to switch between a less recent list (multiple study opportunities), and a more recent list (single study opportunity). Task performance was good, although there was a cost associated with switching. In Experiment 4, list-specific learning experiences were used to create a generalized memory as a step towards semantic memory. List-specific memories intruded during attempts to retrieve the generalized memory and the generalized memory enhanced list-specific performance. The generalized memory also intruded in a free-association task. We propose that a hierarchy of contexts and control operations underlie the human ability to access different memory structures and that there is no sharp discontinuity in the control operations needed to access list-specific, generalized, and semantic memories.     

Fear Appeals in Political Rhetoric about Terrorism: An Analysis of Speeches by Australian Prime Minister Howard

This paper explores fear-arousing content in Australian former Prime Minister John Howard's political rhetoric about terrorism. We coded 27 speeches delivered between September 2001 and November 2007 for the presence of statements promoting fear-consistent appraisals ( Smith & Lazarus, 1993 ). Fear-arousing content was present in 24 of these speeches, but the amount of fear-arousing content varied markedly. In particular, rhetoric that raised doubts about the capacity of Australia and its allies to cope with terrorism was most strongly present in the lead-up to the invasion of Iraq and at times of declining support for government policies. Textual analysis of three key speeches confirmed a marked difference between Howard's speech given immediately after the attacks on September 11, 2001, and the second and third speeches presented prior to and after the 2003 invasion of Iraq. These findings indicate that Howard has not consistently employed fear-inducing rhetoric in his speeches about terrorism, but that particular speeches appear to take this form, raising the possibility that fear-arousing rhetoric may have been selectively deployed to support his political purposes at those times.     

ELECTROPHYSIOLOGICAL CORRELATES OF STIMULUS EQUIVALENCE PROCESSES

Research reported here concerns neural processes relating to stimulus equivalence class formation. In Experiment 1, two types of word pairs were presented successively to normally capable adults. In one type, the words had related usage in English (e.g., uncle, aunt). In the other, the two words were not typically related in their usage (e.g., wrist, corn). For pairs of both types, event‐related cortical potentials were recorded during and immediately after the presentation of the second word. The obtained waveforms differentiated these two types of pairs. For the unrelated pairs, the waveforms were significantly more negative about 400 ms after the second word was presented, thus replicating the “N400” phenomenon of the cognitive neuroscience literature. In addition, there was a strong positive‐tending wave form difference post‐stimulus presentation (peaked at about 500 ms) that also differentiated the unrelated from related stimulus pairs. In Experiment 2, the procedures were extended to study arbitrary stimulus—stimulus relations established via matching‐to‐sample training. Participants were experimentally näive adults. Sample stimuli (Set A) were trigrams, and comparison stimuli (Sets B, C, D, E, and F) were nonrepresentative forms. Behavioral tests evaluated potentially emergent equivalence relations (i.e., BD, DF, CE, etc.). All participants exhibited classes consistent with the arbitrary matching training. They were also exposed also to an event‐related potential procedure like that used in Experiment 1. Some received the ERP procedure before equivalence tests and some after. Only those participants who received ERP procedures after equivalence tests exhibited robust N400 differentiation initially. The positivity observed in Experiment 1 was absent for all participants. These results support speculations that equivalence tests may provide contextual support for the formation of equivalence classes including those that emerge gradually during testing.     

Intensive (Daily) Behavior Therapy for School Refusal: A Multiple Baseline Case Series

The following multiple baseline case series examines school refusal behavior in 4 male adolescents. School refusal symptom presentation was ascertained utilizing a functional analysis from the School Refusal Assessment Scale (Kearney, 2002). For the majority of cases, treatment was conducted within a 15-session intensive format over a 3-week period. Treatment elements included cognitive-behavioral therapy with the adolescent, parent training sessions, or a combination of these strategies. Treatment was effective for 3 of 4 cases in the short term. At 3-year follow-up, all 3 of the acute treatment responders had switched to alternative educational programs, although parents rated them as significantly improved and less impaired compared to pretreatment. Obstacles to treatment, and recommendations for program improvement, are discussed.