Effectiveness of DRO tokens in decreasing disruptive behavior in the classroom with five multiply handicapped children

In this study the effectiveness of differential reinforcement of other behavior (DRO) with tokens was assessed in the treatment of various topographies of disruptive behavior in the classroom with five children who were multiply handicapped. Prior to implementation of the treatment, reinforcer assessment was conducted to identify items to be used as back-up reinforcers. Data were analyzed using time-series analysis. Results show that DRO tokens were highly effective in decreasing disruptive behavior of all participants. ©1997 by John Wiley & Sons, Ltd.     

Humanismo Del Diecisiete En La Postmodernidad Del Veintiuno

It would be possible to be affirmed that the most of the educational goals that modernity assumes, they settled down from the Renaissance. The postmodern age, in its critic to the modern period, demands the recovery of some losses. At the time of fast changes as it happens in the Renaissance, the Humanism originates a fruitful debate. According to the authors protagonists, the controversy became a dialogue plenty of common questions to which we find in the contemporary discussion. The reflection on the thought of one of the most representative and well-known authors, Comenio, it serves to think on the encounter of traditions in Philosophy of Education. He is a thinker who supplies the basis for his educational practice on a Philosophy of education and projects a reform to confront some problems that in the essential are repeated today.      

The effect of visual word features on the acquisition of orthographic knowledge

Research with adults has shown that the distortion of visual word features, and in particular of the multiletter features within words, hampers word recognition. In this study, "CaSe MiXiNg" was employed to examine the effect of disrupting visual word features on the acquisition of orthographic knowledge in children. During the training, 18 beginning and 27 advanced readers (in Grades 2, 4, and 5) repeatedly read a set of pseudowords in either lowercase or mixed case. During this training, case mixing appeared to impair reading speed in both reader groups. At posttest, 1 day after the training, case format was either the same as or different from that during the training. Lowercase pseudowords were recognized faster after a lowercase training than after a mixed-case training. In a second study, case was found not to affect the rapid naming of single letters. The combined results suggest that case mixing disrupted the multiletter features in pseudowords and that the disruption of these features can affect the acquisition of orthographic knowledge.     

The /O/ in OVER is different from the /O/ in OTTER: phonological effects in children with and without dyslexia

First-letter naming was used to investigate the role of phonology in printed word perception in children with and without dyslexia. In 2 experiments, all children showed faster first-letter-naming times in a congruent condition than in an incongruent condition, which suggests that phonology is a fundamental constraint in the printed word perception of readers of all levels and all skills. An explanation in terms of a recurrent network put forward by G. C. Van Orden and S. D. Goldinger (1996) is discussed to account for the apparent paradox in the reading behavior of readers with dyslexia, that is, that in first-letter naming, dyslexic readers appear to show phonological congruity effects, whereas in pseudoword reading, their phonological knowledge appears to be deficient or absent.     

Trait Variance and Response Style Variance in the Scales of the Personality Inventory for DSM–5 (PID–5)

Using self- and observer reports on the Personality Inventory for DSM–5 (PID–5) and the HEXACO Personality Inventory–Revised (HEXACO–PI–R), we identified for each inventory several trait dimensions (each defined by both self- and observer reports on the facet-level scales belonging to the same domain) and 2 source dimensions (each defined by self-reports or by observer reports, respectively, on all facet-level scales). Results (N = 217) showed that the source dimensions of the PID–5 were very large (much larger than those of the HEXACO–PI–R), and suggest that self-report (or observer report) response styles substantially inflate the intercorrelations and the alpha reliabilities of the PID–5 scales. We discuss the meaning and the implications of the large PID–5 source components, and we suggest some methods of controlling their influence.     

The transfer of Crel contextual control (same,opposite, less than,more than) through equivalence relations

According to Relational Frame Theory (RFT) C_rel denotes a contextual stimulus that controls a particular type of relational response (sameness, opposition, comparative, temporal, hierarchical etc.) in a given situation. Previous studies suggest that contextual functions may be indirectly acquired via transfer of function. The present study investigated the transfer of C_rel contextual control through equivalence relations. Experiment 1 evaluated the transfer of C_rel contextual functions for relational responses based on sameness and opposition. Experiment 2 extended these findings by evaluating transfer of function using comparative C_rel stimuli. Both experiments followed a similar sequence of phases. First, abstract forms were established as C_rel stimuli via multiple exemplar training (Phase 1). The contextual cues were then applied to establish arbitrary relations among nonsense words and to test derived relations (Phase 2). After that, equivalence relations involving the original C_rel stimuli and other abstract forms were trained and tested (Phase 3). Transfer of function was evaluated by replacing the directly established C_rel stimuli with their equivalent stimuli in the former experimental tasks (Phases 1 and 2). Results from both experiments suggest that C_rel contextual control may be extended via equivalence relations, allowing other arbitrarily related stimuli to indirectly acquire C_rel functions and regulate behavior by evoking appropriate relational responses in the presence of both previously known and novel stimuli.     

Pain and Bodily Care: Whose Body Matters?

Pain is unpleasant. It is something that one avoids as much as possible. One might then claim that one wants to avoid pain because one cares about one's body. On this view, individuals who do not experience pain as unpleasant and to be avoided, like patients with pain asymbolia, do not care about their body. This conception of pain has been recently defended by Bain [2014 Bain, D. 2014. Pains That Don't Hurt, Australasian Journal of Philosophy 92/2: 305–20.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]] and Klein [forthcoming Klein, C. forthcoming. What Pain Asymbolia Really Shows, Mind. [Google Scholar]]. In their view, one needs to care about one's body for pain to have motivational force. But does one need to care about one's body qua one's own? Or does one merely need to care about the body that happens to be one's own? In this paper, I will consider various interpretations of the notion of bodily care, in light of a series of pathological cases in which patients report pain in a body part that they do not experience as their own. These cases are problematic if one adopts a first-personal interpretation of bodily care, according to which pain requires one to care about what is represented as one's own body. The objection can run as follows. If the patients experience the body part as alien, then they should not care about it. Therefore, they should be similar to patients with pain asymbolia. But they are not. Hence, bodily care is not necessary to pain. To resist this conclusion, one can try to revise the interpretation of the notion of bodily care and to offer alternative interpretations that are not first-personal. However, I will show that that those alternatives also fail to account for these borderline cases of pain.