Effects of presenting incidental information in consequent events on future learning

The effects of presenting future target stimuli in the consequent event following correct responses to current target stimuli were examined in two experiments teaching eight students with moderate handicaps to name photographs. In Experiment I, progressive time delay was used to teach two sets of photographs. During instruction, correct responses to one set of stimuli resulted in praise and presentation of the printed word for the person in the photograph (future condition). In the second set, a correct response was followed by praise alone (non-future condition). After establishing criterion level performance on both sets of photographs, students were taught to read the printed word from each of the two sets. Experiment II was a systematic replication of Experiment I. Four students from a different classroom also were taught to name two sets of photographs. An adapted alternating treatments design was used in each experiment. The results indicated that (a) all students learned to name the photographs; (b) presentation of future target stimuli (words) in consequent events resulted in seven of the eight students learning to read some of the words; and (c) the total number of sessions, trials, errors, and percentage of errors     

Book review

Crime and creativity

EISENMAN, R. (1991). From Crime to Creativity: Psychological and Social Factors in Deviance. Dubuque, IA: Kendall/Hunt Publishing Co. (128 pp.). ISBN 0–8403–6848–8.

A penchant for the trenchant

SCHULMAN, M. (1991). The Passionate Mind. New York: The Free Press (352 pp.). ISBN 0029281113.

The essential nature of ethical, social, and historical context in examining creativity and innovation

GRUDIN, R. (1990). The Grace of Great Things: Creativity and Innovation. New York: Ticknor & Fields, Houghton Mifflin Co. (257 pp.). ISBN 0–89919–940–2.     

Fundamentalism

We should never assume that moral outrage provoked by the violation of traditional religious values is a mere reflection of secular grievances of some kind, but we should recognize that such outrage is often meshed with nationalistic and social grievances. If we take the religious Zionist militancy of some Israeli settlers (who do not see themselves as settlers), their political activities have focussed primarily on settling, and opposing the withdrawal from, the territories that Israel occupied in 1967 rather than on moral issues like abortion, homosexuality and pornography. Militant Islamic movements often stress their opposition to Western domination as much moral issues concerning personal conduct. The Shas movement in Israel is fueled in part by the resentment of Israeli Jews of Middle Eastern origin (the Mizrahim or Sephardim) towards Jews of European origin. All these movements can be said to have a ‘fundamentalist’ dimension insofar as they insist on strict conformity to sacred texts and on a moral code based on them, but focus exclusively or even primarily on this dimension of these movements is to ignore some of the crucial sources of their political appeal. With respect to the much discussed issue of bias in the comparative study of ‘fundamentalism’, it is important to avoid idealization as well as demonization. While it is important to correct popular stereotypes about religious conservatives, it is also important not to gloss over the very real problems associated with movements that demand that civil law be based on sacred law.     

Instructive feedback: Effects of number and type

We evaluated the effects of presenting two instructive feedback stimuli of the same and different types for each target behavior taught. Four elementary school students with mild mental retardation were taught to name photographs of places of interest in the local community using constant time delay and instructive feedback. Initially, the four students were taught one set of photographs with one instructive feedback stimulus (name of the street on which the place was located) for each target photograph. All students learned to name all photographs, and three learned to name the street on which the place was located. The three students who learned to name the street for the place in the photograph were then taught three sets of photographs. Each set included two instructive feedback stimuli for each target photograph: Set 2 had one street name and one activity that occurred in the place; Set 3 had two activities per photograph, and Set 4 had one street name and one activity. The three students learned to name the photographs, but only learned to name the activities and not the street names that were presented through instructive feedback. These finds are discussed in terms of the factors that may control acquisition of instructive feedback stimuli and the implications for practice and future research.     

Career Education Reconsidered: A Life-Experiences Model

Work can be conceived as a significant aspect of everyday school, home, and community life giving it a “here and now” character. These life experiences provide a structure for the introduction of concepts about work, work roles, and work functions as an integral part of the teaching-learning process. In providing for the experiential and evolutionary aspects of living on career learning-maturation, the life experiences model emphasizes the importance of classroom exposure and the involvement of classroom teachers in the creation and presentation of career education activities.     

Event-related potentials in a two-interval forced-choice detection task

In an attempt to elucidate the nature of the subject’s strategy in a two-interval forcedchoice auditory detection task, event-related potentials were studied at two intensities which yielded mean accuracies of 82% and 98%. Subjects reported the observation interval in which they judged the signal to be present and the confidence of the judgment. Principal components varimax analyses yielded four components: a CZ maximal P300, a Slow Wave, a slow negative shift, and a late negative component. The P300 amplitude findings suggest that different strategies are utilized for high-confidence and low-confidence detections. At high confidence, P300 amplitude is large for the observation interval in which the signal is presented, indicating a strategy involving serial independent detection. However, the P300 latency findings at high confidence suggest that absence of the signal in the first observation interval is nonetheless noted: P300 latency in response to signal presence is shorter for the second observation interval than for the first observation interval. At low confidence, P300 is small or absent for both observation intervals, indicating a deferred decision, presumably arrived at through comparison of the two percepts.     

Evaluation of a residential treatment center for emotionally disturbed adolescents

This study examines a residential treatment center for emotionally disturbed female adolescents by comparing changes in personality as measured by objective tests given while in residence and by a questionnaire sent to former residents at least six months after release. Two hypotheses were tested. The first was that the girls would be successful when they returned to their communities. "Success" was defined by a number of variables on a questionnaire. Responses to the questions indicate that the girls are doing well. The second hypothesis was that the girls would show significant improvement in their scores on two personality tests taken at the time they were admitted and at the time of their release. A comparison of the mean scores of the various factors on each test showed significant improvement.     

Early social attention impairments in autism: social orienting, joint attention, and attention to distress

This study investigated social attention impairments in autism (social orienting, joint attention, and attention to another's distress) and their relations to language ability. Three- to four-year-old children with autism spectrum disorder (ASD; n = 72), 3- to 4-year-old developmentally delayed children (n = 34), and 12- to 46-month-old typically developing children (n = 39), matched on mental age, were compared on measures of social orienting, joint attention, and attention to another's distress. Children with autism performed significantly worse than the comparison groups in all of these domains. Combined impairments in joint attention and social orienting were found to best distinguish young children with ASD from those without ASD. Structural equation modeling indicated that joint attention was the best predictor of concurrent language ability. Social orienting and attention to distress were indirectly related to language through their relations with joint attention. These results help to clarify the nature of social attention impairments in autism, offer clues to developmental mechanisms, and suggest targets for early intervention.