PSYCHOLOGICAL RESEARCH IN HONG KONG

With the rapid development of cross-cultural psychology, there is a need to provide international centres for research, which can become main focal points for cross-cultural research in specific geographic regions. The development of the Department of Psychology at the University of Hong Kong is being carried out with this broader context in view. In addition to offering excellent university facilities for psychological research, Hong Kong is also centrally located in relation to other Asian countries such as Japan, Taiwan, South Korea, Philippines Malaysia, Singapore, Thailand, and Cambodia, none of which is more than 1500 miles from Hong Kong. The purpose of this paper is therefore to describe the departmental facilities for cross-cultural research in Hong Kong, departmental teaching, psychological research in Hong Kong, and finally the potential of Hong Kong as a natural laboratory for research in a multi-cultural, multilingual, traditional-modern context.     

Reinforcement of visual attending in classrooms for deaf children

The efficacy of immediate tangible reinforcement in increasing appropriate visual attending for entire classes of deaf children was examined. The subjects were three classes (seven children each) in a residential school for the deaf. Boxes were installed on each child's desk, with lights that were flashed immediately contingent upon 10 sec of visual attending. Light flashes were backed up by M & M's, cereal bits, or tokens. In two of the classes, extinction sessions were also scheduled. For all classes, the reinforcement procedure increased visual attending by 50% or more, maintaining it at rates above 82%. Withdrawal of tangibles decreased attending back to baseline levels. The results support analysis of attending as operant behavior and demonstrate the applicability of reinforcement procedures in modifying these behaviors for young deaf children in a classroom setting.     

Development of social responses in two severely retarded children

The effect of reinforcement dependent on the social responses of two severely retarded withdrawn children was investigated. During 30 training sessions (30 min each) food and praise were administered dependent upon the children's mutual participation in a ball-rolling and block-passing task. Both children showed a progressive increase in social interaction in a non-training situation during this reinforcement period. After the reinforcement procedures were removed, social behavior decreased markedly. Response generalization to children not involved in training occurred.     

Reinforcing self-help group activities of welfare recipients

The attendance rates of welfare recipients at self-help group meetings was compared when supplementary reinforcement was given for attending and when it was not. Reinforcers included donated items, such as clothing and household goods, and information about welfare services. It was found that the attendance at meetings averaged three recipients per meeting without reinforcement and 15 recipients per meeting with reinforcement. There was evidence that attendance was associated with participation in other self-help activities. It was concluded that practical forms of reinforcement can be found to maintain the participation of severely disadvantaged populations in self-help groups.