Independent propositional modal logics

We show that the join of two classical [respectively, regular, normal] modal logics employing distinct modal operators is a conservative extension of each of them.This work was supported by the National Research Council of Canada and by the Polish Academy of Sciences.     

Cultural Considerations for Psychologists in Primary Care

Many health concerns in the United States (e.g., diabetes) are routinely managed in primary care settings. Regardless of the medical condition, patients’ health is directly influenced by factors such as healthcare providers and cultural background. Training related to how behaviors influence health, coupled with training on how cultural diversity intersects with mental health, allows psychologists to have the relevant expertise to assist in the development of primary care behavioral health interventions. However, many psychologists in primary care struggle with how to integrate a culture-centered paradigm into their roles as behavioral health providers. This paper provides an introduction on how three culture-centered concepts (providers’ cultural sensitivity, patient–provider cultural congruency, and patients’ health literacy) can be applied in primary care using the Five A’s Organizational Construct and a model of cultural competence. In addition, the paper includes a section on integration of cultural considerations into consultation and training and concludes with a discussion of how the three culture-centered concepts have implications for health equity.     

Analysis of response repetition as an error-correction strategy during sight-word reading

A great deal is known about the effects of positive reinforcement on response acquisition; by contrast, much less research has been conducted on contingencies applied to errors. We examined the effects of response repetition as an error-correction procedure on the sight-word reading performance of 11 adults with developmental disabilities. Study 1 compared single-response (SR) repetition and multiple-response (MR) repetition, and results showed that all 6 participants acquired more sight words with the MR procedure. Study 2 compared MR error correction following every incorrect response (continuous) and following one third of incorrect responses (intermittent), and results showed that all 6 participants acquired more sight words when error correction was continuous. Study 3 compared MR error correction in which errors required practice of the training word (relevant) versus a different word (irrelevant), and results showed that 3 of 9 participants showed better performance under the relevant condition; however, all participants showed improvement even under the irrelevant condition. Findings are discussed in terms of the behavioral processes by which error correction may enhance performance during acquisition.     

“Theobiology”: Attempting to Understand God and Ourselves

Theobiology, describing the interface between theology and biology, is proposed as a means to help us in our attempt to understand God, God's world, and ourselves. This embodiment of theological knowledge includes the relationship of humans to plants and animals, to the environment or God's world of creation, to God. Humans experience through their bodies and bodily functions, their senses and perceptions, all knowledge, including theological, psychological, and sociological knowledge. Gender, perhaps the largest division in any species, is a very important issue in biology and in theobiology. The gender and attributes associated with God and Christ—those of the male—have alienated and disenfranchised female persons. A balance between flesh and spirit, the sacred and the secular, women and men is vital if we are to achieve a healthy life and to live as a loving Creator would want all to live—in love, peace, and harmony, with caring and mutual respect among all that make up life—plant, animal, environment, and God.     

Adaptive behavior of retarded,slow-learner,and average intelligence children

Scores on the WISC-R and the AAMD Adaptive Behavior Scale, Part I, Public School Version, were obtained for 94 elementary school children referred for psychological services in a southeastern rural area. Some of the adaptive behavior scores differentiated among children classified as EMR, slow-learners, or average intelligence. Some of the domain subscores of the ABS seem of questionable validity and reliability.     

Factor structure and construct validity of "what I think and feel": The Revised Children's Manifest Anxiety Scale.

Responses to the Revised-CMAS of 329 children from grades 1 through 12 were factor analyzed. Consistent with current multidimensional theories of anxiety, three primary anxiety factors emerged, supporting the construct validity of the new scale. Implications for interpretation of the revised scale are discussed.