Context and process: An ecological view of the interdependence of practice and research: An invited address by James G. Kelly

Summary James G. Kelly has made important and wide-ranging conributions to community psychology. The field is fortunate to have a member with his vision and commitment. In the paper presented here, Jim discusses the advantages that arise when scientists and citizens work as collaborative partners in community research. As with his previous work, his ideas provide new insights into the role of community psychology in and for the community.The Social Ecology Network, chaired by Paul Florin, University of Rhode Island, and Division 27 invited Jim Kelly to give an invited address at the 1985 American Psychological Association meetings in Los Angeles. Paul also invited Jim to suggest several discussants. Jim was interested in having psychologists representing organizational, environmental, and clinical psychology discuss the address. Jim invited Bob Kahn, Dan Stokols, and Harold Raush to be discussants. David Altman's introduction, Jim's address, and the three discussant comments with some small elaborations and revisions are published here. At the address, Bob Kahn's comments were read by Rick Price.The Social Ecology Task Force was estblished in 1978. Its goal is to bring together psychologists and other professionals who have interests in using an ecological perspective in theory and practice (Florin, 1984). Current activities include a newsletter column in the Division 27 newsletter, a resource exchange among Task Force members, and sponsorship of invited lectures on social ecology at annual APA meetings. For additional information contact Paul Florin, Social Ecology Task Force, Department of Psychology, University of Rhode Island, Kingston, Rhode Island.     

Evidence for a possible functional interaction between serotonergic and cholinergic mechanisms in memory retrieval

A total of three experiments were conducted. In Experiment 1, the dose-dependent effects of the pretest administration of the serotonergic agonist alaproclate and the selective muscarinic cholinergic agonist oxotremorine, alone and in combination, were assessed in a one-trial inhibitory avoidance task. A clear dose-dependent enhancement of performance was demonstrated as a result of all three treatment conditions, which could not be explained in terms of nonspecific effects of the drugs on behavior in general. In addition, the facilitation of retrieval performance produced by the combined treatment of alaproclate and oxotremorine was observed at dose levels well below those observed following administration of either compound alone. In Experiment 2 attempts were made to block the enhancements of retention resulting from the different treatment conditions (alaproclate, oxotremorine, or the combination of alaproclate and oxotremorine) by pretreating the mice with either scopolamine (a muscarinic cholinergic antagonist) or quipazine (a serotonergic agonist). The results of these experiments indicate that (a) quipazine completely blocked the enhancement of retrieval resulting from alaproclate but not that following oxotremorine or oxotremorine in combination with alaproclate, while (b) scopolamine blocked the enhancement of retrieval resulting from oxotremorine alone as well as that resulting from alaproclate plus oxotremorine but failed to block the memory enhancement resulting from alaproclate. The present results lend further support to the view that both serotonin and acetylcholine play important roles in memory retrieval. More importantly, the results of the present series of experiments provide additional support for a functional interaction between the serotonergic and cholinergic nervous systems in the mediation of behavior.     

The role-taking interview: an assessment technique for adolescents

This paper presents the Role-Taking Interview (RTI) as a tool for assessing the subjective experiences of adolescents in crisis. The RTI is intended as an adjunct to traditional assessment approaches and can provide clinicians with information regarding adolescents' perceptions of social relationships. A five-step approach for utilizing the method is presented along with its theoretical basis, rooted in role theory and psychodramatic concepts. Illustrative case examples are provided.     

Use of contingent lemon juice to eliminate public masturbation by a severely retarded boy

Contingent lemon juice successfully reduced and maintained at zero levels, public masturbatory responses in a severely retarded boy with a four year history of this behavior. Previously, more common procedures (loud “no” plus hand spanking. ignoring) had proven to be ineffective. The lemon juice contingency was shown to be effective in a period of from 13 to 16 days (in both home and school settings) and was easily implemented by a parent, a teacher and a para-professional.     

Immoral,infectious, or both? How disgust sensitivity predicts judgments of violations against COVID-19 mitigation actions

Violations against mitigation actions to prevent the spreading of the SARS-CoV-2 virus causing COVID-19, such as not wearing a mask or not practicing social distancing, were seen as immoral and could also increase the likelihood of spreading the virus. In two studies (N1 = 318, N2 = 293), we found that moral and pathogen disgust sensitivity differentially predicted perceptions of such COVID-19 violations against mitigation actions, framed as a moral, pathogen, or on a good-bad dimension, albeit in a less specific way than initially hypothesized (e.g., regarding the pathogenic framed violations, not only pathogen but also moral disgust was associated with higher perceptions of infectiousness). These results suggest that individual differences, especially in pathogen disgust (and, more inconsistently, moral disgust), are important when evaluating violations against mitigation actions. Further research on the role of moral disgust is needed.     

Validation of continuous measures of peer social interaction with self- and teacher-reports of friendship and social engagement

ABSTRACT

The present study validates a new procedure that combines continuous measures of proximity (Ubisense) and vocalization (LENA) into measures of peer social interaction. The data were collected from 4 boys and 5 girls (ages 2–3 at the outset) on 8 separate days (3–4 hours per day) over the course of an academic year. Teacher reports of friendship were positively correlated with continuous measures of dyadic social interaction (i.e., the amount of time two children spent in proximity to one another, talking). Self-reports of reciprocated friendship were marginally correlated with continuous measures of dyadic social interaction, but only in the spring semester (when children were older and their reports of friendship more reliable). At the individual level, peer nominations of likeability, and teacher ratings of sociability and withdrawal were correlated with continuous measures of social interaction (i.e., the amount of time a child spent in proximity to other children, talking).