Using token reinforcement to increase walking for adults with intellectual disabilities

The purpose of this study was to evaluate the effectiveness of token reinforcement, using an ABAB reversal design, for increasing distance walked for adults with mild to moderate intellectual disabilities at an adult day‐training center. Five participants earned tokens for walking 50‐m laps and exchanged tokens for back‐up reinforcers that had been identified through preference assessments. Token reinforcement resulted in a substantial increase from baseline in laps walked for 4 participants.     

Primary, secondary, and emotional control across adulthood

Schulz and Heckhausen (1996) have recently formulated a theory of successful aging that centers on perceptions of control as a major theme in the developmental process. They suggest primary control is a universal phenomenon and that people will strive for primary control over secondary control. Secondary control mechanisms, on the other hand, may serve to mediate losses in primary control. This study evaluates the relationship between primary and secondary control among 327 men and women, by administering a general sense of control scale and an emotion control measure with four sub-scales. Consistent with previous research, both age and gender differences were found in primary and secondary control. The results of this study provide support for the theory of emotional selectivity which postulates that as people age they are more able to regulate their emotions, thereby directing energies at increasing secondary control mechanisms (Carstensen, 1986).     

Eye movement Responses of Repressors and Sensitizers to a stressful film

Groups scoring high, intermediate or low on the Byrne R-S Scale viewed an industrial accident film while horizontal eye movements were assessed by means of infrared corneal reflection. Neutral and stressful film segments were scored in terms of deviations from the center of the perceptual field (point of looking scores), and the standard deviations of these scores were calculated as an index of perceptual scanning. A stressful segment was also dichotically scored as to whether the point of looking was on or off dominant elements of the scene. Results indicated that Repressors and Sensitizers had equivalent levels of perceptual scanning (and both significantly higher than Intermediates' level) independent of film segment content, but that they differed in on/off and average point of looking for the stressful segment such that Repressors were avoiding stressful content. These data suggest that relatively high perceptual scanning can be an avoidant defensive style of attending to dynamic stimulus displays. The issue of adaptiveness of responding is considered.     

The spacing effect in children's memory and category induction

The spacing effect describes the robust phenomenon whereby memory is enhanced when learning events are distributed, instead of being presented in succession. We investigated the effect of spacing on children's memory and category induction. Three-year-old children were presented with two tasks, a memory task and a category induction task. In the memory task, identical instances of an object were presented and then tested in a multiple choice test. In the category induction task, different instances of a category were presented and tested in a multiple choice test. In both tasks, presenting the instances in a spaced sequence resulted in more learning than presenting the instances in a massed sequence, despite the difficulty created by the spaced sequence. The spaced sequence increased the difficulty of the task by allowing children time to forget the previous instance during the spaced interval.     

Actors and actions: The role of agent behavior in infants' attribution of goals

Twelve-month-old infants attribute goals to both familiar, human agents and unfamiliar, non-human agents. They also attribute goal-directedness to both familiar actions and unfamiliar ones. Four conditions examined information 12-month-olds use to determine which actions of an unfamiliar agent are goal-directed. Infants who witnessed the agent interact contingently with a human confederate encoded the agent's actions as goal-directed; infants who saw a human confederate model an intentional stance toward the agent without the agent's participation, did not. Infants who witnessed the agent align itself with one of two potential targets before approaching that target encoded the approach as goal-directed; infants who did not observe the self-alignment did not encode the approach as goal-directed. A possible common underpinning of these two seemingly independent sources of information is discussed.     

Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder in Preschool: The ADHD Rating Scale-IV Preschool Version

Efforts for early identification and intervention for children with AD/HD have necessitated the development of rating scales of behavior for the preschool population. The standardization, reliability, and validity data were presented for the ADHD Rating Scale-IV Preschool Version. Parent and teacher ratings were collected on 902 and 977 children 3 to 5 years of age, respectively. Raw scores for the Inattention, Hyperactivity/Impulsivity and Total scores were converted to T-Scores and percentile ranks. Reliability coefficients ranged from 0.80 to 0.95 indicating good test–retest reliability. Concurrent validity with the Conners Teacher Rating Scales: Revised-Short and Conners Parent Rating Scale: Revised-Short ranged from 0.54 to 0.96. The ADHD-Rating Scale-IV appears to be a reliable, valid and user friendly measure for screening preschoolers with behavior problems. Future research is needed to validate its widespread use as a screening and diagnostic tool.     

Studies of Rorschach Content; A Review of Research Literature Part II; Non-Traditional Uses of Content Indicators

This paper deals with the extension of research on Rorschach content to new modes of scoring and classifying test reponses that lie outside of the conventional classification scheme. Four avenues of going beyond the traditional content categories are presented and reviewed: study of subdivisions within the units of the generally used scoring system, exploration of the symbolic meaning of Rorschach responses, investigation of constellations of content signs, and development and validation of content scales. Little systematic work has been done in the first two areas of endeavor. As far as the latter two research topics are concerned, the evidence accumulated suggests that, at best, scales and signs derived from content yield overlap, and not correspondence, with their respective real-life referents. The study of mediating variables that act to magnify or reduce the extent of this relationship has merely begun and remains the major unfulfilled task in Rorschach content research.