Building a multiple modality, theory-based physical activity intervention: The development of CardiACTION!

OBJECTIVES: Despite the widely acknowledged benefits of regular physical activity (PA), specific goals for increased population levels of PA, and strongly recommended strategies to promote PA, there is no evidence suggesting that the prevalence of PA is improving. If PA intervention research is to be improved, theory should be used as the basis for intervention development, participant context or environment should be considered in the process, and intervention characteristics that will heighten the likelihood of translation into practice should be implemented (e.g., ease of implementation, low human resource costs). The purpose of this paper is to describe the implementation of the aforementioned concepts within the intervention development process associated with CardiACTION an ongoing randomized 2 × 2 factorial trial. METHODS: The Ecological Model of Physical Activity integrated with Protection Motivation Theory was used to inform the design of the interventions. This integrated model was selected to allow for the development of theory-based individual, environmental, and individually + environmentally targeted physical activity interventions. All intervention strategies were matched to proposed mediators of behavior change. Strategies were then matched to the most appropriate interactive technology (i.e., interactive computer session, automated telephone counseling, and tailored mailings) delivery channel. CONCLUSIONS: The potential implications of this study include determining the independent and combined influence of individual and environment mechanisms of behavior change on intervention effectiveness. In addition, all intervention models are developed to be scalable and disseminable to a broad audience at a low cost.     

COMPARING PLEASURE AND PAIN: THE FUNDAMENTAL MATHEMATICAL EQUIVALENCE OF REWARD GAIN AND SHOCK REDUCTION UNDER VARIABLE INTERVAL SCHEDULES

The relationship between positive and negative reinforcement and the symmetry of Thorndike's law of effect are unresolved issues in operant psychology. Here we show that, for a given pattern of responding on variable interval (VI) schedules with the same programmed rate of food rewards (positive reinforcement VI) or electric shocks (negative reinforcement VI), there is a fundamental mathematical equivalence between reward gain and shock reduction. We also provide the first normative account of how animals should respond on a negative VI schedule, showing that it is better to space responses evenly than to respond with a variable interresponse time (IRT). Published data from rats, however, indicate that these animals respond irregularly, often with a burst of activity immediately following a shock. While this is irrational in the experimental setting, it may represent an appropriate response to the heterogeneity of stimuli commonly encountered in natural environments. We discuss the broader implications of our analysis for understanding how animals evaluate appetitive and aversive stimuli.     

The ecological rationality of state-dependent valuation

Laboratory studies on a range of animals have identified a bias that seems to violate basic principles of rational behavior: a preference is shown for feeding options that previously provided food when reserves were low, even though another option had been found to give the same reward with less delay. The bias presents a challenge to normative models of decision making (which only take account of expected rewards and the state of the animal at the decision time). To understand the behavior, we take a broad ecological perspective and consider how valuation mechanisms evolve when the best action depends upon the environment being faced. We show that in a changing and uncertain environment, state-dependent valuation can be favored by natural selection: Individuals should allow their hunger to affect learning for future decisions. The valuation mechanism that typically evolves produces the kind of behavior seen in standard laboratory tests. By providing an insight into why learning should be affected by the state of an individual, we provide a basis for understanding psychological principles in terms of an animal's ecology.     

Morally we Roll Along: (Optimistic Reflections) on Moral Progress

Changes over time in many large scale human practices such as science and technology seem best understood in terms of progress. Further, regarding such practices as slavery, we seem to have moved on and for the better, that is, to have progressed morally. But moral progress seems something different from other forms of progress. If possible at all, in what can it consist? Progress is understood as falling into three distinguishable categories; namely, progress as mere change, as change culminating in some end-state, and as change involving improvement or betterment. While scientific or economic progress seem of the last sort, moral progress is best understood as a hybrid of culminative change and improvement, a variety of progress labelled millenarian. Though there is an end towards which moral progress must tend, we do not know what it is. Further, moral progress must occupy a special superordinate and regulatory role regarding other progressive practices; that is, for moral progress to be possible, other progressive practices must come under the aegis of increasingly stringent moral regulation. This paper elaborates a model of moral progress, speculates upon signs of its presence, considers various relativist objections, and makes an exhortative plea for the need to have such a notion as a condition of the very possibility of moral progress.     

Kant’s “I think” and the agential approach to self-knowledge

ABSTRACT

This paper relates Kant’s account of pure apperception to the agential approach to self-knowledge. It argues that his famous claim ‘The I think must be able to accompany all of my representations’ (B131) does not concern the possibility of self-ascribing beliefs. Kant does advance this claim in the service of identifying an a priori warrant we have as psychological persons, that is, subjects of acts of thinking that are imputable to us. But this warrant is not one to self-knowledge that we have as critical reasoners. It is, rather, an a priori warrant we have, as thinkers, to prescribe to given representations their conformity to principles of thinking inherent in our capacity of understanding itself.     

THE EFFECTIVENESS OF FOUR SELF‐CORRECTED SPELLING TEST METHODS

ABSTRACT

Spelling achievement of fourth graders was assessed using four self‐corrected test methods. Two‐hundred nine children in two schools were randomly assigned to one of four treatments. Methods included visual and listwise, visual and wordwise, oral and listwise, and oral and wordwise.

A 2 x 2 x 2 factorial design was implemented. Factors included (a) type of feedback (wordwise versus listwise), (b) presentation mode (oral versus visual), and (c) student's gender. Analyses of covariance were conducted, with the pretest as a covariate. Wordwise feedback produced significantly higher gains than listwise. There were no significant differences in gains between visual and oral modes, or among presentation mode, gender, and ability.

Students should use the self‐corrected test as a method of spelling study, and use wordwise, feedback during self‐correction.