CHANGING PROTECTIVE AND RISKY BEHAVIORS TO PREVENT CHILD-TO-PARENT TRANSMISSION OF CYTOMEGALOVIRUS

Child-to-parent transmission of cytomegalovirus may be reduced by increasing protective behaviors (handwashing and glove use) and decreasing risky behaviors (intimate contact between child and parent). This study showed that an educational intervention resulted in increases in reported and objective measures of protective behaviors and decreases in reported risky behaviors. Further study must determine if changes in protective and risky behavior are maintained and prevent cytomegalovirus transmission.     

The effects of hormones,Type A behavior pattern,and provocation on aggression in men

Thirty-eight male college students, classified as either Type A or Type B based on their Jenkins Activity Survey (JAS-T) scores, competed in a reaction time task that allowed them to administer shocks to an increasingly provocative fictitious opponent. Salivary testosterone and cortisol were measured both prior to and after the task. Aggression was defined as the level of shock the subject was willing to set for the opponent. The results of this study indicate that a relationship exists between endogenous testosterone levels in men and direct physical aggression. Some evidence for the moderating effects of hormones on the level of aggression expressed by Type As was observed. No direct relationship between Type A and aggression was found.     

Variations on incremental interpretation

The strict competence hypothesis has sparked a small dialogue among several researchers attempting to understand its ramifications for human sentence processing and incremental interpretation in particular. In this paper, we review the dialogue, reconstructing the arguments in an attempt to make them more uniform and crisp, and provide our own analyses of certain of the issues that arise. We argue that strict competence, because it requires a synchronous computation mechanism, may actually lead to more complex, rather than simpler, models of incremental interpretation. Asynchronous computation, which is arguably both psychologically more plausible and conceptually more basic, allows for incremental interpretation to fall out naturally, without additional machinery for interpreting partial constituents. We show that this is true regardless of whether the presumed interpretation mechanism is top-down or bottom-up, contra previous conclusions in the literature, and propose a particular implementation of some of these ideas using a novel representation based on tree-adjoining grammars.The research in this paper was supported in part by grant IRI-9157996 from the National Science Foundation to the first author. The authors would like to thank Fernando Pereira, Edward Stabler, and Mark Steedman for discussions on the topic of this paper and for their comments on previous drafts.     

Lexical integration across saccades in reading

Summary Eye movements were recorded during sentence reading to examine the integration of parafoveal text across fixations. Four viewing conditions were used, each affording full view of the directly fixated word: no preview of the spatially adjacent parafoveal word; preview of its beginning trigram; preview of its beginning four letters; or preview of all its constituent letters. The magnitude of parafoveal-preview benefits (the difference between the no-preview condition and the different parafoveal-preview conditions) was examined as a function of the size of the saccade to the parafoveal target and as a function of the subsequent fixation location at the previewed target. The results revealed no effects of saccade size on parafoveal-preview benefits, but large effects of fixation position during the initial target fixation. Furthermore, parafoveal previews were used during the initial target fixation and during subsequent intratarget refixations. The results support a lexical-text-integration hypothesis which posits that lexical information is integrated across interword fixations and intraword refixations.     

Interbehavioral field systems assessment: Examining its utility in preservice teacher education

Behavior analytic evaluation instruments should benefit teacher education programs in assessing: (a) teacher and student interactions in practice teaching settings, and (b) the immediate and long range effects of the teacher training received. Though empirical substantiation remains scarce, such instruments may be designed to foster teacher trainee sensitivity to, and better control of, complex stimulus and response mechanisms which either impede or facilitate learning. This study analyzed one technologically driven Behavior Analysis Strategy and Taxonomy (BEST) and related Temporal Analysis System (TAS) (Hawkins, Sharpe, & Ray, 1994) currently used within one preservice teacher education program. A multiple probe design with experimental and control groups demonstrated the instruments' effects when used as an instructional feedback tool with teachers in training. Findings supported the instruments' use in terms of teacher and student behavior changes demonstrated for the experimental group as compared to a control group not exposed to the instrument. Implications of this technology when applied to teacher education are last described.     

Working with older adults and their families – a review

This paper discusses family work with older adults by exploring some of the related literature published since Herr and Weakland's work in 1979, and compares psychoeducational and systems-based approaches to work with later life families. Issues of bias and omissions in the existing literature, and the definition of family therapy with this client group are raised. Areas for future research are indicated.     

The role of theory in treating adolescent substance abuse

The adolescent substance abuser, like adult addicts, is most commonly considered from the perspective of the disease model. The usefulness of the disease model in conceptualizing adolescent substance abuse is questioned, and an alternative view of the topic is set forth. Substance abuse, is regarded as an adaptive aspect of the ongoing interactive processes within the family. The developmental process of the adolescent substance abuser is seen as a functional dynamic in the family's preservation. Three characteristic elements of parental interaction common to the development of adolescent substance abuse are highlighted.An earlier version of this paper was presented at the Texas Association for Marriage and Family Therapy annual conference on January 28, 1993 in Houston Texas.a research associate and director of the Don D. Jackson Archive at the Mental Research Institute, Palo Alto, CA. Authors are listed alphabetically.     

Logical consequence: A defense of Tarski

In his classic 1936 essay “On the Concept of Logical Consequence”, Alfred Tarski used the notion of satisfaction to give a semantic characterization of the logical properties. Tarski is generally credited with introducing the model-theoretic characterization of the logical properties familiar to us today. However, in his book, The Concept of Logical Consequence, Etchemendy argues that Tarski's account is inadequate for quite a number of reasons, and is actually incompatible with the standard model-theoretic account. Many of his criticisms are meant to apply to the model-theoretic account as well. In this paper, I discuss the following four critical charges that Etchemendy makes against Tarski and his account of the logical properties:

1. Tarski's account of logical consequence diverges from the standard model-theoretic account at points where the latter account gets it right.
2. Tarski's account cannot be brought into line with the model-theoretic account, because the two are fundamentally incompatible.
3. There are simple counterexamples (enumerated by Etchemendy) which show that Tarski's account is wrong.
4. Tarski committed a modal fallacy when arguing that his account captures our pre-theoretical concept of logical consequence, and so obscured an essential weakness of the account.
5. Tarski's account depends on there being a distinction between the “logical terms” and the “non-logical terms” of a language, but (according to Etchemendy) there are very simple (even first-order) languages for which no such distinction can be made. Etchemendy's critique raises historical and philosophical questions about important foundational work. However, Etchemendy is mistaken about each of these central criticisms. In the course of justifying that claim, I give a sustained explication and defense of Tarski's account. Moreover, since I will argue that Tarski's account and the model-theoretic account really do come to the same thing, my subsequent defense of Tarski's account against Etchemendy's other attacks doubles as a defense against criticisms that would apply equally to the familiar model-theoretic account of the logical properties.