Perceived Occupational Concerns and Sensory Processing Patterns of Mothers in a Temporary Assistance for Needy Families (TANF)-to-Work Program

In this study, the authors examine the perceived occupational concerns, typical daily routines, and sensory processing of mothers in a mandatory Temporary Assistance for Needy Families return to work program. Participants were five female members of a transitional work program for single parents with mental illness. The Canadian Occupational Performance Measure and the Adult Sensory Profile were administered. The study found that the most frequently identified occupational problems were leisure and self-care. All participants scored as having at least one atypical sensory processing pattern. Future research should investigate the efficacy of an occupational therapy intervention on this population's return to employment.     

Representations of Complexity: How Nature Appears in Our Theories

In science we study processes in the material world. The way these processes operate can be discovered by conducting experiments that activate them, and findings from such experiments can lead to functional complexity theories of how the material processes work. The results of a good functional theory will agree with experimental measurements, but the theory may not incorporate in its algorithmic workings a representation of the material processes themselves. Nevertheless, the algorithmic operation of a good functional theory may be said to make contact with material reality by incorporating the emergent computations the material processes carry out. These points are illustrated in the experimental analysis of behavior by considering an evolutionary theory of behavior dynamics, the algorithmic operation of which does not correspond to material features of the physical world, but the functional output of which agrees quantitatively and qualitatively with findings from a large body of research with live organisms.     

The relationship between learning goal orientation,goal setting,and performance: a longitudinal study

In an educational setting, we examined the relationship of learning goal orientation with goal setting and performance over time. At the first time point, we assessed levels of trait learning goal orientation and asked participants to set performance goals. At each follow‐up time point, we reported to participants their current course grade and allowed them to revise their goals. Learning goal orientation was associated with both setting higher goals and maintaining higher performance over time. Additionally, the relationship of learning goal orientation and performance was found to be mediated by goal setting.     

Some Differences in Extinction by Normal and Whole-Body Irradiated Monkeys

Abstract

Blanchard, P. The Child and Society: An Introduction to the Social Psychology of the Child. New York: Longmans, Green, 1928. Pp. ix + 369. $2.25.

Cobb, S. The New Leaven: Progressive Education and Its Effect upon the Child and Society. New York: John Day, 1928. Pp. x + 340.

Jones, R. M. New Studies in Mystical Religion. New York: Macmillan, 1927. Pp. 205. $1.75.

Woodburne, A. S. (Introduction by Shailer Mathews.) The Religious Attitude. New York: Macmillan, 1927. Pp. vi+353. $2.50.

Holzinger, K. J. Statistical Methods for Students in Education. Boston: Ginn, 1928. Pp. viii + 372. $3.60.

Hartshorne, H. and May, M. A. Studies in Deceit. New York: Macmillan, 1928. Bk. I, pp xxi+414; Bk. II, pp. viii+306. $4.50.

Claremont, C. A. Intelligence and Mental Growth. New York: Norton, 1928. Pp. 120. $1.00.

Malinowski, B. Myth in Primitive Psychology. New York: Norton, 1926. Pp. ix+94. $1.00.

Malinowski, B. The Father in Primitive Psychology. New York: Norton, 1927. Pp. 95. $1.00.

Miller, E. Types of Mind and Body. New York: Norton, 1927. Pp. 95. $1.00.

Warden, C. J. A Short Outline of Comparative Psychology. New York: Norton, 1927. Pp. xii+96. $1.00.

Wheeler, W. M. Emergent Evolution and the Development of Societies. New York: Norton, 1928. Pp. vii+80. $1.00.     

The Dual Effects of Organizational Citizenship Behavior: Relationships to Research Productivity and Career Outcomes in Academe

Organizational citizenship behavior (OCB) has been shown to be important for organizational effectiveness, yet less is known about the relationship between OCB and objective outcomes for individuals. We investigate the relationship between OCB and both short-term and longer term outcomes within the context of an outcome-based reward system. We also investigate a type of OCB specific to professional occupations, namely, professional service OCB. Using resource allocation and social exchange theories, we hypothesize that OCB directed internally to the employing organization may have a negative impact on individuals’ productivity and career outcomes while engaging in professional service OCB would be positively related to these outcomes. Results from a survey of 622 faculty members in research universities provide support for these hypotheses. Future research directions are discussed.     

The effects of intertrial interval and instructional format on skill acquisition and maintenance for children with autism spectrum disorders

We replicated and extended the study by Koegel, Dunlap, and Dyer (1980) by examining the effects of 3 intertrial‐interval (ITI) durations on skill acquisition in 2 children with autism spectrum disorders. Specifically, we compared the effect of short (2 s), progressive (2 s to 20 s), and long (20 s) ITIs on participants’ mastery of tacts or intraverbals presented in massed‐trial and varied‐trial instructional formats. We also measured (a) stereotypic and problem behavior during the ITI, (b) maintenance of skills, and (c) responding to novel adults and settings. Results showed that short ITIs in a varied‐trial format produced the most efficient acquisition of skills; however, most ITI durations produced more efficient skill acquisition in a varied format compared to a massed format. The trial format and ITI duration associated with the lowest levels of stereotypic and problem behavior during the ITI and responding during maintenance and novel adult and setting probes differed across participants.     

The use of picture prompts and prompt delay to teach receptive labeling

The current study extended research on picture prompts by using them with a progressive prompt delay to teach receptive labeling of pictures to 2 teenagers with autism. The procedure differed from prior research because the auditory stimulus was not presented or was presented only once during the picture‐prompt condition. The results indicated that the combination of picture prompts and prompt delay was effective, although 1 participant required a procedural modification.