Inverses for Normal Modal Operators

Given a 1-ary sentence operator , we describe L - another 1-ary operator - as as a left inverse of in a given logic if in that logic every formula is provably equivalent to L. Similarly R is a right inverse of if is always provably equivalent to R. We investigate the behaviour of left and right inverses for taken as the operator of various normal modal logics, paying particular attention to the conditions under which these logics are conservatively extended by the addition of such inverses, as well as to the question of when, in such extensions, the inverses behave as normal modal operators in their own right.     

Cerebral Anesthetization for Localization of Speech: The Contribution of W. James Gardner

In 1949, the neurologist Juhn Wada reported the first use of a new procedure for determining the localization of speech and language in neurological patients: examination of the effects on speech and language after injecting a barbiturate, sodium amytal, into the internal carotid artery of each hemisphere in succession. By the 1960s, Wada'sIntracarotid Amobarbital Procedure,orIAP,had become the method of choice for identifying the speech-dominant side in one kind of neurological patient, persons with epilepsy who are candidates for surgical resection, and it remains so today. In 1941, however, an American neurosurgeon, W. James Gardner, reported his use of a different anesthetization procedure for speech localization in neurological patients. Instead of injecting sodium amytal through the blood supply, as in the IAP, Gardner injected procaine hydrochloride directly into cortical tissue. In this paper, we provide a brief biography of Gardner. We then discuss his method of cortical anesthetization, the theoretical and empirical background guiding his use of this method and his choice of patients, and, finally, the fate of Gardner's method within the scientific community.     

A Comparison of Active Student Response and On-Task Instruction on the Acquisition and Maintenance of Health Facts by Fourth Grade Special Education Students

An alternating treatments design was used to compare the effects of active student response (ASR) and on-task (OT) instruction on the acquisition and maintenance of health facts during small-group lessons. Five students with learning difficulties (4 students identified as developmentally handicapped and 1 student identified as learning disabled) participated in daily instruction on weekly sets of 20 unknown health facts (10 facts assigned to the ASR condition and 10 to the OT condition). During ASR instruction, the teacher modeled the correct response to a health question that was presented visually on a health fact card, and the students immediately repeated the correct response in unison three times. During OT instruction, students attended visually to the health fact card as the teacher modeled the correct response. All 5 students made more correct responses on end-of-day tests on health facts taught with ASR instruction than they did on health facts taught with OT instruction. ASR instruction also produced consistently superior results on maintenance tests administered 2 weeks after instruction.     

Effects of Self-Correction on the Acquisition, Maintenance, and Generalization of the Written Spelling of Elementary School Children

We examined the effect of self-correction on the acquisition, maintenance, and generalization of written spelling of elementary school students attending an after-school clinic. Six students registered for remedial tutoring participated. During self-correction, students initially learned four proofreading marks and a procedure for using them that were subsequently applied as the students compared their spelling to a model. Results showed a functional effect between self-correction and improved student performance on target words. Using the self-correction procedure, the students spelled at least 98% of the target words accurately, maintained at least 85% of the correctly spelled words, and generalized at least 70% of the words at home, in context, and with word variations. Questionnaires administered to the students, their parents, and teachers indicated that students preferred self-correction. Parents noticed academic improvements in their child's spelling performance as well as positive changes in attitude toward school. Most teachers did not notice changes in spelling performance or attitude.     

Gender differences in coping: A further test of socialization and role constraint theories

To further test role constraint and socialization theories of gender differences in coping, two studies were conducted to examine coping strategies in individuals occupying similar roles. The relations between coping strategy frequency and effectiveness and between coping strategy use and psychological functioning also were examined. Predominantly Caucasian female and male college students participated in the studies. Results indicated support for both socialization and role constraint theories. Effectiveness and frequency of coping strategy use were moderately correlated. Gender differences in cognitive appraisal varied with dispositional vs. situational assessment. The need for a more integrated model to explain gender differences in coping and implications for existing theories are discussed.     

The role of fairness orientation and supervisor attributions in absence disciplinary decisions

The present study investigated the role of the work value of fairness and attributions regarding the causes of absence in supervisor disciplinary decisions. It was hypothesized that supervisors who valued fairness, and those who made internal attributions regarding the cause of a particular absence incident, render more severe disciplinary decisions than supervisors who value fairness less, and who make external attributions. Furthermore, it was hypothesized that the degree to which supervisors valued fairness moderates the relationship between external attributions and the severity of disciplinary decisions. Using a policy capturing approach, results were consistent with predictions. Implications of the results for research and practice are discussed.     

Stereotyped movement disorder in an adult following acquired brain injury: Effect of environmental stimulation

In the present study, a naturalistic functional analysis procedure was used to assess the effect of environmental stimulation on the stereotypic behavior (body rocking) of an adult whose stereotypy appeared to be induced by an acquired brain injury. Environmental stimulation, operationalized in terms of both physical and social characteristics, resulted in only minimal changes in the occurrence of body rocking. Body rocking occurred in excess of 50% of the observations in all environmental stimulation conditions and in a naturally occurring baseline condition. To our knowledge, this is the first published report of a functional analysis of stereotypy associated with acquired brain injury.     

New directions for the education of clinical psychologists: The primary care setting,the VA's PRIME program,and the in-depth generalist model

As part of this special issue on psychology in primary care settings, we describe the Department of Veterans Affairs' (VA's) new approach to education for practice in the primary care setting and we concurrently address some general issues related to the education of clinical psychologists for practice in this setting. In this article we argue that the primary care psychologist, in parallel with the generalist in medicine, must have a strong generic background in clinical psychology in order to gain the broad range of clinical skills necessary to function effectively as an in-depth generalist (IDG) who is capable of addressing the variety of psychological issues that emerge in the primary care setting. The IDG model of professional practice, which we believe is best suited for primary care/managed care settings, requires extensive training in generic clinical skills and increased time devoted to its implementation at both the predoctoral and the postdoctoral levels.     

Non-heart-beating organ donation: a reply to Campbell and Weber.

In the preceding commentary, Campbell and Weber raise two valid and important issues concerning non-heart-beating organ donation (NHBOD). First, because the procedure links withdrawal of life support and the potential for subsequent organ donation, the desire for organs may create a situation in which care of the dying individual has relatively less importance and the dying may receive suboptimal care. Second, even if concerns about care of the dying were dealt with adequately, there will not be enough non-heart-beating donors to significantly decrease the organ shortage that exists, making the procedure not worth the risk. We agree that attention to the important details of caring for the dying are, and must be, the primary concern of all health care workers caring for those individuals. Ensuring the patients' comfort, dignity, and autonomy, and providing for family and social support are the mainstays of this care. All policies for NHBOD should clearly support and mandate these concepts. Regarding the second concern, we agree that NHBOD is currently rare; however, evidence is increasing that this type of donation has great potential. Continued growth of the practice in this country will depend largely on public acceptance, which we believe will be directly influenced by whether the public perceives that care of the dying is not compromised by this procedure.