A STELLA-II teaching simulation of the dynamics of action model

Although the Atkinson and Birch (1970) dynamics of action model of behavior is included in many textbooks, the details of the model are left out. To facilitate the teaching of the full theory, the conceptual model is outlined, research findings are reviewed, and a simulation model using STELLA-II is presented. STELLA-II, an icon-based program, provides a visual representation of the model that students can follow, with graphical and tabular output and animation of the rise and fall of parameter values.     

Morningness/eveningness, morning-to-afternoon cortisol ratio, and antisocial behavior problems during puberty

The relationship between morningness/eveningness (M/E) and morning-to-afternoon cortisol ratio, pubertal timing, and antisocial behavior was examined in 111 girls and boys ages 8 to 13 years. Cortisol levels showed a significant increase after awakening and declined thereafter (p<.05). Eveningness was related to a composite measure of antisocial behavior and rule-breaking and attention behavior problems and conduct disorder (CD) symptoms in boys and relational aggression in girls. In boys only, lower a.m. to p.m. cortisol ratio, indicating less circadian decrease in cortisol, was related to attention problems. Early pubertal timing was associated with boys' rule-breaking and attention behavior problems and CD symptoms and girls' relational aggression. The findings indicate that evening activity preference; extreme a.m. to p.m. cortisol ratios, in one case; and early pubertal timing were associated with antisocial behavior even in young adolescents, but the findings were stronger for boys than for girls.     

The attributional response of males and females to noncontingent feedback

The attributions of male and female college student subjects following exposure to noncontingent, contingent, and no-feedback conditions were analyzed in a 2×3 multivariate analysis of variance. The experimental hypothesis was that exposure to noncontingent feedback would result in more depressive attributions than exposure to contingent feedback or to no feedback, and that this effect would be moderated by gender. The hypothesis was partially supported in that females receiving noncontingent feedback on a concept discrimination problem subsequently made more internal attributions for negative events than male subjects receiving noncontingent feedback and female subjects receiving contingent feedback or no feedback.     

THE TRANSCENDENT FUNCTION OF THE BILATERAL BRAIN

Abstract. A "transcendent function," which integrates conscious and unconscious elements, can be characterized for the human mind. From Carl Jung's model of four basic functions of the psyche—thinking, feeling, sensation, and intuition—a modified compass of the psyche is constructed to conform to the neurobio-logical structure of the bilateral brain. The transcendent function can be correlated with the principal states of consciousness existent between waking and sleep. Dreams, myth, and the experience of deity, of related unconscious content, are manifest in hybrid states of consciousness. The exercise of the transcendent function is of creative value in the arts and sciences and paramount to human survival.     

The child custody evaluation: Issues and trends

Custody disputes are often the crisis point in the divorcing process and the numbers of contested custody cases are increasing. Mental health professionals are being called upon to provide evaluations of these families more frequently than ever. This article focuses on how to perform child custody evaluations. It touches on the highly troublesome cases where accusations of abuse and alcoholism have been made, and how to convey to attorneys the findings of an evaluation. It begins by reviewing developments in child custody law and concludes by addressing the problems between behavioral sciences and the law in these stressful cases. The presentation of clinical examples provides a view of the decision making process, while addressing the contextual setting for these cases as well.     

Modal logic and model theory

We propose a first order modal logic, theQS4E-logic, obtained by adding to the well-known first order modal logicQS4 arigidity axiom schemas:A → □A, whereA denotes a basic formula. In this logic, thepossibility entails the possibility of extending a given classical first order model. This allows us to express some important concepts of classical model theory, such as existential completeness and the state of being infinitely generic, that are not expressibile in classical first order logic. Since they can be expressed in -logic, we are also induced to compare the expressive powers ofQS4E and . Some questions concerning the power of rigidity axiom are also examined.     

Short-term serial recall in ADDH,normal, and reading-disabled boys

Short-term retention of verbal items of span and subspan length was examined in hyperactive (ADDH), normal and non-ADDH reading-disabled boys. Performance of ADDH and normal boys did not differ on three measures of verbal serial recall. Thus, it appears that the cognitive deficits of ADDH children cannot be attributed to deficient retention of stimuli. In contrast, reading-disabled (RD) boys performed significantly more poorly than both normal and ADDH boys when required to recall verbal items following filled delay intervals in which the children were required to perform a competing verbal activity. The results suggest that verbal encoding of RD children is particularly vulnerable to interference from other verbal stimuli. ADDH and RD children may represent subsamples of children demonstrating academic difficulties, with each group showing a characteristic pattern of cognitive deficits.This article is based on a doctoral dissertation submitted to the Faculty of Graduate Studies and Research of McGill University. Special thanks are due to Rhonda Amsel for her help and advice.     

The relationship between sex role stereotypes and requisite management characteristics among college students

The relationship between sex role stereotypes and characteristics perceived as necessary for management success was examined among male and female undergraduate management students and compared with results of managers today as well as with those of managers studied 15 years ago. Male management students, similar to their managerial counterparts in the 1980s and 1970s, still adhere to the male managerial stereotype and perceive that successful middle managers possess characteristics, attitudes, and temperaments more commonly ascribed to men in general than to women in general. Female management students, similar to today's female managers, no longer sex type the managerial job, a change from the female managers of the 1970s. Implications of these outcomes for undergraduate management education are discussed.Portions of this research were funded by a Gettysburg College Institutional Self Renewal Grant.     

Prosocial behavior in hyperactive boys: Effects of stimulant medication and comparison with normal boys

To clarify the effects of stimulant medication on hyperactive (ADHD) children's prosocial as well as aversive behaviors toward peers, 19 hyperactive boys, aged 7–12, were observed as they acted as leaders for groups of 2–4 unfamiliar younger children. In a doubleblind crossover design, subjects were observed twice, once on placebo and again on a moderate (0.6 mg/kg) dose of methylphenidate (Ritalin). Thirteen comparison boys, without problems in attention and behavior, were also observed in the same leader roles. Relative to comparison boys, hyperactive boys on placebo were more socially engaged, used more aversive leadership techniques, and were rated as less likable by the younger children in their groups. Aversive social behaviors were the strongest predictors of being disliked by the younger children. No differences were found between comparison and unmedicated hyperactive boys for any aspect of prosocial behavior. Stimulant medication had a general dampening effect on social behavior, significantly reducing social engagement and increasing (mild) dysphoria relative to the placebo condition. The implications of these findings for understanding and treating the peer relationship difficulties of hyperactive children are discussed.This study was conducted at the Fernald Child Study Center, UCLA, and we very much appreciate the contributions of the many staff members of the program, especially those of Alice Huber-Dressler and Tracy Heller. We also are very grateful to staff and children of Corinne A. Seeds University Elementary School for their participation in this study.