The body maledict: Understanding the method of standpoint phenomenology through the work of Frantz Fanon

In this article, I examine the phenomenological methodology at work in Fanon's revision of the body schema. I argue that he implicitly utilizes a methodology I call standpoint phenomenology and show how this methodology emphasizes experiences that are not “universal” but specific to certain social groups in order to uncover shared ontological structures of experience. Fanon's work illustrates two key theses of standpoint phenomenology: (1) the thesis of situated phenomenology and (2) the thesis of inverted phenomenological privilege. I also draw a deep connection between classical and standpoint phenomenology by showing that it is the phenomenological analysis of breakdown experiences (e.g., corporeal malediction) that enables a standpoint approach to phenomenology. This breakdown methodology is explicitly developed by Heidegger and utilized implicitly by Merleau-Ponty. If I am right, standpoint phenomenology is both a natural development of and a considerable advance on the traditional methodology. This article, then, provides a better understanding of Fanon's place in the phenomenological tradition and, more broadly, makes explicit a new methodology for advancing phenomenological research.     

Telehealth parent training for a young child at risk for autism spectrum disorder

The global pandemic has highlighted the importance of telehealth to access behavioral interventions. Face-to-face parent training improves the development and behaviors of young children at risk for autism spectrum disorder (ASD). We evaluated a telehealth parent training intervention for a child at risk for ASD. Two parents identified possible early ASD symptoms in their 30-month-old son (lack of imitation, pointing, and vocal manding). Both parents simultaneously received telehealth behavioral skills training on the Parent Intervention for Children at Risk for Autism program for 1 hour per week over 29 weeks. Multiple baseline designs across parent and child behaviors showed that both parents improved their parent teaching fidelity above 80% and the child improved on all trained behaviors. This study expands the utility of telehealth behavioral parent training to young children at risk for ASD to mitigate early symptoms of ASD.     

Implicit and explicit COVID-19-vaccine harmfulness/helpfulness associations predict vaccine beliefs,intentions, and behaviors

We investigated the role of implicit and explicit associations between harm and COVID-19 vaccines using a large sample (N = 4668) of online volunteers. The participants completed a brief implicit association test and explicit measures to evaluate the extent to which they associated COVID-19 vaccines with concepts of harmfulness or helpfulness. We examined the relationship between these harmfulness/helpfulness COVID-19 vaccine associations and vaccination status, intentions, beliefs, and behavior. We found that stronger implicit and explicit associations that COVID-19 vaccines are helpful relate to vaccination status and beliefs about the COVID-19 vaccine. That is, stronger pro-helpful COVID-19 vaccine associations, both implicitly and explicitly, related to greater intentions to be vaccinated, more positive beliefs about the vaccine, and greater vaccine uptake.     

A comparison of leverpress and head-poke discriminated Sidman avoidance

A discriminated Sidman avoidance procedure used by Forgione (1970) was replicated using a head-poke response instead of a leverpress as the avoidance operant. The resultant data were described in terms of the five dependent measures reported by Forgione. Head-poke avoidance was found to be more efficient than its leverpress counterpart and compared very favorably with the lever-disabling (or shock-timer-on) procedure used by Forgione to break up inefficient leverpress behavior patterns.     

Book reviews

Encyclopaedia of Linguistics, Information and Control. Edited by A. R. Meetham with the assistance of R. A. Hudson. Oxford: Pergamon Press. 1969. Pp. xiv + 718. 300s.

The Biological Basis of Personality. By H. J. Eysenck. Springfield: Thomas. 1968. Pp. xv + 399. $18.50.

Scientific Basis of Dvug Dependence. Biological Council Symposium. Edited by H. Steinberg. London: Churchill. 1969. Pp. 429. 100s.

Minnesota Symposia on Child Psychology, Vol. 2. Edited by John P. Hill. Minneapolis: University of Minnesota Press. 1969. Pp. viii + 172.

Memory and Attention: an introduction to human information processes. By Donald A. Norman. Chichester, Sussex: John Wiley. 1969. Pp. ix + 201. 84s. (cloth); 44s. (paper). Verbal Learning and Memory: selected readings. By Leo Postman and Geoffrey Keppel. Harmondsworth: Penguin Books. 1969. Pp. 501. 12s.

Handbuch der Kinderheilkunde. Edited by H. Opitz and F. Schmidt. Rand VIII/I: Neurologie-Psychologic-Psychiatrie. Redigiert von F. Schmidt und H. Asperger. Berlin: Springer Verlag. Pp. 1060. Price DM385, S96.25.

Digital Computing. By R. S. Lehman and D. E. Bailey. London: John Wiley & Sons Ltd. 1969. Pp. xxiv + 303. 79s.

Real-Time Computers. By W. R. Uttal. New York: Harper & Row. 1968. Pp. xiv + 338. 93s.