Theory in Child Psychosocial Treatment Research: Have It or Had It? A Pragmatic Alternative

In the area of child psychosocial intervention research, substantial progress in addressing challenging methodological issues has been made. In this article we suggest that continued movement forward requires maintaining a balance between methodological and theoretical issues, and that it would be advantageous to begin to think about matching advances in methodological sophistication by similar advances in theoretical sophistication. The need to advance our understanding of theoretical issues is especially important in light of the challenges raised by postmodernism, particularly as these challenges relate to knowledge development. We discuss these challenges and describe how a pragmatic orientation may be a useful way to respond to them. We also describe how a pragmatic orientation has been useful in our work in developing, implementing and evaluating psychosocial interventions for children with phobic and anxiety disorders.     

Compensation for Jaw Fixation by Aphasic Patients

The ability to compensate for fixation of the jaw by a bite block was investigated in 6 nonfluent aphasics, 6 fluent aphasics, and 10 normal control subjects. Acoustic analyses of the vowels [i u a æ] and fricatives [s s] revealed substantial but incomplete compensation for the perturbation in all three subject groups. Perceptual identification scores and quality ratings by naive and phonetically trained listeners indicated poorer identification of the high vowels [i u] under compensatory conditions relative to normal production. Of particular interest was the fact that all three groups of subjects exhibited similar patterns of results. The findings suggest that any deficit in speech motor programming demonstrated by the nonfluent aphasic patients did not affect compensatory abilities. Results are discussed with respect to normal speech adaptation skills and the nature of articulatory breakdown in nonfluent aphasia.     

The Convention on Human Rights and Biomedicine of the Council of Europe

The Convention on Human Rights and Biomedicine developed by the Council of Europe, now undergoing ratification, is the first international treaty focused on bioethics. This article describes the background of the Convention's development and its general provisions and provides a comparison of its requirements with those of federal regulations governing research with human subjects. Although most provisions are comparable, there are significant differences in scope and applicability, for example, in the areas of compensation for injury, research participation by persons with limited capacity to consent, assisted reproduction, organ transplantation, and research in emergency situations. The Convention represents a milestone in international bioethics and protection of human rights that will probably be referred to with increasing frequency.     

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.     

Powerful Pedagogy in the Science-and-Religion Classroom

This essay is a discussion of effective teaching in the science-and-religion classroom. I begin by introducing Alfred North Whitehead's three stages of learning—romance, discipline, and generalization—and consider their implications for powerful pedagogy in science and religion. Following Whitehead's three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e-mail and class-based listserves to achieve some of these outcomes.     

Postmodernism: What One Needs to Know

This essay is an introduction to postmodernism and deconstruction as they relate to the special challenges of scholarship and teaching in the science and religion multidiscipline.     

Referenzsemantik in der Partnermodellierung

How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation.     

Ethics, theism and metaphysics: An analysis of the theocentric ethics of James Gustafson

Modern ethics has been shaped by two dominant philosophical assumptions: (1) that there can be no theoretical knowledge of God, i.e., denial of metaphysics, and (2) that moral claims can be redeemed independently of theistic affirmations, i.e., morality does not require theism. These assumptions have influenced much of modern theological ethics. Yet, insofar as theological ethics accepts that morality does not require any explicit or implicit religious beliefs, it affirms that a secularistic morality is possible. But this affirmation is directly at odds with the essence of theism, namely, that God is the source and end of all things, including the moral life. By accepting the dominant consensus, therefore, theological ethics undermines its fundamental theistic claim. Focusing on James Gustafson's theocentric ethics, I seek to show the price that theological ethics pays for subscribing to the dominant consensus. I argue that: (1) Gustafson embraces an inconsistent self-understanding, which undermines his theocentric claim, (2) this is due to his dismissal of metaphysics, and (3) his theocentric ethic would be more compelling if formulated in terms of Whitehead's process metaphysics.