Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities

We evaluated the use of a video prompting procedure for teaching three adults with developmental disabilities to make popcorn using a microwave oven. Training, using a 10-step task analysis, was conducted in the kitchen of the participant’s vocational training program. During baseline, participants were instructed to make popcorn, but were given no further instructions or prompts. Video prompting consisted of first watching a video clip of a step being performed and then giving participants the opportunity to imitate that step. This prompting procedure was introduced in a delayed multiple-probe across subjects design. Following acquisition, video prompting was removed and maintenance in the absence of video prompting was assessed at 2, 6, and 10 weeks. Two of the three participants acquired the task when video prompting was introduced and performed at 80–100% correct during follow-up sessions. These data suggest that video prompting may be an effective instructional strategy for teaching daily living skills to adults with developmental disabilities.     

Cultural Values Underlying Psychometric Cognitive Testing

It is proposed that culture (values, beliefs, styles of behavior) can affect neuropsychological testing.Cognitive testing represents a social situation that-as any social situation, it is one governed by implicit cultural rules. At least eight different culture-dependent values underlie cognitive testing: (1)One-to-one relationship, (2) Background authority, (3) Best performance, (4)Isolated environment (5) Special type of communication, (6) Speed, (7) Internal or subjective issues, and (8) The use of specific testing elements and strategies. In addition, it is proposed that“the distance” (e.g., gender, age, ethnicity) between the examiner and the examinee may potentiallyimpact the testing situation. A special analysis regarding the function of instruction in cognitive tests is also presented emphasizing that test instruction interpretation is also culture-dependent. Some potential avenues of research are finally proposed.     

Comparison of the Explicit Timing and Interspersal Interventions: Analysis of Problem Completion Rates,Student Preference,and Teacher Acceptability

Explicit timing and interspersal interventions were investigated using a within-subjects design with 45 third-grade students. A control assignment consisted of subtraction of a two digit number from a two digit number (i.e., target problem) and served as a baseline. An explicit timing assignment consisted of similar problems as those for the control assignment. The interspersal assignment consisted of similar problems as those for the control and explicit timing assignments with the addition of subtraction of a one digit number from a one digit number interspersed following every third target problem. Total problem completion rates, target problem completion rates, accuracy on target problems and students' rating regarding difficulty, time, effort, and preference between assignments for class work were collected. Student preference choices were analyzed for fit with the discrete task completion hypothesis. Three trials were administered. Results indicated that: (a) students completed more total problems during interspersal, (b) target problem completion rates were higher during explicit timing, (c) accuracy rates remained constant, (d) students rated the explicit timing assignment as requiring more time and being more difficult for all trials and as requiring more effort for trial 2 and 3, (e) students selected the interspersal assignment to do in class as compared to the explicit timing assignment for all trials, and (f) the data fit the discrete task completion hypothesis relatively well for all trials. Discussion focuses on comparing academic interventions based on problem completion rates, student preference, and acceptability data.     

Choice and Logic

There is a little known paradox the solution to which is a guide to a much more thoroughgoing solution to a whole range of classic paradoxes. This is shown in this paper with respect to Berrys Paradox, Heterologicality, Russells Paradox, and the Paradox of Predication, also the Liar and the Strengthened Liar, using primarily the epsilon calculus. The solutions, however, show not only that the first-order predicate calculus derived from Frege is inadequate as a basis for a clear science, and should be replaced with Hilbert and Bernays conservative extension. Standard second-order logic, and quantified propositional logic also must be substantially modified, to incorporate, in the first place, nominalizations of predicates, and whole sentences. And further modifications must be made, so as to insist that predicates are parts of sentences rather than forms of them, and that truth is a property of propositions rather than their sentential expressions. In all, a thorough reworking of what has been called logic in recent years must be undertaken, to make it more fit for use.Portions of this paper have previously been published in Logical Studies, vol. 9, http://www.logic.ru/LogStud/09/No9-06.html, and the Australasian Journal of Logic, vol. 2, http://www.philosophy.unimelb.edu.au/ajl/2004/2004_4.pdf.     

On the Axiomatisation of Elgesem's Logic of Agency and Ability

In this paper we show that the Hilbert system of agency and ability presented by Dag Elgesem is incomplete with respect to the intended semantics. We argue that completeness result may be easily regained. Finally, we shortly discuss some issues related to the philosophical intuition behind his approach. This is done by examining Elgesem's modal logic of agency and ability using semantics with different flavours.     

Number of Extensions of Non-Fregean Logics

We show that there are continuum many different extensions of SCI (the basic theory of non-Fregean propositional logic) that lie below WF (the Fregean extension) and are closed under substitution. Moreover, continuum many of them are independent from WB (the Boolean extension), continuum many lie above WB and are independent from WH (the Boolean extension with only two values for the equality relation), and only countably many lie between WH and WF.     

Conditional Probability and Defeasible Inference

We offer a probabilistic model of rational consequence relations (Lehmann and Magidor, 1990) by appealing to the extension of the classical Ramsey–Adams test proposed by Vann McGee in (McGee, 1994). Previous and influential models of non-monotonic consequence relations have been produced in terms of the dynamics of expectations (Gärdenfors and Makinson, 1994; Gärdenfors, 1993).Expectation is a term of art in these models, which should not be confused with the notion of expected utility. The expectations of an agent are some form of belief weaker than absolute certainty. Our model offers a modified and extended version of an account of qualitative belief in terms of conditional probability, first presented in (van Fraassen, 1995). We use this model to relate probabilistic and qualitative models of non-monotonic relations in terms of expectations. In doing so we propose a probabilistic model of the notion of expectation. We provide characterization results both for logically finite languages and for logically infinite, but countable, languages. The latter case shows the relevance of the axiom of countable additivity for our probability functions. We show that a rational logic defined over a logically infinite language can only be fully characterized in terms of finitely additive conditional probability. The research of both authors was supported in part by a grant from NSF, and, for Parikh, also by support from the research foundation of CUNY.     

Effects of category diversity on learning,memory, and generalization

In this study, we examined the effect of within-category diversity on people's ability to learn perceptual categories, their inclination to generalize categories to novel items, and their ability to distinguish new items from old. After learning to distinguish a control category from an experimental category that was either clustered or diverse, participants performed a test of category generalization or old-new recognition. Diversity made learning more difficult, increased generalization to novel items outside the range of training items, and made it difficult to distinguish such novel items from familiar ones. Regression analyses using the generalized context model suggested that the results could be explained in terms of similarities between old and new items combined with a rescaling of the similarity space that varied according to the diversity of the training items. Participants who learned the diverse category were less sensitive to psychological distance than were the participants who learned a more clustered category.     

Intact retrieval inhibition in children’s episodic recall

Young children are assumed to be inefficient inhibitors in a number of cognitive tasks. In two experiments, we examined whether such deficits extend to children's episodic recall. We used two inhibition paradigms: retrieval-induced forgetting, the detrimental effect of retrieval practice with a subset of learned items on recall of the unpracticed items, and part-list cuing, the detrimental effect of the presentation of a subset of learned items on recall of the remaining items. In both experiments, the inhibitory effects were compared across three age groups: first or second graders, fourth graders, and young adults. The two children groups showed the same amounts of retrieval-induced forgetting and part-list cuing as the adult group, pointing to intact retrieval inhibition in young children's episodic recall. These results parallel very recent results on older adults' episodic recall, suggesting that both retrieval-induced forgetting and part-list cuing develop early in life and remain intact for the greater part of the lifespan.