Effects of serial and concurrent training on receptive identification tasks: A Systematic replication

The current study compared the use of serial and concurrent methods to train multiple exemplars when teaching receptive language skills, providing a systematic replication of Wunderlich, Vollmer, Donaldson, and Phillips (2014). Five preschoolers diagnosed with developmental delays or autism spectrum disorders were taught to receptively identify letters or letter sounds. Subjects learned the target stimuli slightly faster in concurrent training and a high degree of generalization was obtained following both methods of training, indicating that both the serial and concurrent methods of training are efficient and effective instructional procedures.     

Griesinger's psychiatric approach

The standpoint from which Griesinger considered mental illness and the closely connected relationship between body and mind is described. The conclusion is drawn that Griesinger, realising that body and mind form an entity with the brain as an organ and psychological processes as its function, regarded mental illness as an organopathological process. This played a great role in raising psychiatry to the status of the purely somatic fields of medicine.     

On the glass transition temperature and the elastic properties in Zr-based bulk metallic glasses

The temperature dependence of the elastic moduli was estimated from ultrasound time of flight measurements performed on bulk metallic glasses of composition Zr_{63? x} Cu₂₄Al _x Ni₁₀Co₃. Using the corresponding values at the glass transition temperature, the local atomic strain was determined. The obtained values for the critical atomic strain calculated for 8 at%?<?x?<?15 at% are close to the predicted universal criterion derived from a topological model, but may also reflect the difference in the chemical interaction that are not accounted by a topological approach.     

Theory of Tonality

A rationale was sought for the general result that adult subjects find hostile words more difficult to learn than neutral words. A paired-associates task was constructed, and as responses nonsense syllables were used which had previously been experimentally associated with affectively significant adjectives. Three sets of three syllables each were created. One set consisted of syllables previously associated with “hostile” adjectives, one set consisted of syllables previously associated with “kindly” adjectives, and one set consisted of those previously associated with neutral adjectives. Results showed that the “neutral” syllables were more difficult to learn than either of the affectively significant sets. An explanation in terms of the greater dissimilarity in meaning among the neutral adjectives was offered.