A test of sensory pre-conditioning in pigeons

Sixteen pigeons were used in an experiment designed to show the sensory preconditioning effect as originally reported by Brogden. An experimental group received 200 simultaneous presentations of a buzzer paired with a light stimulus. They were then trained to respond to one of these stimuli alone and tested for response to the other. A control group received the same treatment except in the initial stage when 200 presentations of the test stimulus only were given. The results provided no evidence that the pairing of stimuli affected behaviour during the critical test.

Both groups responded to the test stimulus to a similar degree in this experiment, whereas in Brogden's original study with dogs experimental animals responded significantly more frequently than did their controls. The discrepancy in results can be attributed to the use of different control procedures in the two experiments. Brogden's controls were not exposed to presentations of the test stimulus before training. Differences in familiarity with this stimulus may have produced the differences between the behaviour of his control and experimental animals. This interpretation is supported by the result of a preliminary experiment with pigeons in which Brogden's control procedure was used and his original results confirmed.

With human subjects there is some evidence that pairing procedures may result in enhanced generalization, alterations in sensory thresholds or hallucinations. However, these effects are little understood and difficult to predict. Although no functional relationships like those found in ordinary conditioning have yet been shown to apply, the terms “sensory conditioning” and “sensory pre-conditioning” have been widely used and the data have been quoted in support of theories of learning that require the setting up of direct sensory-sensory relationships.

Until there is unequivocal evidence of pairing effects with animals or fuller knowledge of the occurrence of such effects with human subjects, it is considered unadvisable to link them even by name with basic learning mechanisms such as conditioning.     

Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension

This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non‐fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross‐sectional sample of 312 students in early (11–13 years) or middle adolescence (14–15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non‐fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference‐making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed.     

Riding the waves: A functional‐cognitive perspective on the relations among behaviour therapy,cognitive behaviour therapy and acceptance and commitment therapy

Different types of therapy explain psychopathology and the effects of psychotherapy differently. Different explanations are, however, not necessarily mutually exclusive. Based on the idea that functional and cognitive explanations are situated at different levels, we argue that functional therapies such as traditional Behaviour Therapy (BT) and Acceptance and Commitment Therapy (ACT) are not necessarily incompatible with Cognitive Behaviour Therapy (CBT). Whether a functional and a cognitive therapy actually align depends on whether they highlight the same type of environmental causes. This functional‐cognitive perspective reveals various differences and communalities among BT, CBT and ACT.     

Parenting Behaviors of Mothers and Fathers of Preschool Age Children with Internalizing Disorders

This study investigated parenting behaviors of mothers and fathers of clinically anxious preschool children (with or without depressive comorbidity) and healthy comparison children. Studies assessing children from early school age onwards have found that parental control, rejection, and inconsistent discipline are associated with the presence of children’s internalizing symptoms/disorders. Despite the scarcity of studies investigating these associations at preschool age, we assumed that findings with older children would also apply to children in this age group. In a cross-sectional study we assessed N = 176 children of preschool age (M = 5; 2 years) and both of their parents. A diagnostic interview (Preschool Age Psychiatric Assessment) was conducted to determine children’s psychiatric diagnoses, yielding the following results: a group of n = 67 children with pure anxiety disorders (AD group), a group of n = 38 children with anxiety disorders with depressive comorbidity (AD/DC group), and a comparison group of n = 71 children without psychiatric disorders. Both parents completed the German extended version of the Alabama Parenting Questionnaire. We evaluated maternal depressive symptoms and children’s temperament as further correlates. All variables that differed significantly between groups were entered into multinomial logistic regression analyses to test which variables predict group membership. When comparing each of the two anxiety groups with the comparison group we obtained the following results: (1) Inconsistent paternal discipline and maternal depressive symptoms increased and children’s positive affectivity decreased the probability of children of being in the AD group rather than in the comparison group. (2) Maternal overinvolvement, maternal depressive symptoms and children’s negative affectivity increased and children’s positive affectivity decreased the probability of children of belonging to the AD/DC group rather than to the comparison group. When comparing the two anxiety groups with each other, we found that inconsistent paternal discipline increased and children’s negative affectivity decreased the probability of children of being in the AD group rather than in the AD/DC group. The results suggest that paternal parenting behaviors show different associations with internalizing disorders at preschool age than maternal parenting behaviors. This underlines the importance of including fathers in the prevention and treatment of internalizing disorders at preschool age.     

Writing for publication group: professional development situated in the interstices of academia and performativity

This article features nine ‘narratives of experience’ illustrative of academics engaged in an alternative Professional Development (PD) activity, referred to as Writing for Publication, in a regional Australian university. Each narrative adopts a critical stance to academic practice situated in what Ball defines as a ‘culture of performativity’ perpetuated by a ‘global neoliberal environment’. Contrary to professional development built primarily around sporadic content-provision and credential-based activities, Writing for Publication represents an alternative approach to professional development, a loose-coupling model, that gives validation to academics engaged in navigating dominant neoliberal discourses driving higher education filtered through the interstices or sites for identity-creation, agency formation and emerging communities of practice.     

Effects of Self-Monitoring on the On-Task Behavior and Written Language Performance of Elementary Students with Learning Disabilities

The present study was conducted to determine the effects of self-monitoring and a changing criterion with public posting phase on student on-task behavior and written language performance. Four elementary school boys participated and were enrolled in an urban-based, elementary-level resource room for students with learning disabilities. Self-monitoring procedures for on-task behavior included the students listening to a tone recorded at 60-s intervals and responding to the question, “Am I on-task?” Written language performance involved the students writing for a 10-min. session and counting and graphing the number of words written. During baseline conditions, student on-task behavior and written language performance were collected. During the self-monitoring conditions, the students monitored their on-task behavior and written language performance simultaneously. In the changing criterion with public posting condition, the students received their goal for the day's session prior to writing, wrote, and recorded whether they met their goal. While the results show a functional relationship between self-monitoring and on-task behavior, the data for the relationship between self-monitoring and written language performance were less compelling. A greater increase occurred when the changing criterion with public posting condition was introduced. Results suggest that self-monitoring changed on-task behavior; however, further research needs to be conducted to determine the conditions that would produce comparable effects for written language performance. Several implications for students and teachers and parent training were discussed.     

Conversation as a resource for influence: evidence for prototypical arguments and social identification processes

Members of eight single‐sex groups each consisting of three pro‐ and three anti‐capital punishment adherents discussed their views for 30 minutes, and afterwards individually rated ingroup and outgroup members on social influence ranking, prototypicality, and social attractiveness. From the intragroup hypothesis that speaking turns are a resource for influence (Ng & Bradac, 1993), we predicted and found that turns were correlated strongly with influence in the intergroup context. Further, using self‐categorization theory (SCT; Turner, 1985), we hypothesized that social identity processes would interact with turns, especially with turns obtained through interruptions. Interruptions encoded in prototypical utterances were more strongly correlated with social influence and prototypicality, but not social attraction, than interruptions encoded in non‐prototypical utterances. Further, interruption attempts enacted in prototypical utterances were found to be more likely to be successful than unsuccessful in obtaining turns, while those enacted in non‐prototypical utterances were more likely to be unsuccessful than successful. Additionally, interruption turns were longer when enacted in prototypical over non‐prototypical utterances. Overall, the findings suggest that the power/influence of language is interactively organized and constructed around salient self‐categorizations. Copyright © 2000 John Wiley & Sons, Ltd.     

Hidden reality: sexual sphere in brain tumor patients

Most reports emphasize that tumors and their treatments affect sexual function. To date, no studies have focused on sexual functioning in patients with brain tumors. Our study’s objective is to describe the sexual sphere of patients with brain tumors and examine the possible differences between patients who reported sexual dysfunctions and those who did not with respect to their psychological and functional status. We tested 46 patients with brain tumors. We used an ad hoc questionnaire to assess patients’ subjective perception of their own sexual sphere. To assess patients’ psychological status, we used the following questionnaires: Hospital Anxiety and Depression Scale; Psychological Distress Inventory; EORTC QLQ-C30; EORTC QLQ-BN20. Fifty-eight percent of patients reported sexual disturbance. Our data showed that a lack of or decrease in sexual desire is the most common sexual problem reported by our patients (56%). Patients with sexual problems reported higher levels of anxiety and depression and a worse self-reported quality of life (QoL) than did those who did not perceive adverse changes in their sexual sphere. In addition, we found that patients with a better performance status (KPS) reported more changes in sexual behaviors than did those who had performance difficulties. Of the patients, 15.2% received information regarding possible changes in the sexual sphere by physicians. Additionally, 10.8 of 15.2% of the patients reported having explicitly requested information from physicians. The study demonstrated a relation between QoL and sexual function. Therefore, it would be important to encourage clinicians to ask questions regarding patients’ sexual issues, thus providing them with an opportunity to expose their difficulties and receive adequate support.     

Workplace diversity in South Africa: Its qualities and management

This qualitative study explored diversity management strategies used by South African financial institutions. The sample included 72 employees (33.33% females; 39.08% Indigenous African language speakers). Of the participants, 44.45% were white, 28.57% were black, 22.22% were Indian, and 4.78% were from the Coloured population group. The participants completed focus-group interviews or individual interviews on their workplace diversity experiences and its management. Themes emerging from Atlas.ti and Tesch’s data analyses included the consensus view that effective diversity management proactively addressed cultural differences, stereotyping, prejudice, discrimination, misunderstandings, communication gaps, and conflict due to organisational hierarchical levels. Organisational competitiveness is enhanced through client focused services and an employee valuing work environment. However, some of the employees also viewed diversity initiatives as costly, time-consuming, and forced on employees.