Logical Operations and Invariance

I present a notion of invariance under arbitrary surjective mappings for operators on a relational finite type hierarchy generalizing the so-called Tarski–Sher criterion for logicality and I characterize the invariant operators as definable in a fragment of the first-order language. These results are compared with those obtained by Feferman and it is argued that further clarification of the notion of invariance is needed if one wants to use it to characterize logicality.     

Analysis and treatment of problem behavior evoked by music

The present study investigated the effects of differential negative reinforcement of other behavior (DNRO) on problem behavior evoked by music in a 7-year-old child with pervasive developmental disorder. Following an auditory stimulus assessment, DNRO was used to reduce problem behavior to near-zero levels. Results are discussed in terms of identifying establishing operations to govern treatment options and the use of negative reinforcement when arbitrarily imposed positive reinforcers do not compete with escape from auditory stimulation.     

Using simultaneous presentation to increase vegetable consumption in a mildly selective child with autism

A multiple baseline design was used to evaluate the effects of adding condiments on the consumption of previously rejected foods (vegetables). Adding condiments produced increased food acceptance across three food items. Data are discussed in relation to conditioned food preferences and establishing operations.     

A presentation of Attentional Semantics

The paper presents the two main assumptions of Attentional Semantics—(A) and (B), and its main aim (C). (A) Conscious experience is determined by attention: there cannot be consciousness without attention. Consciousness is explained as the product of attentional activity. Attentional activity can be performed thanks to a special kind of energy: nervous energy. This energy is supplied by the organ of attention. When we perform attentional activity, we use our nervous energy. This activity directly affects the organ of attention, causing a variation in the state of the nervous energy. This variation constitutes the phenomenal aspect of consciousness. (B) Words are tools to pilot attention. The meanings of words isolate, de-contextualize, “freeze” and classify in an articulated system the ever-changing and multiform stream of our conscious experiences. Each meaning is composed of the sequence of invariable elements that, independently of any individual occurrence of a given conscious experience, are responsible for the production of any instance of that conscious experience. The elements composing the meanings of words are attentional operations: each word conveys the condensed instructions on the attentional operations one has to perform if one wants to consciously experience what is expressed through and by it. (C) Attentional Semantics aims at finding the attentional instruction conveyed by the meanings of words. To achieve this goal, it tries: (1) to identify the sequence of the elementary conscious experiences that invariably accompany, and are prompted by, the use of the word being analyzed; (2) to describe these conscious experiences in terms of the attentional operations that are responsible for their production; and (3) to identify the unconscious and non-conscious operations that, directly or indirectly, serve either as the support that makes it possible for the attentional operations to take place, be completed, and occur in a certain way, or as the necessary complement that makes it possible to execute and implement the activities determined and triggered by the conscious experiences. The origins of Attentional Semantics are also presented, and the methodological problems researchers encounter when analyzing meanings in attentional terms are discussed. Finally, a brief comparison with the other kinds of semantics is made.     

Rhesus monkeys (Macaca mulatta) spontaneously compute addition operations over large numbers

Mathematics is a uniquely human capacity. Studies of animals and human infants reveal, however, that this capacity builds on language-independent mechanisms for quantifying small numbers (<4) precisely and large numbers approximately. It is unclear whether animals and human infants can spontaneously tap mechanisms for quantifying large numbers to compute mathematical operations. Moreover, all available work on addition operations in non-human animals has confounded number with continuous perceptual properties (e.g. volume, contour length) that correlate with number. This study shows that rhesus monkeys spontaneously compute addition operations over large numbers, as opposed to continuous extents, and that the limit on this ability is set by the ratio difference between two numbers as opposed to their absolute difference.     

Motivational influences on performance maintained by food reinforcement

In Study 1, we examined the independent effects of reinforcer consumption during sessions and meal consumption prior to sessions on performance maintained by food reinforcement. Nine individuals with developmental disabilities participated. On alternate days, a preferred edible item was delivered during (a) seven sessions conducted before lunch (repeated-reinforcement condition) versus (b) one session each conducted before and after lunch (pre- and postmeal conditions). Results for 7 of 9 participants showed decreased response rates across sessions in the repeated-reinforcement condition; results for 3 of 9 participants showed decreased rates during postmeal relative to premeal conditions. Two participants who did not show a decrement in responding during either comparison participated in Study 2, in which reinforcer consumption during sessions, combined with meal consumption prior to sessions, also had no effect on their performance. In Study 3, we determined whether (a) choice of reinforcers, (b) increased break time between sessions, (c) varied reinforcers, or (d) intermittent reinforcement schedules mitigated the satiation effects observed for the 7 participants in Study 1. Presession choice of reinforcers resulted in maintained performance for 2 of 6 participants exposed to this condition. Varied reinforcement resulted in maintained performance for only 1 of 5 participants exposed to this condition. Neither the increased break between sessions nor the intermittent reinforcement schedule was effective in maintaining performance for the participants who were exposed to these conditions.     

The effects of establishing operations on preferences for tangible items

Researchers have demonstrated that both deprivation and satiation can affect the outcome of preference assessments for food. In the current study, paired-stimulus preference assessments for tangible items were conducted under three conditions: control, deprivation, and satiation. Three persons with developmental disabilities and 3 typically developing preschool children served as participants. The results demonstrated that deprivation and satiation influenced the outcome of preference assessments of leisure items or toys.     

Reinforcing efficacy of food on performance during pre- and postmeal sessions

Assessments were conducted to identify preferred foods for 9 adults with severe to profound mental retardation. Subsequently, the reinforcing effects of each participant's most highly preferred food were evaluated during sessions conducted before and after lunch. Results showed that 4 participants' response rates were higher during premeal sessions than during postmeal sessions. By contrast, pre- and postmeal response rates were indistinguishable for the other 5 participants. These results indicate that the reinforcing efficacy of food may (but does not necessarily) diminish following meals and suggest that the influence of meal schedules should be examined on an individual basis when food is used as reinforcement during training sessions.     

Anatomical limitations in mental transformations of body parts

Two experiments investigated whether possible and impossible body postures influence mental rotation processes differently considering that anatomical limitations constrain the way in which subjects perform mental transformations of body parts. In Experiment 1, mental rotation was performed on two stimuli presented simultaneously. Both possible and impossible body postures elicited mental rotation, although the mental rotation rate was slower for impossible postures. In Experiment 2, only one stimulus was presented at a time and subjects decided whether it represented a correct body-part configuration or not. A typical mental rotation function was only present for correct body-part configurations. The results are discussed in terms of the familiarity of the stimuli. Unfamiliar stimuli (physically impossible) are rotated via local representations of their parts, whilst global representations are used for rotating familiar (anatomically correct) stimuli.     

The Influence of Predeployment Training on Coordination in Multinational Headquarters: The Moderating Role of Organizational Obstacles to Information Sharing

Coordination is critical to the success of multinational military operations and may be fostered by predeployment training. We argue that whether such training is related to a high degree of perceived coordination at the individual level is likely to depend on whether individuals experience a low degree of organizational obstacles to information sharing. We examined this using data from the North Atlantic Treaty Organization (NATO) Kosovo Force headquarters (survey: n = 131). We controlled for whether it was the participants’ first deployment, the participants’ background (military or civilian), the amount of time spent in the headquarters by participants, whether differences pertaining to culture and opinions were valued by the organization, the quality of supervisor/subordinate relationships, and the degree of national cultural obstacles to information sharing. The results showed no significant direct effects on coordination from 3 different training configurations: national training, multinational training, and a combination of national and multinational training. However, we found a negative direct effect from organizational obstacles to information sharing on coordination, and support for organizational obstacles to information sharing as negatively moderating the multinational predeployment training and coordination relationship. Qualitative interviews (n = 14) indicated that informal information sharing, and the problems exchanging information from tactical to operational levels could hinder coordination. Interventions to foster coordination could benefit from a focus on multinational training and lowering organizational obstacles to information sharing. Our findings contribute to more precisely pinpointing the types of training that are useful in multinational operations, as well as the factors upon which training transfer is contingent.