A Comment on ‘Rank Disagreement: A Comparison of Multi-Criteria Methodologies’

In a recent paper in this journal, Buede and Maxwell found reasonable agreement between MAVT and conventional AHP most preferred alternatives in a large-scale simulation. We show that MAVT would have had total agreement on preferred alternatives with two modified forms of AHP, referenced AHP and linking pin AHP, under simulation. © 1997 John Wiley & Sons, Ltd.     

Assessment and treatment of self-control with aversive events

Self-control can be defined as choosing a smaller, immediate aversive event over a larger, delayed aversive event (e.g., flossing daily instead of risking major dental problems later). Children with developmental disabilities have been found to respond impulsively when given the choice between aversive events that differ based on magnitude and difficulty. However, qualitative differences between events may also impact aversiveness. This study attempted to replicate and extend prior research by (i) empirically identifying a hierarchy of qualitatively different aversive tasks for three individuals with developmental disabilities by evaluating their average latency to escape responses when presented with each task, (ii) assessing baseline levels of self-control (i.e., selection of immediate, low-aversive tasks over delayed, high-aversive tasks), and (iii) implementing an empirically validated treatment (i.e., adding a delay to both tasks). Each participant initially made impulsive choices, but self-control increased following treatment.     

Step changes in the intertrial interval in the midsession reversal task: Predicting pigeons' performance with the learning-to-time model

Our goal was to assess the role of timing in pigeons' performance in the midsession reversal task. In discrete-trial sessions, pigeons learned to discriminate between 2 stimuli, S1 and S2. Choices of S1 were reinforced only in the first half of the session and choices of S2 were reinforced only in the second half. Typically, pigeons choose S2 before the contingency reverses (anticipatory errors) and S1 after (perseverative errors), suggesting that they time the interval from the beginning of the session to the contingency reversal. To test this hypothesis, we exposed pigeons to a midsession reversal task and, depending on the group, either increased or decreased the ITI duration. We then contrasted the pigeons' performance with the predictions of the Learning-to-Time (LeT) model: In both conditions, preference was expected to reverse at the same time as in the previous sessions. When the ITI was doubled, pigeons' preference reversal occurred at half the trial number but at the same time as in the previous sessions. When the ITI was halved, pigeons' preference reversal occurred at a later trial but at an earlier time than in the previous sessions. Hence, pigeons' performance was only partially consistent with the predictions of LeT, suggesting that besides timing, other sources of control, such as the outcome of previous trials, seem to influence choice.     

Reducing speech disfluencies during public speaking using brief habit reversal

Recent research has evaluated the effects of brief habit reversal, consisting of either awareness training (AT) and competing response training (Mancuso & Miltenberger, 2016), or AT alone (Spieler & Miltenberger, 2017) in reducing speech disfluencies during public speaking. Although both formats of brief habit reversal reduced rates of speech disfluencies, results suggested that teaching a competing response (CR) may produce better outcomes. We aimed to replicate and extend those studies by evaluating the effects of AT and instructing the use of a CR (a silent pause) on rates of speech disfluencies and CRs during public speaking. Following training, all 4 participants demonstrated a reduction of speech disfluencies, and 1 participant demonstrated moderate levels of CRs when giving a speech in front of both a single experimenter and small audience. For 1 participant, generalized effects were demonstrated when presenting in front of a class.     

Rethinking priming in social psychology: Insight from James' notions of habits and instincts

Research on priming is commonly taken to establish that much of human behavior is automatic and caused by largely subconscious processes. This research has recently come under increased scrutiny as some classic studies have proved difficult to replicate. In this essay, we bring the views of William James to bear on priming. Though James leaves room for instinct and habit, he rejects the view that human psychology is ultimately mechanistic on the grounds that it is naïvely simplistic. James is also able to explain why priming studies are bound to face replicability issues: human behavior unfolds in a dynamic multifarious constellation of interrelationships among people, consciousness, and the world. To offer researchers a productive direction for studying cognition, we conclude by briefly introducing an approach known as enactivism – an approach that resonates with the ideas James puts forth.     

多媒体学习中线索原则是否存在经验逆转效应?——来自两项元分析的证据

经验逆转效应指出,对低先备知识者学习有积极作用的教学设计可能对高先备知识者无效,甚至有消极影响。本研究分别对高、低先备知识者进行关于线索对其学习过程中主观认知负荷及学习结果影响的元分析,检验线索原则是否存在经验逆转效应及认知负荷理论能否解释线索原则的经验逆转效应。结果表明,线索能降低低先备知识者学习过程中的主观认知负荷并促进其学习表现;但线索对高先备知识者认知负荷及学习成绩的总效应均不显著。结合元分析结果,本研究证明了在多媒体学习环境下线索原则存在部分经验逆转,且部分支持了线索原则经验逆转效应的认知负荷理论解释。     

The Long-Term Effects of Group-Based Psychological Interventions for Children With Tourette Syndrome: A Randomized Controlled Trial

This randomized controlled trial examined the long-term effects of group-based psychological interventions on measures of tic severity, self-reported quality of life (QOL), and school attendance. Children (n = 28) with Tourette syndrome (TS) were assessed 12 months after completing a course of either group-based Habit Reversal Training (HRT) or Education.Both groups demonstrated long-term improvement in tic severity and QOL, which included significant continued improvement during the follow-up (FU) period. Both groups also showed significant posttreatment improvement in school attendance. Further research is required to explore potential therapeutic mechanisms, independent or mutual, which may underlie long-term symptom improvements.     

A Multiple Baseline Study of the Marriage Contract Game's Effect on Problem Solving and Affective Behavior

In a multiple-baseline design, four relatively untroubled couples were guided by the Marriage Contract Game and related instructions as they negotiated contracts. The results demonstrated generalization from clinic to home, and suggested that problem solving and affection are independent behavior domains. When problem-solving behavior was the target of intervention, the rate of problem-solving behavior increased significantly over baseline during generalization probes. When affective behavior was added as a target of training, the rate of affective behavior increased significantly over previous phases and the rate of problem solving continued to increase. Evidence about the interdependence of marital attitudes and behaviors also emerged. Subjective ratings of problems improved along with the increase in problem-solving behavior; mood ratings improved along with increases in problem-solving and in affective behavior. Training had no effect on ratings of marital happiness.     

Functional Analysis Identified Habit Reversal Components for the Treatment of Motor Tics

This study included brief functional analyses and treatment for motor tics exhibited by two children with Tourette Syndrome. Brief functional analyses were conducted in an outpatient treatment center and results were used to develop individualized habit reversal procedures. Treatment data were collected in clinic for one child and in clinic and school for the other child. Brief functional analysis results were mixed for each child, but provided useful information for informing unique habit reversal components for each child. Treatment results indicated reductions in motor tics for each child. Results are discussed in terms of utility of functional analysis for tics.