Behavior modification in education: Contributions and limitations

Behavior modification has been applied widely in educational settings encompassing a wide range of student populations, ages, and areas of focus. Major contributions of behavior modification include development and evaluation of a large number of techniques with extensive classroom research. As a direct consequence of technique development, behavior modification has provided teachers with a selection of classroom practices and information regarding their use. Despite the widespread application of behavioral principles in education, several limitations can be identified including the responses that are altered, the emphasis on response consequences, the focus on child performance rather than behaviors of teachers and others, and the lack of maintenance of improvements evident in many programs. Although limitations can be identified within the field, remarkable advances have been made in identifying educational practices that can improve student and teacher behavior. A major limitation in applying behavior modification to education pertains to dissemination and extension of existing techniques to a large number of settings likely to profit their use. The present paper considers various contributions and limitations of contemporary behavior modification and suggests areas for expansion to augment the progress that has been made.     

The relation between cognitive and motor performance and their relevance for children’s transition to school: A latent variable approach

Both theoretically and empirically there is a continuous interest in understanding the specific relation between cognitive and motor development in childhood. In the present longitudinal study including three measurement points, this relation was targeted. At the beginning of the study, the participating children were 5–6-year-olds. By assessing participants’ fine motor skills, their executive functioning, and their non-verbal intelligence, their cross-sectional and cross-lagged interrelations were examined. Additionally, performance in these three areas was used to predict early school achievement (in terms of mathematics, reading, and spelling) at the end of participants’ first grade. Correlational analyses and structural equation modeling revealed that fine motor skills, non-verbal intelligence and executive functioning were significantly interrelated. Both fine motor skills and intelligence had significant links to later school achievement. However, when executive functioning was additionally included into the prediction of early academic achievement, fine motor skills and non-verbal intelligence were no longer significantly associated with later school performance suggesting that executive functioning plays an important role for the motor-cognitive performance link.     

Ego development in perspective: Structural stage,functional phase,and cultural age-period models

Ego development is emerging as one of the more important areas of research in developmental psychology. This paper presents a structural stage approach to ego development and distinguishes it from two other models of ego development, which are termed functional phases and cultural ages. Two subtypes are also delineated within the structural stage approach—a monodomain and a multisubdomain—and the latter is argued for. These concepts are then illustrated through an analysis of four prominent ego development theories—those of Robert Selman, Robert Kegan, Jane Loevinger, and Erik Erikson. The important similarities and critical differences of the theories are clarified, which enables the authors to present a summary integration.     

Internal Reformation Within the Contemporary Coptic Imagined Community: The Sunday School Movement and Mechanisms of Minority Survival

Abstract

With the centennial jubilee of the Sunday School Movement (SSM) occurring in 2018, this article explores two main questions: what are the main features of the Coptic community as imagined by the leaders of the SSM? And what is the nature of the relationship between “Coptic” Christian and “national Egyptian” identities within the dominant discourse of the SSM? The article argues that the contemporary Coptic identity, as reconstituted by the SSM, helps the Coptic community to survive as a vertical ethnie. The new Coptic identity is rooted in and relies upon the exclusive use of demotic symbols and narratives. Thus equipped, modern Copts perceive themselves as part of an imagined spiritual community within the wider Egyptian community. Indeed, this article argues that the SSM’s discourse presents a unique ‘marble cake’ model wherein religious and national identities are both present. By portraying Coptism as the area of interplay between Christianity and Egyptian-ness, the SSM blends “biological” and “cultural-ideological” modes of myth-making. Accordingly, to identify as Copt becomes equivalent to identifying as Egyptian.     

Languages and designs for probability judgment

Theories of subjective probability are viewed as formal languages for analyzing evidence and expressing degrees of belief. This article focuses on two probability langauges, the Bayesian language and the language of belief functions (Shafer, 1976). We describe and compare the semantics (i.e., the meaning of the scale) and the syntax (i.e., the formal calculus) of these languages. We also investigate some of the designs for probability judgment afforded by the two languages.     

Predictors of treatment attendance and adherence to treatment recommendations among individuals receiving Cognitive Behavioral Therapy for Insomnia

ABSTRACT

Insomnia disorders affect up to 10% of adults and are associated with other health problems and poor quality of life. Cognitive Behavioral Therapy for Insomnia (CBT-I) is an effective treatment; however, its effectiveness is hindered by poor attendance and adherence to treatment recommendations. The present study sought to identify predictors of attendance and adherence in CBT-I. Participants were 108 adults with insomnia disorder. Participants were primarily female (71.3%), middle aged (mean age = 50.5), and Caucasian (92.6%). Demographic variables, physical health problems, Beck Anxiety Inventory, Center for Epidemiologic Studies Depression-Revised scale, and Insomnia Severity Index were used to predict attending three or more sessions and adherence to consistent bedtime and waketime. Higher age was associated with better attendance and less deviation in bed and wake times. Anxiety and depression symptoms were associated with less attendance, and depression was also associated with more deviation in waketimes. To promote better attendance and adherence in treatment, depression or anxiety symptoms should be addressed before or during CBT-I. Identifying and tailoring CBT-I treatments toward the needs of different age groups may also improve attendance and adherence.