The effects of extinction,noncontingent reinforcement and differential reinforcement of other behavior as control procedures

Several techniques have been used in applied research as controls for the introduction of a reinforcement contingency, including extinction, noncontingent reinforcement (NCR), and differential reinforcement of other behavior (DRO). Little research, however, has examined the relative strengths and limitations of these "reversal" controls. We compared the effects of extinction with those of NCR and DRO in both multi-element and reversal designs, with respect to (a) rate and amount of response decrement, (b) rate of response recovery following reintroduction of reinforcement, and (c) any positive or negative side effects associated with transitions. Results indicated that extinction generally produced the most consistent and rapid reversal effects, with few observed negative side effects.     

Social antecedents of children's eyewtness testimony a single-subject experimental analysis

In a laboratory simulation, a single-subject design was used to examine the effects of two types of social influence on children's eyewitness testimony, which has not been the subject of systematic behavioral analyses. This study replicates and extends findings from group-comparison studies, and shows that a topic of pressing social importance is amenable to analysis at the individual level, and therefore, potentially, to a behavioral analysis.     

论学习的基本类型与教学设计──学习双机制理论的教学模式

本文阐述了学习的双机制理论关于学习的基本机制的观点,根据该学习理论对知识分类进行了新的划分,并分析了不同类型知识学习的信息加工过程与特点,然后提出了课堂学习与教学的“七阶段模型”及相应的教学设计。     

Karl Schmitz-Moormann: Our Intellectual Legacy From a Great Mind

Karl Schmitz-Moormann's thought as expressed in his last book exemplifies Catholic theology based on realism, flow, evolution, and free will. Categories of creation are reviewed: from nothing, continuous, called forth, informed, and free.     

Steep Cliff Arguments

In recent philosophical debates a number of arguments have been used which have so much in common that it is useful to study them as having a similar structure. Many arguments – Searle's Chinese Room, for example – make use of thought experiments in which we are told a story or given a narrative context such that we feel we are in comfortable surroundings. A new notion is then introduced which clashes with our ordinary habits and associations. As a result, we do not bother to investigate seriously the new notion any further. I call such an arrangement, which is perhaps a variation of the fallacy of presumption, a Steep Cliff argument. One remedy for the misdirection of a Steep Cliff argument is to tell a counterstory from the point of view of the rejected notion.     

The Relation between Formal and Informal Logic

The issue of the relationship between formal and informal logic depends strongly on how one understands these two designations. While there is very little disagreement about the nature of formal logic, the same is not true regarding informal logic, which is understood in various (often incompatible) ways by various thinkers. After reviewing some of the more prominent conceptions of informal logic, I will present my own, defend it and then show how informal logic, so understood, is complementary to formal logic.     

Deductivism Within Pragma-Dialectics

The present paper elaborates a deductivist account of natural language argu-ment in the context of pragma-dialectics. It reviews earlier debates, criticizes some standard misconceptions in the literature, and argues that the identification and analysis of deductive argument schemes can be the basis of a compelling theory of argumentative discourse.     

Introduction to Grammer and Interaction Papers

The present study reports on the use of a linguistic category "interrogative," which has been traditionally associated with the act of questioning, and its use in argument talk in Japanese. Based on the observation that interrogative utterances in argument data are regularly followed by non-answers, it is argued that interrogative utterances in argument sequences may not be designed/interpreted as doing questioning. Such use of interrogatives can become an orderly practice to which participants orient themselves in social activities recognizable as arguments. However, though an answer is not expected, the recipient invariably provides some form of response, or the initial speaker seeks such a response when none is provided. Thus the nature of interrogatives as a grammatical category seems to reside in the basic structural unit of social interaction [recipient-oriented action]-[response]. In general, this study is intended to show the dynamically interlocking relationship between grammar and interaction by exploring the intricate interplay between a local action for which interrogative grammar is employed, and the sequential environment and activity framework in which the action takes place.     

An Examination of the Effectiveness of Dialectical Behavior Therapy Skills Groups

This study implemented a multiple‐phase, contrast, single‐case research design to examine the effectiveness of the 4 core dialectical behavior therapy skills group modules in reducing emotion dysregulation. Three participants completed four 6‐week skills modules over 9 months. Examination of calculated estimates of treatment effect indicated that 2 out of the 3 participants experienced meaningful changes in their degree of emotion dysregulation over the course of treatment. Implications for counseling practice are discussed.     

An Ecological View of School Counselor Ratios and Student Academic Outcomes: A National Investigation

The effect of student‐to‐school‐counselor ratios on academic outcomes has been widely studied, yet few researchers have taken a multilevel approach. Using the nationally representative High School Longitudinal Study: 2009 dataset, the authors found ratios were significantly associated with student grade point average (GPA) and graduation. Attending a Title I school also was associated with students’ GPA, advanced placement/international baccalaureate credits earned, and postsecondary course taking. The authors discuss implications for advocacy and practice, contextualizing their findings within an ecological framework.