Computational behavior dynamics: an alternative description of Nevin (1969).

A computational processing behavior-dynamic model was instantiated in the form of a computer program that "behaved" on the task developed by Nevin (1969). In this classic discrete-trials experiment, the relative frequency of choosing a response alternative matched the relative frequency of reinforcement for that alternative, the local structure of responding was opposite that predicted by momentary maximizing (i.e., the probability of a changeover decreased with run length), and absolute and relative response rates varied independently. The behavior-dynamic model developed here qualitatively reproduced these three results (but not in quantitative and specific detail) and also generated some interesting, as-yet-untested predictions about performance in Nevin's task. The model was discussed as an example of a stochastic behavior-dynamic alternative to algebraic behavior theory.     

PROMOTING LAW ENFORCEMENT FOR CHILD PROTECTION: A COMMUNITY ANALYSIS

The Colorado Occupant Protection Project (COPP) intervention provided police with brief instruction concerning the importance of citations for drivers' failure to use child safety seats and special coupons to accompany citations. Coupons were exchangeable by drivers for a safety seat and brief training in its use, plus a waiver of the $50 citation fine. Over 4.5 years of archival records were employed, using an ABA design and a comparison community to evaluate the program. Few tickets were issued for nonuse of safety seats during the 3-year baseline in either community. Citations for nonuse of safety seats increased to over 50 per month during the intervention period at the test site, whereas rates remained essentially zero at the comparison site. After the COPP intervention was removed at the intervention site, citation rates for nonuse of safety seats decreased to about 15 per month. Differences between intervention conditions and settings were statistically significant. During the intervention, officers were 44 times more likely to write citations than were controls. Results suggested that a behavioral program can increase police citation writing for child protection purposes.     

COVARIATION WITHIN FUNCTIONAL RESPONSE CLASSES: IMPLICATIONS FOR TREATMENT OF SEVERE PROBLEM BEHAVIOR

Two studies examined the effects of a reductive treatment versus instruction-based treatments on the generalized reduction of problem behaviors. Each study involved a detailed analysis of multiple problem behaviors performed by school-aged youth with severe intellectual disabilities. The analysis examined the contrasting effects of one of two different positive intervention procedures (teaching a positive alternative behavior or providing additional teacher assistance during instruction) versus blocking and/or verbally reprimanding a problem behavior. The focus of each analysis was on the covariation of multiple problem behaviors within functional response classes. Results of the investigation indicated that when only one member of the response class was blocked, a collateral increase was observed in one or more different problem behaviors from the same response class. Alternatively, when 1 participant was taught a functionally equivalent mand response, all problem behaviors in the response class were reduced. Problem behaviors also were reduced for the remaining participant by presenting antecedent teacher assistance. Implications of the research extend to analysis of covariation within response classes and to procedures that result in generalized reduction of problem behaviors within a response class.     

AN ANALYSIS OF MAINTENANCE FOLLOWING FUNCTIONAL COMMUNICATION TRAINING

The multiple and long-term effects of functional communication training relative to a common reductive procedure (time-out from positive reinforcement) were evaluated. Twelve children participated in a functional analysis of their challenging behaviors (Study 1), which implicated adult attention as a maintaining variable. The children were then matched for chronological age, mental age, and language age and assigned to two groups. One group received functional communication training as an intervention for their challenging behavior, and the second group received time-out as a contrast. Both interventions were initially successful (Study 2), but durable results were achieved only with the group that received functional communication training across different stimulus conditions (Study 3). Students whose challenging behaviors were previously reduced with time-out resumed these behaviors in the presence of naive teachers unaware of the children's intervention history. The value of teaching communicative responses to promote maintenance is discussed as it relates to the concept of functional equivalence.     

Imputation of missing categorical data by maximizing internal consistency

This paper suggests a method to supplant missing categorical data by reasonable replacements. These replacements will maximize the consistency of the completed data as measured by Guttman's squared correlation ratio. The text outlines a solution of the optimization problem, describes relationships with the relevant psychometric theory, and studies some properties of the method in detail. The main result is that the average correlation should be at least 0.50 before the method becomes practical. At that point, the technique gives reasonable results up to 10–15% missing data.We thank Anneke Bloemhoff of NIPG-TNO for compiling and making the Dutch Life Style Survey data available to use, and Chantal Houée and Thérèse Bardaine, IUT, Vannes, France, exchange students under the COMETT program of the EC, for computational assistance. We also thank Donald Rubin, the Editors and several anonymous reviewers for constructive suggestions.     

Evaluating young children''s cognitive capacities through computer versus hand drawings

Young normal and handicapped children, aged 3 to 6 years, were taught to draw a scene of a house, garden and a sky with a computer drawing program that uses icons and is operated by a mouse. The drawings were rated by a team of experts on a 7-category scale. The children's computer- and hand-produced drawings were compared with one another and with results on cognitive, visual and fine motor tests. The computer drawing program made it possible for the children to accurately draw closed shapes, to get instant feedback on the adequacy of the drawing, and to make corrections with ease. It was hypothesized that these features would compensate for the young children's limitations in such cognitive skills, as memory, concentration, planning and accomplishment, as well as their weak motor skills. In addition, it was hypothesized that traditional cognitive ratings of hand drawings may underestimate young children's intellectual ability, because drawing by hand demands motor skills and memory, concentration and planning skills that are more developed than that actually shown by young children. To test the latter hypothesis, the children completed a training program in using a computer to make drawings. The results show that cognitive processes such as planning, analysis and synthesis can be investigated by means of a computer drawing program in a way not possible using traditional pencil and paper drawings. It can be said that the method used here made it possible to measure cognitive abilities "under the floor" of what is ordinarily possible by means of traditionally hand drawings.     

Beyond principal component analysis: A trilinear decomposition model and least squares estimation

The paper derives sufficient conditions for the consistency and asymptotic normality of the least squares estimator of a trilinear decomposition model for multiway data analysis.     

Relevance and digressions in argumentative discussion: A pragmatic approach

Digressions in argumentative discussion are a kind of failure of relevance. Examination of what actual cases look like reveals several properties of argumentative relevance: (1) The informational relevance of propositions to the truth value of a conclusion should be distinguished from the pragmatic relevance of argumentative acts to the task of resolving a disagreement. (2) Pragmatic irrelevance is a collaborative phenomenon. It does not just short-circuit reasoning; it encourages a failure to take up the demands of an argumentative task. (3) Pragmatic irrelevance can occur not simply by the absence of a connection between what is said and some standpoint in dispute, but also by the presence of a connection between what is said and a competing use of the information. (4) Pragmatic relevance must be accomplished through communicative action.     

The accuracy of maternal self-reports: Agreement between reports on a computer simulation compared with observed behaviour in the supermarket

The validity of maternal self-reports about their parenting behaviour is evaluated with two studies. In both studies, the mothers were observed shopping in the supermarket with their 2-year-old children. One week later they responded to multiple choice questions on a computer that simulated the experience of shopping with their children. The exact agreement between the two types of data was then assessed. The results from the first study involving 28 mothers revealed some agreement, although it was generally low. In an effort to increase the level of agreement, the computer simulation was revised to allow multiple responses and to clarify some of the simulation vigenettes. A replication study resulted in a considerably higher level of agreement for 22 mothers. Implications of this method for researchers and practitioners are discussed.     

Alternating least squares algorithms for simultaneous components analysis with equal component weight matrices in two or more populations

Millsap and Meredith (1988) have developed a generalization of principal components analysis for the simultaneous analysis of a number of variables observed in several populations or on several occasions. The algorithm they provide has some disadvantages. The present paper offers two alternating least squares algorithms for their method, suitable for small and large data sets, respectively. Lower and upper bounds are given for the loss function to be minimized in the Millsap and Meredith method. These can serve to indicate whether or not a global optimum for the simultaneous components analysis problem has been attained.Financial support by the Netherlands organization for scientific research (NWO) is gratefully acknowledged.