Learning Łukasiewicz logic

The integration between connectionist learning and logic-based reasoning is a longstanding foundational question in artificial intelligence, cognitive systems, and computer science in general. Research into neural-symbolic integration aims to tackle this challenge, developing approaches bridging the gap between sub-symbolic and symbolic representation and computation. In this line of work the core method has been suggested as a way of translating logic programs into a multilayer perceptron computing least models of the programs. In particular, a variant of the core method for three valued Łukasiewicz logic has proven to be applicable to cognitive modelling among others in the context of Byrne’s suppression task. Building on the underlying formal results and the corresponding computational framework, the present article provides a modified core method suitable for the supervised learning of Łukasiewicz logic (and of a closely-related variant thereof), implements and executes the corresponding supervised learning with the backpropagation algorithm and, finally, constructs a rule extraction method in order to close the neural-symbolic cycle. The resulting system is then evaluated in several empirical test cases, and recommendations for future developments are derived.     

Necessity and Opportunity: the 1-Year Master’s ABA Program at Auburn University

The Auburn University Master of Science program in Applied Behavior Analysis was designed to accommodate not only the requirements of the Behavior Analyst Certification Board for approved course sequences and practicum training, but unavoidable limitations in faculty and other resources. These limitations were incompatible with the more traditional 2-year curriculum model, so a 1-year program was designed that met the necessary conditions. This article describes the resulting academic and practicum curriculum, the key funding mechanisms that allowed the program to develop, and the opportunities and benefits that this model afforded.     

Theoretical and research support for the Duluth Model: A reply to dutton and corvo

In a recent article, Dutton and Corvo denounce and reject the so-called Duluth Model of batterer intervention based on cognitive–behavioral counseling, reinforcement from the criminal justice system, and coordination of additional community services. They not only accuse it of being ineffective and detrimental to progress in the field, but assert that its supporters are merely acting out of ideological and activist motivations. These authors call for research-based treatment that is more psycho-therapeutic in nature, along with a diminished role of the criminal justice system and more attention to women's violence. The authors, however, are highly selective in the research they use to substantiate their position and apply their own activist biases to its interpretation. Their portrayal of the Duluth Model, and the fundamentals it represents, is a distorted caricature of its current conception. There is psychological theory and criminal justice research that support the Duluth Model and its utility. Moreover, developments in the field contradict the claims that the Duluth Model has an “iron-clad” hold that is impeding progress. The categorical condemnations in the Dutton and Corvo article shut-off needed dialogue and debate rather than further those developments.     

Specific Features of After-School Program Quality: Associations with Children’s Functioning in Middle Childhood

This longitudinal study examined associations between three after-school program quality features (positive staff–child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children’s prior functioning on the developmental outcomes, positive staff–child relations in the programs were positively associated with children’s reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff–child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children’s math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes.     

Youth Functioning and Experiences in Inner-City After-School Programs Among Age, Gender, and Race Groups

Many dangers and challenges face inner-city minority children during their after-school hours. Youth development programs provide an alternative to spending this time unsupervised. We examined the relationship between children's experiences in selected urban Boys and Girls Clubs and child functioning. Because the sample (N = 296) consisted of African American and Hispanic boys and girls, aged 10–18, we were able to compare these relationships across race, gender, and age groups. There was no relationship between simple participation levels and child functioning, but significant linkages were identified between specific elements of the club experience and functioning. Relationships with club staff members and participation in club activities were associated with better functioning for older boys, a subgroup that is at considerable risk for delinquency. In addition, enjoyment of the club and not feeling badly treated there were associated with better functioning for all groups of children.     

The shame of existing: An extreme form of shame

This paper presents ‘the shame of existing’ as a form of shame that is deeper and more extensive than those customarily encountered. ‘The shame of existing’ is defined as shame about existing as we are and especially at the fact that we are. It is accompanied by merciless and total rejection of the subject's self and by feelings of extreme worthlessness and inferiority coupled with the all‐pervasive conviction that it would be better not to exist. On the basis of clinical material, consideration is given to the specific transference and countertransference aspects of analyses in which the shame of existing constitutes an important part of the patient's pathology. Disturbance of handling and holding by the primary objects right from birth is suggested as the earliest developmental basis of the shame of existing. This disturbance is attributed to hate and rejection of the infant by the primary objects and to the infant's not being touched emotionally and physically and not having its right to exist acknowledged. The paper begins with an introduction to shame as an affect and as a concept in psychoanalytic theory.     

Youth belonging and cognitive engagement in organized activities: A large-scale field study

Numerous studies of organized activities have found that participation is associated with a range of positive outcomes; however, findings from recent randomized trials have been more mixed. Understanding youth's psychological experiences of program involvement – their cognitive and emotional reaction to and participation in activities – may be key to understanding the influence of organized activities. Hierarchical linear modeling was used to investigate correlates of youth belonging and cognitive engagement in a sample of 1160 youth in 123 program offerings in 66 sites. Results revealed that intensity (frequency) of exposure positively predicted belonging and cognitive engagement; however, duration was negatively associated with cognitive engagement. The staff practice of providing a welcoming atmosphere predicted belonging; whereas provision of active skill-building predicted cognitive engagement. These relations were found to vary across content type.     

The Relationship between Personality Disorder Features and Symptom Improvement at an Inpatient Treatment Program for Posttraumatic Stress Disorder

This study examined the association between personality disorder (PD) features and symptom improvement among adult survivors of childhood trauma in an inpatient program for posttraumatic stress disorder (PTSD). Participants completed questionnaires at admission, discharge, and six months following discharge. Multiple regression analyses were used to assess the combined effects of personality features on symptom improvement. Results indicated that improvement in trauma-related symptoms was not related to PD features. By contrast, the PD features were associated with change in other Axis I symptoms often comorbid with PTSD. Overall, results suggested that PD features do not impede improvement in trauma-related symptoms; however, specific accommodations might be needed to address comorbid disorders among individuals with PTSD.     

Development and Implementation of a Sport Psychology Program in an Urban High School

SUMMARY

This article is based on a dissertation of the author that was centered on the process of developing a sport psychology program at the high school level. The program was developed to address academic, mental, social, and emotional needs of student-athletes and coaches. This sport psychology program, which was developed in the Linden Public School District, a large urban district in New Jersey, may be the first such program documented on a national level. In this dissertation, the author, who was a school psychologist in the district, utilized a particular program planning and evaluation framework, with attention to the first two phases-clarification and designto develop and implement a sport psychology program.     

Countering Correctional Discourse

SUMMARY

This article discusses the development of a feminist support group for women prisoners enrolled in a six-month substance abuse treatment program in an adult correctional facility in Guam. After the completion of five Group cycles, a follow-up study was conducted in the community using qualitative, feminist, and participatory methods. Results indicate that the Group was successful in helping women prisoners to address trauma, addiction, and the stresses associated with incarceration. Nevertheless, participants reported having significant difficulty transitioning into the community upon release and 23% were sent back to prison for parole violations. Recommendations are outlined for gender-responsive programming, both within women's prisons and in the community, to support women offenders after release.