Application of Sequential Interval Estimation to Adaptive Mastery Testing

In this paper, we apply sequential one-sided confidence interval estimation procedures with β-protection to adaptive mastery testing. The procedures of fixed-width and fixed proportional accuracy confidence interval estimation can be viewed as extensions of one-sided confidence interval procedures. It can be shown that the adaptive mastery testing procedure based on a one-sided confidence interval with β-protection is more efficient in terms of test length than a testing procedure based on a two-sided/fixed-width confidence interval. Some simulation studies applying the one-sided confidence interval procedure and its extensions mentioned above to adaptive mastery testing are conducted. For the purpose of comparison, we also have a numerical study of adaptive mastery testing based on Wald's sequential probability ratio test. The comparison of their performances is based on the correct classification probability, averages of test length, as well as the width of the “indifference regions.” From these empirical results, we found that applying the one-sided confidence interval procedure to adaptive mastery testing is very promising.     

Concurrent ratio schedules: Fixed vs. variable response requirements

Rats were trained on concurrent fixed-ratio variable-ratio or concurrent fixed-ratio mixed-ratio schedules of food reinforcement. The variable-ratio schedule was composed of an arithmetic sequence of 11 ratios that averaged 50; the mixed-ratio schedule consisted of equiprobable ratios of 1 and 99. Fixed-ratio values, varied over experimental conditions, included 25, 35, 50, 60, and 99. The proportion of responses and time allocated to the variable- or mixed-ratio schedule increased as the size of the fixed ratio increased. For most subjects, higher proportions of responses and time were maintained on the fixed-ratio schedule at fixed-ratio values of 25 and 35; higher proportions of responses and time were maintained on the variable- or mixed-ratio schedule at fixed-ratio values of 50 or higher. On concurrent variable-ratio fixed-ratio schedules, the tendency for responding to be maintained exclusively by one schedule was related to the difference in local reinforcement rates obtained from those schedules. Exclusive responding was approximated when the difference in local reinforcement rates obtained from those schedules was large; responding was more evenly distributed between the schedules as the difference in the rates at which reinforcement was obtained from each decreased.     

Differential effects of fixed- and variable-time feedback on production rates of elementary school children

The performance of 26 third-grade students who worked on individual weekly academic tasks was compared under fixed- and variable-time "home reports". During fixed-time home reports, each student was given a report to take home on Friday that indicated the quantity of work the student had completed that week, contained comments concerning the quality of the work, and had a space for parental remarks and signature. The same report was given during the variable-time reports, except that seven to nine students were randomly selected each day to receive a home report. During variable-time reporting, students completed more assignments and completed assignments on a greater percentage of available workdays than during fixed-time reporting. The teachers' preference for the variable-time reporting was one additional advantage for the variable system.     

Standardized and flexible batteries in neuropsychology: An assessment update

This article summarizes current literature relevant to commonly used tests and test batteries in clinical neuropsychology. The first section contains a discussion of the philosophy and relative advantages of standardized and flexible battery approaches in neuropsychology. The second contains historical background and a literature review of the two major standardized test batteries: the Halstead-Reitan and Luria-Nebraska. The third section includes reviews of tests that are frequently used in the flexible battery approach. Various tests of intellectual functioning, attention, memory, language, and spatial analyses are critiqued in this section. Contributions of the process approach are noted. The article ends by underscoring the need for continued research into the nature of neuropsychological measures and the abilities they assess.     

意义疗法的理论、方法与技术:基于存在积极心理学的视角

意义疗法是以存在积极心理学为理论基础,以构建个体生命意义为目的,实现生活正负两极性的动态平衡,从而解决其心理困扰获得心理治愈与成长的一种整合性心理咨询与治疗方法。起源于Frankl意义学说的意义疗法是通往人类美好生活的路径,它源于对苦难生活所隐含意义的本质认识。在理论上,意义疗法以意义定向看世界为中心,以意义管理理论和双系统模型为支架; 在方法上,为保障意义获得,应遵循8个基本问题和12条原则,充分发挥意义源的作用,实现意义获得的双路径统一; 在技术上,灵活采用趋向性(PURE)策略、回避性(ABCDE)策略、以及双视角双通道策略或其它策略的整合。意义疗法因包含了精神成分而超越了心理动力学和个体心理学等传统心理治疗方式。未来研究还需明确意义疗法整合了哪些流派的具体方法和技术,细化意义疗法主要的技术与策略的操作步骤,考察成熟幸福感量表在中国文化下的适用性,以及充分整合质性与量化研究方法检验意义疗法在中国的适用性     

Thinking about multiple identities boosts children’s flexible thinking

Studies of children's developing social identification often focus on individual forms of identity. Yet, everyone has multiple potential identities. Here we investigated whether making children aware of their multifaceted identities—effectively seeing themselves from multiple angles—would promote their flexible thinking. In Experiment 1, 6‐ to 7‐year‐old children (N = 48) were assigned to either a Multiple‐Identities condition where they were led to consider their multiple identities (e.g. friend, neighbor) or to a Physical‐Traits condition where they considered their multiple physical attributes (e.g. legs, arms). Children in the Multiple‐Identity condition subsequently expressed greater flexibility at problem‐solving and categorization than children in the Physical‐Traits condition. Experiment 2 (N = 72) replicated these findings with a new sample of 6‐ to 7‐year‐old children and demonstrated that a Multiple‐Identity mindset must be self‐relevant. Children who were led to think about another child's multiple identities did not express as much subsequent creative thinking as did children who thought about their own multiple identities. Experiment 3 (N = 76) showed that a Mmultiple‐Identity framework may be particularly effective when the identities are presented via generic language suggesting that they are enduring traits (in this case, identities depicted as noun phrases rather than verbal phrases). These findings illustrate that something as simple as thinking about one's identity from multiple angles could serve as a tool to help reduce rigid thinking, which might increase open‐mindedness in a society that is becoming increasingly diverse.     

About Skinner and time: behavior-analytic contributions to research on animal timing

The article discusses two important influences of B. F. Skinner, and later workers in the behavior-analytic tradition, on the study of animal timing. The first influence is methodological, and is traced from the invention of schedules imposing temporal constraints or periodicities on animals in The Behavior of Organisms, through the rate differentiation procedures of Schedules of Reinforcement, to modern temporal psychophysics in animals. The second influence has been the development of accounts of animal timing that have tried to avoid reference to internal processes of a cognitive sort, in particular internal clock mechanisms. Skinner's early discussion of temporal control is first reviewed, and then three recent theories-Killeen & Fetterman's (1988) Behavioral Theory of Timing; Machado's (1997) Learning to Time; and Dragoi, Staddon, Palmer, & Buhusi's (2003) Adaptive Timer Model-are discussed and evaluated.     

Brief presentations are sufficient for pigeons to discriminate arrays of same and different stimuli

Four pigeons first learned to discriminate 16-item arrays of same from different pictorial stimuli. They were then tested with reduced exposure to the pictorial arrays, brought about by changes in the stimulus viewing requirement under fixed-ratio (FR) and fixed-interval (FI) schedules. Increasing the FR requirement enhanced discriminative performance up to 10 pecks; increasing the FI requirement enhanced discriminative performance up to 5 s. Exposures to the stimulus arrays averaging only 2 s supported reliable discrimination. Pigeons thus discriminate same from different stimuli with considerable speed, suggesting that same-different discrimination behavior is of substantial adaptive significance.