The Effectiveness of Argumentative Strategies

In this article, I further analyze the notion of the effectiveness of argumentative strategies, introduced in Jovičić, 2001. The most relevant achievements of the theories of reasonable discussion and the theories of persuasion are called to mind with the aim of explaining the mechanism of the argumentative effectiveness. As a result, a procedure for evaluating the effectiveness of argumentative strategies is suggested.     

Intoxicated eyewitnesses: The effect of a fully balanced placebo design on event memory and metacognitive control

Few studies have examined the impact of alcohol on metacognition for witnessed events. We used a 2 × 2 balanced placebo design, where mock witnesses expected and drank alcohol, did not expect but drank alcohol, did not expect nor drank alcohol, or expected but did not drink alcohol. Participants watched a mock crime in a bar‐lab, followed by free recall and a cued‐recall test with or without the option to reply “don't know” (DK). Intoxicated mock witnesses' free recall was less complete but not less accurate. During cued‐recall, alcohol led to lower accuracy, and reverse placebo participants gave more erroneous and fewer correct responses. Permitting and clarifying DK responses was associated with fewer errors and more correct responses for sober individuals; and intoxicated witnesses were less likely to opt out of erroneous responding to unanswerable questions. Our findings highlight the practical and theoretical importance of examining pharmacological effects of alcohol and expectancies in real‐life settings.     

不同类型的测评维度对评价中心结构效度的影响研究

本研究将测评维度分为行为能力和心理特质两组,考察对评价中心结构效度的不同影响。A公司216名部门副经理级员工接受了本次管理素质评价中心测评,采用公文筐、角色扮演和无领导小组讨论三种方法,测查行为能力和心理特质两组维度,各自有三个维度被一种以上的方法测量。多质多法和验证性因素分析的结果表明,评价中心以行为能力比以心理特质为测评维度结构效度好;以行为能力为测评维度时,会聚效度和区分效度都较好。     

Evidence for retarded extinction of aversive learning in anxious children

The habituation to intense acoustic stimuli and the acquisition of differentially conditioned fear were assessed in 53 clinically anxious and 30 non-anxious control children and young adolescents. Anxious children tended to show larger electrodermal responses during habituation, but did not differ in blink startle latency or magnitude. After acquisition training, non-anxious children rated the CS+ as more fear provoking and arousing than the CS- whereas the ratings of anxious children did not differ. However, anxious children rated the CS+ as more fear provoking after extinction, a difference that was absent in non-anxious children. During extinction training, anxious children displayed larger blink magnitude facilitation during CS+ and a trend towards larger electrodermal responses, a tendency not seen in non-anxious children. These data suggest that extinction of fear learning is retarded in anxious children.     

Patterns of Coping Among Persons with HIV Infection: Configurations, Correlates, and Change

This study examines coping in response to HIV infection, using longitudinal data from a nationally representative sample (n = 2,864) of HIV-infected persons. We investigated configurations of coping responses, the correlates of configuration membership, the stability of coping configurations, and the relationship of coping to emotional well-being. Four coping configurations emerged from cluster analyses: relatively frequent use of blame-withdrawal coping, frequent use of distancing, frequent active-approach coping, and infrequent use of all three coping strategies (passive copers). Passive copers had few symptoms, high levels of physical functioning, and high emotional well-being; blame-withdrawal copers had the opposite pattern. Of those completing a second interview 1 year after baseline, 46% had the same coping configuration. Increases in the number of HIV-related symptoms raised the probability of blame-withdrawal coping at follow-up, whereas decreases raised the probability of passive coping. Infrequent use of coping responses at baseline was related to greater emotional well-being 1 year later. This result, in conjunction with the high levels of emotional well-being in the passive cluster, suggests that high levels of distress can induce blame-withdrawal coping whereas coping efforts are minimal when social support and emotional well-being are high. Results highlight issues in ascertaining the causal direction between coping and psychological outcomes, as well as in specifying the nature of stressful situations with which people are coping.     

Effects of foreign mand training on the emergence of foreign tact and listener responses for Chinese-speaking children with autism spectrum disorder

In China, there is an increasing demand for preschool children with autism spectrum disorder (ASD) enrolled in general education to learn English vocabulary. The purpose of this study was to evaluate the effect of foreign mand training in English on the acquisition of mand responses, and the emergence of tact and listener responses for three Chinese-speaking preschool children (boys; 4–5 years of age) with ASD. Echoic-to-mand training was implemented to teach mands in English. The study employed a concurrent multiple-probe design across behaviors. The results of the study indicated that the training was effective in the acquisition of mand responses. Moreover, untaught tacts and listener responses for the same vocabulary emerged without explicit training. Implications for small-group mand training in foreign language acquisition were discussed.     

Emotional modulation of attention orienting: A classical conditioning study

Emotional modulation of attention shifting was investigated in Posner's (1980) spatial orienting task by conditioning the attention cue to an aversive white noise. Prior to the attention task, the Conditioning group received a 90dB white noise unconditioned stimulus (UCS) contingent upon the frame-lit rectangle attention cue, while the Control group received non-contingent presentations. The Conditioning group evidenced greater skin conductance responses to the frame-lit rectangle in the conditioning phase, reflecting an electrodermal conditioned response. In the attention phase, the frame-lit rectangle served as the attention cue in the spatial orienting task. The Conditioning group showed equally fast reaction times (RTs) to targets presented outside the location of the cue as to targets at the same location as the cue, reflecting elimination of the cognitive cost usually involved in shifting attention. The Control group evidenced the regular cost of shifting attention away from the location of the cue. The Conditioning group also evidenced a larger N1-component with a parietal distribution of the event-related brain potentials to the cue and a larger N1-component at the frontal regions to targets presented outside the cued location. This suggests that both visual orienting to the cue and attention shifting from cue to target on invalid trials were amplified by the emotional salience attached to the cue through the classical conditioning procedure.     

A rasch model for continuous ratings

A unidimensional latent trait model for continuous ratings is developed. This model is an extension of Andrich's rating formulation which assumes that the response process at latent thresholds is governed by the dichotomous Rasch model. Item characteristic functions and information functions are used to illustrate that the model takes ceiling and floor effects into account. Both the dichotomous Rasch model and a linear model with normally distributed error can be derived as limiting cases. The separability of the structural and incidental parameters is demonstrated and a procedure for estimating the parameters is outlined.     

Oral self-administration of pentobarbital by rhesus monkeys: relative reinforcing effects under concurrent fixed-ratio schedules.

During daily 3-hr sessions, orally delivered pentobarbital solutions and water, or two separate pentobarbital solutions, were concurrently available to rhesus monkeys according to fixed-ratio schedules of mouth contacts with a spout. First water, and then each of four "comparison-concentration" pentobarbital solutions (0.0625, 0.25, 1, and 4 mg/mL), was successively available from one spout for a block of sessions under a fixed-ratio-64 (three monkeys) or fixed-ratio-16 (one monkey) schedule. Under an identically sized fixed-ratio schedule, deliveries of a "standard-concentration" pentobarbital solution were concurrently available from a second spout. The concentration of the standard solution remained unchanged throughout testing of the series of comparison solutions. Each of three pentobarbital concentrations (4, 1, and 0.25 mg/mL) in turn served as the standard concentration. Within each pair of concurrently available solutions, the higher drug concentration maintained more behavior than the lower concentration. Thus when monkeys were provided with concurrent access to different pentobarbital concentrations, relative reinforcing effects were directly related to drug concentration. Further, the amount of behavior maintained by a particular drug concentration was dependent on the concentration of the concurrently available drug solution. Thus, the relative effectiveness of a reinforcer in maintaining behavior is a function of both the reinforcer's magnitude and the availability of alternative reinforcers in the environment.     

Generalization of delayed identity matching in retarded children.

In an extension of prior research, four retarded children were trained under an identity matching-to-sample procedure containing features previously shown to produce controlled generalization to novel stimuli. They first were taught to relate a particular handsign to the sample shape, then to maintain the handsign over a delay interval, and then to select from an array the comparison shape that permitted the handsign to be maintained (i.e., the shape identical to the sample). An initial test revealed little generalization of matching to novel stimuli, but after handsigns were trained to these stimuli, accurate generalized matching appeared immediately. The results replicated prior findings and demonstrated particular features of stimulus control sufficient to enable generalized matching. A behavioral account of relational matching was supported. The technique used in this study was shown to be effective in teaching abstract relations to nonverbal retarded children.