Daddy,Why are People so Complex?

The implications of Warren McCulloch's 1945 concept of heterarchy are analyzed in terms of human value and motivational systems. The results demonstrate the near-impossibility of predicting behavior on the basis of any hierarchical scheme, or even which among a set of hierarchical schemes will be selected as the basis of a behavioral choice. Thus, for example, people regularly say one thing and do another.     

Fractality,Organizational Management,and Creative Change

This article explores an understanding of organizational management developed from the metaphorical application of complexity science to the field of organizational development. It focuses on the insights that fractality triggers in relation to an alternative way of examining and appreciating organizational hierarchy, and the subsequent implications to liberating creativity, ingenuity and potentiality of individuals working within the organization. Sites where such a fractal-hierarchy mindset appears to be evident are discussed, and the effects on productivity noted.     

AN EVALUATION OF A PROGRESSIVE HIGH-PROBABILITY INSTRUCTIONAL SEQUENCE COMBINED WITH LOW-PROBABILITY DEMAND FADING IN THE TREATMENT OF FOOD SELECTIVITY

Few studies have examined the effects of the high‐probability instructional sequence in the treatment of food selectivity, and results of these studies have been mixed (e.g., Dawson et al., 2003 ; Patel et al., 2007 ). The present study extended previous research on the high‐probability instructional sequence by combining this procedure with low‐probability demand fading with 2 boys with autism (9 and 10 years old) who had a history of food selectivity and engaged in active food refusal behaviors when presented with novel foods. Response requirements were faded gradually from responses the child would tolerate (e.g., touching the food) to the final requirement of chewing and swallowing the food. The antecedent‐based intervention was implemented in the absence of escape extinction and was effective in increasing food consumption for both participants. Possible mechanisms responsible for the effectiveness of the intervention are discussed along with directions for future research.     

Beyond Rasiowa's Algebraic Approach to Non-classical Logics

This paper reviews the impact of Rasiowa's well-known book on the evolution of algebraic logic during the last thirty or forty years. It starts with some comments on the importance and influence of this book, highlighting some of the reasons for this influence, and some of its key points, mathematically speaking, concerning the general theory of algebraic logic, a theory nowadays called Abstract Algebraic Logic. Then, a consideration of the diverse ways in which these key points can be generalized allows us to survey some issues in the development of the field in the last twenty to thirty years. The last part of the paper reviews some recent lines of research that in some way transcend Rasiowa's approach. I hope in this way to give the reader a general view of Rasiowa's key position in the evolution of Algebraic Logic during the twentieth century. This paper is an extended version of the invited talk given by the author at the conference Trends in Logic III, dedicated to the memory of A. MOSTOWSKI, H. RASIOWA and C. RAUSZER, and held in Warsaw and Ruciane-Nida from 23rd to 25th September 2005. Presented by Jacek Malinowski     

小学生算术应用题上真实性思考及相关因素的研究

采用由7道真实性算术应用题构成的测试材料研究了207名六年级小学生。首先要求被试解答这些题目,然后对给出的不同解答作出评定。结果表明:(1)我国六年级小学生在无提示条件下真实性思考的人数比例是36.6%,显著地高于真实性解答的人数比例27.3%。(2)在解题真实性思考上,优生显著地高于中等生,中等生显著地高于差生;在对不确定真实性解答的评分上,优生显著地高于中等生与差生,在对常规性解答的评分上,优生显著地低于中等生与差生。(3)提示条件显著地提高了学生的真实性思考水平,并且与学生的学业水平存在着显著的交互作用;提示条件不影响学生对不确定真实性解答与常规性解答的评分。     

Effects of teacher-directed versus student-directed instruction and cues versus no cues for improving spelling performance

THE PURPOSE OF THIS STUDY WAS TWOFOLD: to examine the effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to compare the effectiveness of student-directed versus teacher-directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling accuracy.     

THE USE OF IMPOSED AND SELF-SELECTED TRAINING PACKAGES TO ESTABLISH CLASSROOM TEACHING SKILLS1

Although much is known about techniques for teaching elementary pupils in the classroom, no procedures have been consistently effective in training teachers to use these techniques. In the present study, six teacher trainees were observed individually and trained sequentially to use a variety of teaching skills: praise for academic responses, praise for appropriate classroom behavior, correction procedures for incorrect academic responses, and token fines. These skills were examined under four conditions: (1) baseline sessions were taught by the trainees before any instructions on the use of the teaching skills. (2) Instruction sessions were taught by the trainees after they were given instructions describing the use of several teaching skills. (3) During each Imposed-Package session, the trainees received modelling, verbal feedback, graphic feedback, and grade and quiz contingencies on their use of a particular teaching skill. (4) During each Self-Selected Package session, a grade contingency was in effect with the trainees choosing the components (modelling, verbal feedback, graphic feedback, quiz contingency) they wanted included in their training package for a particular skill. The effects of instructions were quite varied. Large increases on three of the four skills occurred with one trainee; almost no changes occurred with another trainee; and changes with the remaining four trainees fell within these extremes. The Imposed and Self-Selected Packages reliably increased the use of teaching skills, including those skills for which instructions had not been effective. The Self-Selected Package was considered to be as effective as the Imposed Package, since the time required for training a teaching skill varied from two to nine sessions with both packages. Under the Self-Selected Package, the trainees chose from modelling, verbal feedback, and graphic feedback, but none chose the quiz contingency. Questionnaire data collected after training showed that all six trainees preferred the Self-Selected Package to the Imposed Package. The effectiveness of the Self-Selected Package, together with the trainees' preference for it, suggests that it may be desirable for teacher training programs to specify the teaching skills, arrange a contingency for performance, and allow trainees to choose which additional components are to be used in each training session.     

Experimental analysis of academic performance in a classroom setting

We evaluated the effects of specific stimulus prompts on accuracy of academic performance with adolescents who displayed academic problems in a public special education classroom. We conducted analyses of instructional strategies within a multielement design with two students who had mild disabilities. Differential effects of the strategies on reading comprehension were not apparent on demand (independent-level) tasks but were apparent on high-demand (instructional-level) tasks. These results suggested that the application of experimental analysis methodologies to instructional variables may facilitate the identification of stimulus prompts associated with accurate academic performance.     

NATURE AS THE IMAGE OF GOD: REFLECTIONS ON THE SIGNS OF THE SACRED

Abstract. This is a brief survey of aspects of the modern scientific view of nature to see if implied therein are signs or traces of the sacred–as early religious apprehension surely supposed. Nature's power and order are discussed as is the strange dialectic of death and life, evident in modern biology as it also is in all early religion.     

Instructional versus schedule control of humans' choices in situations of diminishing returns

Four adult humans chose repeatedly between a fixed-time schedule (of points later exchangeable for money) and a progressive-time schedule that began at 0 s and increased by a fixed number of seconds with each point delivered by that schedule. Each point delivered by the fixed-time schedule reset the requirements of the progressive-time schedule to its minimum value. Subjects were provided with instructions that specified a particular sequence of choices. Under the initial conditions, the instructions accurately specified the optimal choice sequence. Thus, control by instructions and optimal control by the programmed contingencies both supported the same performance. To distinguish the effects of instructions from schedule sensitivity, the correspondence between the instructed and optimal choice patterns was gradually altered across conditions by varying the step size of the progressive-time schedule while maintaining the same instructions. Step size was manipulated, typically in 1-s units, first in an ascending and then in a descending sequence of conditions. Instructions quickly established control in all 4 subjects but, by narrowing the range of choice patterns, they reduced subsequent sensitivity to schedule changes. Instructional control was maintained across the ascending sequence of progressive-time values for each subject, but eventually diminished, giving way to more schedule-appropriate patterns. The transition from instruction-appropriate to schedule-appropriate behavior was characterized by an increase in the variability of choice patterns and local increases in point density. On the descending sequence of progressive-time values, behavior appeared to be schedule sensitive, sometimes even optimally sensitive, but it did not always change systematically with the contingencies, suggesting the involvement of other factors.