Randomization tests in single-subject designs: Illustrative examples

Randomization tests have recently been adapted for use in the analysis of single-subject data. The advantages of these tests lie in their ease of implementation and interpretation as well as their freedom from underlying distributions. Even though numerous articles and books have explicated randomization test procedures, due to the lack of appropriate examples, very little use of these procedures has been made by applied behavior analysts. Data sets reported in a prominent applied behavior journal are used to demonstrate the application of randomization tests to the following three single-subject design models: (a) two-phase random intervention point, (b) multiple phase, and (c) multiple phase with a predicted order of effect size.     

THE EFFECTS OF TARGETING IMPROVEMENTS IN URINE GLUCOSE ON METABOLIC CONTROL IN CHILDREN WITH INSULIN DEPENDENT DIABETES

A treatment program designed to increase the percentage of negative urine tests was implemented using a multiple-baseline across groups design in a sample of 19 families of children with insulin dependent diabetes. The treatment involved instructions in insulin adjustment, decrease in intake of simple sugars and saturated fats, and increase in exercise, along with teaching the parents to support improvements in children's self-regulatory behaviors using a point economy and praise. New proocedures designed to measure and reinforce adherence to the urine testing regimen were developed. Results showed significant increases in percentage of negative urines consistent with implementation of treatment across the three treatment groups, which were maintained over the follow-up period. Metabolic measures of control, including glycosylated hemoglobin and serum glucose did not show improvements even though the relationship between the percentage of negative urine tests and glycosylated hemoglobin was very high during treatment.     

In defence of the criticism of the Defence Mechanism Test (DMT): A reply to Kragh (1998)

Kragh ( Scandinavian Journal of Psychology , 1998, 39, 123–124) criticises a recent empirical study of the Defence Mechanism Test (DMT) conducted by the present authors (Zuber & Ekehammar, 1997) concerning methodological and other shortcomings. The present paper reviews and responds to Kragh's critical points. As to the most serious criticism, the methodological, the main conclusion is that Kragh's own published empirical studies of the DMT, and also those of other researchers, can be criticised along similar lines. Furthermore, and surprisingly, in contrast to our study, Kragh's main DMT studies do not employ the DMT picture(s) at all.     

From Classical Studies towards Epistemology: The Work of József Balogh

In this paper, I introduce a prominent classical scholar, József Balogh, whose work can be read as a significant contribution to the historiography of ancient, and in some sense modern, philosophy. Following a summary biography, I sketch the relevance of Balogh's interpretation of Augustine. I draw some analogies between his and Eric Havelock's treatment of the problems in ancient philosophy, and argue that the obvious similarities between them have a common origin, namely the perspective of the orality/literacy chasm which both treated, in connection with their research into Augustine and Plato, as crucial. Subsequently, I show how the problem of reading aloud, which Balogh was the first to treat systematically, has acquired significance in some current debates in philosophy.     

Language and Literacy in a Developmental Perspective

Snow et al. have provided an unusually comprehensive, even-handed, and thoughtful review of research on early reading development. Here we expand on an important theme—the value of a developmental and transactional perspective. Using results from studies of verbally precocious children and children with language impairments, we illustrate the qualitatively changing nature of the task of learning to read, and its connection to oral language development. We also discuss the bidirectional influence of adults and children on each other. This perspective has implications for what, when, and how to teach reading.     

Matching models in the analysis of cross-classifications

Inference models motivated by the combinatorial chance literature and the concept of object matching may be used in the analysis of a contingency table if the conditional assumption of fixed row and column totals is imposed. More specifically, by developing a matching reinterpretation for several problems of interest in the prediction analysis of cross-classifications—as defined by Hildebrand, Laing and Rosenthal, appropriate significance tests can be given that may differ from those justified by the more common multinomial models. In the course of the paper the distinction between a degree-1 statistic (based on the relationship between single objects) and a degree-2 statistic (based on the relationship between object pairs) is reviewed in some detail. Also, several specializations are presented to topics of current methodological importance in psychology; for instance, a number of references are made to the measurement of nominal scale response agreement between two raters.Partial support for this research was provided by the National Science Foundation through GSOC-77-28227.     

Likelihood methods for testing group problem solving models with censored data

Problem solving models relating individual and group solution times under time limit censoring are presented. Maximum likelihood estimates of parameters of the resulting censored distributions are derived and goodness of fit tests for the individual-group models are constructed. The methods are illustrated on data previously analyzed by Restle and Davis.This research was supported by grants from the Graduate School, University of Minnesota. Also, work of the second author was aided by a Single Quarter Leave granted by the Regents of the University of Minnesota.     

画概念图对高中二年级学生认知结构形成的影响

运用联想测试方法探索高二学生学习新陈代谢一章后的认知结构。运用相关系数值绘制出了学生的认知结构图。结果显示,运用概念图策略进行教学的实验班学生更容易形成认知结构。实验班学生所形成的认知结构更良好、更合理。     

小学低年级汉语儿童语言能力的发展轨迹:认知能力的预测作用

对177名小学一年级学生进行了长达一年的三次追踪,通过多层线性模型探索了儿童汉字识别、口语词汇和限时阅读理解能力的发展轨迹及复合语素意识、正字法意识和快速命名能力对三者的预测作用,结果发现：（1）三种语言能力均随时间呈现显著的线性增长趋势,汉字识别的个体差异逐渐缩小,口语词汇的个体差异相对稳定,而限时阅读理解成绩的差异逐渐扩大;（2）三种认知能力对汉字识别和限时阅读理解的初始成绩均有显著的正向预测作用,复合语素意识不仅能预测口语词汇的初始成绩,还能正向预测限时阅读理解的发展速度。     

Assessment of executive function in ADHD adolescents: contribution of performance tests and rating scales

This study aimed to analyze performance on measures of neuropsychological and behavioral executive functions (EF) in adolescents with attention deficit hyperactivity disorder (ADHD), and to evaluate the utility of performance-based tests for predicting scores on behavioral EF ratings. One hundred eighteen adolescents (75 ADHD and 43 controls) aged 12–16 years performed neuropsychological tests and completed a behavior rating scale of EF. The ADHD group presented significantly lower scores than controls on Full Scale IQ (FSIQ) and all indexes of the WISC-IV, except the verbal comprehension index (VCI). The ADHD group had significantly lower scores on performance-based tests of working memory, planning and inhibition, and on EF rating scales. Scores on the cognitive EF working memory, planning and flexibility modestly predicted performance on behavioral EF. The results suggest that the combined use of performance-based tests and rating scales provides valuable complementary information that can improve the assessment of executive domains in ADHD.