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.     

Reinforcement contingencies as discriminative stimuli: II. Effects of changes in stimulus probability.

Three pigeons were trained on a matching procedure involving a sample component and a choice component. Responding in the sample component, according to either a differential-reinforcement-of-low-rate schedule on some trials or a differential-reinforcement-of-other-behavior schedule on other trials, produced access to the choice component in which each of two keys was illuminated with a unique color. The correct choice response was defined by the contingency that was met to produce the choice. The food hopper operated for 1.5 seconds following an appropriate sample response and for 3 seconds following a correct choice response. A signal-detection analysis showed that variations in the probability of presentation of the different contingencies systematically affected response bias but not sensitivity to the contingencies as stimuli. Substitution of a blackout for food at the end of the sample component did not differentially affect performance, but elimination of the delay between sample and choice components generally increased the sensitivity measure. The findings suggest a role for reinforcement contingency discrimination in schedule-controlled responding.     

Functions of the Black Church in a Global Society: A Du Boisian Approach

Globalization's impact on local communities is a topic that religious congregations should address as a means of moral and socioeconomic well-being. This is especially important for the Black Church if it hopes to continue supporting the socioeconomic outcomes of its congregants and community members, as it has in the past. Using Du Boisian assessments of the functions of the Black Church, this study assessed how today's congregations can serve similar functions as the congregations that Du Bois studied, while exploring contemporary concerns. With an explanatory sequential research design, this study surveyed Philadelphia-based congregations (N = 108) to assess their understanding of and engagement with the impact of globalization on future generations, paired with subsequent interviews (N = 15) for deeper analysis. The survey included clergy members and youth leaders of various races and religious traditions. With an eye toward equity and considering Philadelphia's diverse demographics, the in-depth semistructured interviews centered on Black churches in Philadelphia. The core findings highlight that clergy members in Philadelphia recognize the importance of prioritizing global issues as a means of social betterment and that a special lens toward race should be considered when looking to solve socioeconomic global issues.     

Parent engagement in an original and culturally adapted evidence-based parenting program,Legacy for Children™

Legacy for Children™ (Legacy) is an evidence-based program focused on promoting sensitive, responsive parenting for socioeconomically disadvantaged families. Legacy has recently been culturally and linguistically adapted for Spanish-monolingual Latino families and is being piloted in partnership with an early childhood education program. We conducted a mixed methods study to identify barriers and facilitators to engagement, using program monitoring data sources from both participant and group leader perspectives. We conducted qualitative analyses of open-ended data to identify distinct barriers (e.g., employment challenges, health-related challenges and appointments) and facilitators (e.g., other mothers in group, interest in program topics) to engagement that emerged across English and Spanish language curriculum versions; curriculum-specific barriers and facilitators were also documented. We interpret these findings in light of quantitative data on measures of engagement, showing that participants in the Spanish curriculum evidenced comparable levels of parent–group leader relationship quality relative to the English group, and higher levels of parent's group support/connectedness and overall satisfaction. These results offer promising considerations for optimizing families’ engagement in parenting programs in the context of early care and education settings.     

“Mistakes Can be Beautiful”: Creative Engagement in Arts Integration for Early Adolescent Learners

In this study we explored students’ perspectives and experiences engaging in an arts integration learning model during middle school through a pluralistic lens of creative engagement in learning. The sample included N = 86 students in Grades 6–7 attending schools in fringe rural and urban locales from small and mid-sized cities in the Pacific Northwest. We used a grounded theory approach to explore how creative engagement takes shape for the early adolescent learner. Our conceptual framework integrated intrapsychological (inward) processes with interpsychological (outward) exchange in the social environment of an arts integrated classroom. Schools involved in the study were part of a larger mixed-methods research investigation and received intensive support for school-wide arts integration development. We found that students valued opportunities in arts integration for (a) choice, (b) the expression of their unique interpretations, (c) taking risks and making mistakes, (d) recognizing and applying their Studio Habits of Mind, and (e) enhancement of motivation and engagement in learning. The need for competency, belonging, and autonomy were important conditions of the learning environment and the need for meaning-making was paramount in the process of creative engagement.     

Multilevel and Latent Variable Modeling with Composite Links and Exploded Likelihoods

Composite links and exploded likelihoods are powerful yet simple tools for specifying a wide range of latent variable models. Applications considered include survival or duration models, models for rankings, small area estimation with census information, models for ordinal responses, item response models with guessing, randomized response models, unfolding models, latent class models with random effects, multilevel latent class models, models with log-normal latent variables, and zero-inflated Poisson models with random effects. Some of the ideas are illustrated by estimating an unfolding model for attitudes to female work participation. We wish to thank The Research Council of Norway for a grant supporting our collaboration.     

Psychotherapy across languages: beliefs,attitudes and practices of monolingual and multilingual therapists with their multilingual patients

Aims: The present study investigates beliefs, attitudes and practices of 101 monolingual and multilingual therapists in their interactions with multilingual patients. Method: A mixed‐method approach was adopted using an online questionnaire with closed questions, and informed questions in interviews with one monolingual and two multilingual therapists. Results: A principal component analysis yielded a four‐factor solution accounting for 41% of the variance. The first dimension, which explained 17% of variance, reflects therapists' attunement towards their bilingual patients (attunement versus collusion). Further analysis showed that the 18 monolingual therapists differed significantly from their 83 bi‐ or multilingual peers on this dimension. The follow‐up interviews confirmed this result. Discussion: Recommendations based on these findings are made for psychotherapy training and supervision.     

A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support

The connections between parents' socialization practices and beliefs about emotions, and children's emotional development have been well studied; however, teachers' impacts on children's social–emotional learning (SEL) remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Comparison groups were created based on their observed emotional support and then compared on their qualitative responses in focus group discussions on beliefs about emotions and SEL strategies. Teachers acknowledged the importance of preparing children emotionally (as well as academically) for kindergarten, but substantial differences emerged between the highly emotionally supportive and moderately emotionally supportive teachers in three areas: (1) teachers' beliefs about emotions and the value of SEL; (2) teachers' socialization behaviours and SEL strategies; and (3) teachers' perceptions of their roles as emotion socializers. Understanding such differences can facilitate the development of intervention programs and in‐service training to help teachers better meet students' SEL needs. Copyright © 2014 John Wiley & Sons, Ltd.     

Effectiveness of a Creative Arts Summer Camp: Benefits of a Short-Term,Intensive Program on Children’s Social Behaviors and Relationships

This pilot study evaluated whether a creative arts therapy program delivered through a 2-week summer day camp benefited children’s support networks and improved their general wellness. Camp staff completed ratings on the behavior of 11 children. Eleven parents (10 mothers) completed ratings on their children’s behavior. Surveys were utilized; data were analyzed using Wilcoxon t tests. Results demonstrated that camp staff observed the most significant improvements in children’s behaviors and relationships. Results of this study indicate that a social skills therapy program delivered through a creative arts summer camp can be beneficial to young children. Furthermore, these results were found during an intense, yet brief, period of time.