Self-Monitoring negative statements

We examined the effects of a self-monitoring program on reducing the frequency of negative statements of a student with mild mental retardation who was enrolled in a self-contained classroom at a middle school. A changing criterion design was used within a multiple baseline design across two classroom periods. Additionally, the frequency of positive statements was reported. The results showed a decrease in the number of negative statements, and an increase in the number of positive statements. Maintenance data collected up to 8 weeks after the program ended indicated that the student continued to emit positive rather than negative statements. The use of this procedure to decelerate undesirable behavior is discussed.     

STIMULUS (INSTRUCTIONAL) FADING DURING EXTINCTION OF SELF-INJURIOUS ESCAPE BEHAVIOR

Three individuals with developmental disabilities were exposed to a series of assessment conditions to identify the source of reinforcement for their self-injurious behavior. In each case, self-injury occurred most often in instructional (demand) situations containing a brief time-out from the task contingent on self-injury, indicating that the behavior was an escape response (i.e., maintained by negative reinforcement). Treatment was implemented in a multiple baseline across subjects design and consisted of extinction (prevention of escape) plus instructional fading (initial elimination of instructions followed by their gradual reintroduction). Results showed that the combined treatment produced immediate and large reductions in self-injury that were maintained as the frequency of instructions was increased across sessions to match the original baseline rate of presentation. Results of a component analysis conducted with 1 subject suggested that stimulus fading accelerated the behavior-reducing effects of extinction.     

Linking qualitative and quantitative methods in cross-cultural survey research: Techniques from cognitive science

Survey research with diverse cultural and ethnic minority groups is a complex and challenging endeavor that confronts the researcher with problems related to linguistic and conceptual equivalence and measurement as well as problems related to difficulties that respondents have with the sociocultural dimensions of the survey/interview process. One way to improve the quality of cross-cultural surveys and to insure that the findings are culturally relevant and accurate is to combine qualitative and quantitative methods. This paper proposes that certain qualitative techniques from cognitive science, specifically cognitive anthropology and cognitive psychology, are particularly well suited to being combined with survey research. These techniques provide information corresponding to the underlying thought processes of respondents and enable researchers to better understand how different cultural and ethnic groups construe the world. The information obtained can be used improve the formulation of survey questions, design and structure questionnaire formats to coincide with the way particular groups organize concepts, and help researchers understand difficulties respondents may have with the survey/interview process. In addition, the techniques produce data that are easily codifiable and more manageable than traditional qualitative techniques including participant observation and in-depth interviews.     

Truth and democratic education

The connection of education to democracy is an issue of central importance to communities committed to liberty and justice. In her influential book Democratic Education Amy Gutmann addresses this connection. In doing so she takes up a position regarding democracies and the teaching of truth which is indefensible, and which removes any ban on manipulating citizens. Also indefensible is Gutmann's position concerning publicly-funded community colleges and universities. These she deems nonselective institutions; a mistake that obscures the unequal distribution of opportunities for democratically-required education. The outcome is to reveal Gutmann's analysis of democratic education and democratic participation to be, in important respects, inadequate.     

Medical education: The training of ethical physicians

This paper suggests that medical education be revised to assist in diffusing potential ethical dilemmas that arise during health care provision. A revised medical education would emphasize the role of the humanities in the training of physicians, especially in light of recent critiques of the canonical scientific model in general, and more specifically in the use of that model for medical training and practice.I wish to thank Dr. Mary Ann Cutter and Melissa M. Amaro for their critical suggestions.     

The myth of science education

It is argued that the manner in which we teach science in the high schools represents an outdated positivistic conception of science. The standard presentation of a year of each of chemistry, biology and physics should be replaced by an integrated science plus history, philosophy, and sociology of science which would take a total of three years to complete. A proper appreciation for the true nature of science is essential to the continued health of the scientific enterprise.     

RELATING THE PHYSICS AND RELIGION OF DAVID BOHM

Abstract. David Bohm's thinking has become widely publicized since the 1982 performance of a form of the Einstein-Podolsky- Rosen (EPR) experiment. Bohm's holomovement theory, in particular, tries to explain the nonlocality that the experiment supports. Moreover, his theories are close to his metaphysical and religious thinking. Fritjof Capra's writings try something similar: supporting a theory (the bootstrap theory) because it is close to his religious beliefs. Both Bohm and Capra appear to use their religious ideas in their physics. Religion, their source for physical hypotheses, provides the motivation to develop and uphold them.     

Whose Gene Is It? A Case Discussion About Familial Conflict over Genetic Testing for Breast Cancer

A multidisciplinary group of genetic and other professionals discuss a complex case of familial conflict over access to genetic information. One twin wishes to know the results of her deceased mother's tests for BRCA1 mutations; a second twin objects to researchers making this information available. As the case discussion unfolds, the apparent facts of this case are called into question and the lines of ethical certainty become less clear.     

自由回忆和线索回忆测验中的系列位置效应

本文以96个中国汉字为材料,使用自由回忆和线索回忆测验方法,对20名被试进行6组分测验和最后所有汉字的总测验。发现自由回忆分测验中存在明显的系列位置效应,总测验出现负近因现象;线索回忆分测验也表现出明显的系列位置效应,但最后的总测验没有出现负近因现象。上述结果验证了Bjork和Whitten（1974）提出的顺序或情景理论。