Reviews

Rottschaefer, William A. The Biology and Psychology of Moral Agency
Mccutcheon, Russell T. Manufacturing Religion: The Discourse on Sui Generis Religion and the Politics of Nostalgia
Drengson, Alan The Practice of Technology: Exploring Technology,Ecophilosophy, and Spiritual Disciplines for Vital Links
Burrell, David B. and Mcginn, Bernard (eds.) God and Creation: An Ecumenical Symposium     

The functional role of preschoolers' verbalizations in the generalization of self-instructional training

We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work.     

TRAINING AND GENERALIZATION OF REACH-GRASP BEHAVIOR IN BLIND,RETARDED YOUNG CHILDREN

The effects of a graduated prompting treatment procedure were analyzed in three phases of an experiment on the training and generalization of reaching-grasp responding in 2- to 4-year-old blind, severely or profoundly retarded children. In Phase 1, we used a multiple-baseline across-subjects design to investigate the effectiveness of the treatment on midline reach-grasp responding. In Phase 2, we used a reversal design to investigate the effects of repeated implementations and withdrawals of the treatment. In both phases, generalization to right and left positions was measured. In Phase 3, in a multiple-baseline across-responses design, the treatment was implemented in right and left positions. Also in Phase 3, shift of stimulus control from toy-sound to verbal instructions was measured. The results showed that (a) the graduated prompting procedure was effective in training reach-grasp responding in all three children; (b) for one child, the effects were durable over repeated applications of the treatment procedure, but were not maintained during withdrawals; (c) for another child, the treatment procedure was effective in teaching reach-grasp responding in all three positions; and (d) for the same child, training of reach-grasp responding generalized to toys presented without sound, given only the verbal instruction.     

THE CLASS SPECIFIC EFFECTS OF COMPLIANCE TRAINING WITH “DO” AND “DON'T” REQUESTS: ANALOGUE ANALYSIS AND CLASSROOM APPLICATION

Two experiments are reported in which the relationship between compliance with “do” and “don't” requests was examined with developmentally disabled children. In Experiment 1, a multiple baseline design across subjects with counterbalanced treatment conditions was used to evaluate a compliance training program composed of four phases: (a) baseline, during which no consequences were delivered for compliance, (b) reinforcement for compliance with one targeted “do” request, (c) reinforcement for compliance with one targeted “don't” request, and (d) follow-up with reinforcement on a variable ratio schedule for compliance with any “do” or “don't” request. Results of probes conducted before and after training within each condition indicated that generalized compliance occurred only with requests of the same type as the target exemplar (“do” or “don't”). In Experiment 2, these results were replicated in a classroom setting. Following collection of baseline probe data on student compliance, a teacher training program was successfully implemented to increase reinforcement of compliance first with one “do” and subsequently with one “don't” request of a target student. Results of multiple baseline probes across “do” and “don't” requests indicated that the teacher generalized and maintained reinforcement of compliance with other requests of the same type and to other students, with a resulting increase in student compliance with the type of requests reinforced. The impact of treatment on both teacher and student behavior was socially validated via consumer ratings. Implications of these findings with respect to response class formation and compliance training programs are discussed.     

婚姻关系、亲子关系对3～6岁幼儿心理行为问题的影响

采用CBCL量表、自编的婚姻关系和亲子关系问卷调查了6所城市幼儿园的457名3～6岁幼儿,结果发现：(1)本研究中3～6岁幼儿心理行为问题的检出率为15．10％;(2)3-6岁幼儿的心理行为问题主要表现为交往不良、攻击性等外部行为问题;(3)没有心理行为问题的幼儿家庭其婚姻关系在性格相容、问题解决和性生活方面显著优于有心理行为问题的幼儿家庭,但在经济条件方面则相反;(4)婚姻关系和亲子关系则呈显著的正相关,并共同影响幼儿的心理行为问题。     

EFFECTS OF SELF-EVALUATION ON PRESCHOOL CHILDREN'S USE OF SOCIAL INTERACTION STRATEGIES WITH THEIR CLASSMATES WITH AUTISM

This study investigated effects of a self-evaluation procedure on preschool children's use of social interaction strategies among their classmates with autism. Three triads of children (comprised of 1 trained normally developing peer, 1 untrained peer, and 1 child with autism) participated. A multiple baseline design across subjects was used to demonstrate that peers who were taught facilitative strategies increased their use of strategies only after the self-evaluation intervention was introduced. Improvements in social behavior of children with autism was associated with peers' increased strategy use. Untrained peers demonstrated little change in their social behavior. Treatment effects were replicated when trained peers were asked to use self-evaluation with other children with autism during other play times. Self-evaluation procedures enhanced the use of social interaction strategies on the part of normally developing peers during social skills interventions.     

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.     

我国3～6岁儿童个性类型及发展特点的研究

该文在以往中国儿童个性结构研究基础上,以问卷调查（n=927）方式,将层次聚类和迭代聚类两种方法结合起来,同时采用理论分析等方法最终确定我国3～6岁儿童的个性类型包括认可型、矛盾型、拒绝型及中间型四类。其中认可型属于积极个性类型,矛盾型和拒绝型属于消极个性类型。研究表明,中班到大班阶段是幼儿个性发展相对重要的时期。男女幼儿在多个个性维度及大部分具体特质方面存在着明显的性别差异。     

Development of Academic Skills from Preschool Through Second Grade: Family and Classroom Predictors of Developmental Trajectories

Children's experiences with their parents and teachers were related to the acquisition of academic skills from preschool through second grade. Individual and group growth curves were estimated, and individual patterns of change were predicted from selected demographic, family, and classroom characteristics to identify multiple pathways to early academic competence. Standardized assessments of language and academic skills and parent and teacher surveys were collected on 511 children beginning in the second-to-last year of child care through the third year of elementary school. As expected, children tended to show better academic skills across time if their parents had more education and reported more progressive parenting beliefs and practices. Statistical interactions between family background and teacher-child relationships indicated that a closer relationship with the teacher was positively related to language skills for African-American children and to reading competence for children whose parents reported more authoritarian attitudes. These results provide further evidence that social processes in classrooms are important for academic competence for children considered at risk for academic problems.