An Experimental Analysis of Mathematics Instructional Components: Examining the Effects of Student-Selected Versus Empirically-Selected Interventions

Within the context of an experimental analysis, the current study examined the effects of student- and empirically-selected interventions on the mathematics computational fluency of three elementary-aged students. For all of the participants, the empirically-selected intervention resulted in higher levels of computational fluency then the student-selected intervention. These results suggest that empirically-selected interventions may enhance the mathematics computational fluency of students experiencing mathematics problems. However, individual responsiveness to empirically-selected interventions suggests the importance of conducting brief experimental analyses to determine the most efficacious intervention. The implication of these results for intervention selection and incorporating choice-making opportunities into academic interventions are discussed.     

Improving sixth-grade students perceptions of high-effort assignments by assigning more work: Interaction of additive interspersal and assignment effort on assignment choice

Sixth-grade students were exposed to two pairs of mathematics assignments. Assignment Pair A included a high-effort and a moderate-effort assignment, each containing 18 three-digit by two-digit (3×2) problems. Assignment Pair B was similar except the high-effort assignment contained six additional one-digit by one-digit (1×1) problems interspersed following every third 3×2 problem. After exposure to each pair of assignments, students ranked assignments and chose a new assignment for homework. Analysis of Assignment Pair A data showed students preferred the moderate-effort assignment. Analysis of interactions showed that interspersing the additional brief problems to the high-effort assignment caused significantly more students to choose the high-effort assignment for homework and rank it as requiring less effort and time to complete and as being less difficult than the moderate-effort assignment. Results support the hypothesis that a discrete task is a reinforcer and suggest that educators can increase the probability of students engaging in more challenging assignments that require more effort to complete by interspersing additional brief tasks. Applied and theoretical implications are discussed along with future research.     

Rates and Correlates of DSM-IV Diagnoses in Women Newly Diagnosed with Breast Cancer

Although the presence of psychological distress has been documented in women with breast cancer, previous studies have not established rates of DSM-IV diagnoses in this population, nor have prior investigations compared the utility of diagnostic interviewing vs. symptom checklists to assess distress. DSM-IV diagnoses of anxiety disorders and major depression, symptoms of anxiety and depression, and quality of life were examined in 207 women with newly diagnosed breast cancer. Eighteen percent of breast cancer patients met criteria for a current DSM-IV anxiety or depressive disorder and 54% met criteria for a disorder at some point in their lifetime. These rates are comparable to those found in recent community epidemiological studies (e.g., R. C. Kessler, K. A. McGonagle, S. Zhao, C. B. Nelson, M. Hughes, S. Esheman, et al., 1994). Sensitivity, specificity, and positive predictive value for anxiety and depression symptoms as predictors of DSM disorders were relatively poor. However, after accounting for demographic, treatment, and cancer variables, self-reported anxiety symptoms were significantly related to the presence of an anxiety disorder and self-reported depressive symptoms were significantly related to a diagnosis of a depressive disorder. Symptoms of anxiety and depression contributed significantly and uniquely to physical, medical, and sexual quality of life; DSM-IV diagnoses were not significantly related to quality of life after controlling for symptoms of depression and anxiety. The importance of measuring both symptoms of distress and psychiatric diagnoses in cancer patients and the clinical practice implications of the results are discussed.     

What Makes Crohn's Disease Patients Difficult to Manage? The Role of Psychosocial Factors

Most GI clinicians face the problem of a small group Crohn's Disease (CD) patients who function poorly and consume inordinate amounts of service with poor outcome. This study examines the hypothesis that psychosocial factors differentiate the CD patients who function poorly from the typical CD patient. A prototypal sample of CD patients with problems functioning, more typical CD patients (not selected for having problems in functioning), and healthy controls each completed a battery of validated psychosocial measures of disease-specific quality of life, coping skills, social support and life stress, perceived medical symptoms and life history factors. Chart data on hospital admissions, ER, GI, Surgeon, and GP visits were also collected. The CD patients with problems functioning reported more symptoms (GI and non-GI) and had many more ER, GI, and GP visits than the typical group. Psychologically, those with problems functioning had poorer quality of life and were more likely to cope using emotional discharge and support seeking. They experienced significantly more stress and reported a more chaotic family history. No differences on an experimental method of information processing biases were found between the CD groups, however. These results indicated that patients with problems functioning, selected by GI staff because they were best-case examples of functional difficulties, shared little with a matched group of typical CD patients. These patients likely require psychological as well as medical intervention to best manage their illness.     

行政伦理困境与行政行为选择

行政责任的特点之一是其道德性 ,在行政行为选择中伦理动因占据着核心位置。行政伦理困境是行政行为选择中经常遇到的一种特殊情境 ,行政伦理困境与行政行为选择经常相伴而生 ,因此 ,谈及行政伦理困境必然涉及到行政行为选择。     

An Empirical Analysis of Interspersal Research: Evidence, Implications, and Applications of the Discrete Task Completion Hypothesis

Because assignment completion is often reinforced, researchers have posited that when students work on assignments with many discrete tasks (e.g., 20 mathematics problems), that each completed discrete task may be a conditioned reinforcer (e.g., Skinner et al., 1999). If the discrete task completion hypothesis is accurate, then relative task completion rates should influence choice behavior in the same manner as relative rates of reinforcement. In the current study, previous interspersal research was combined across experiments and regression analysis revealed a linear relationship between relative problem completion rates (RPCR) and choice in accordance with the matching law (Herrnstein, 1961, 1970). These results support the discrete task completion hypothesis and suggest that interspersing additional brief tasks enhances interval schedules of reinforcement. Theoretical and applied implications of the current study and the discrete problem completion hypothesis are discussed and directions for future research are provided.     

Banding Together: New Horizons in Lifelong Music Making

New Horizons Bands are wind and percussion bands designed for both novice and former musicians over the age of 50. This article describes the Iowa City, Iowa, program from the director's observations and from excerpted comments by participants. Not only does the band program fulfill musical aspirations, but it also provides meaningful interpersonal relationships for the adult learners and their families, the college-aged instructors, and the director.     

A Spanish translation of Mehrabian and Russell's emotionality scales for environmental consumer psychology

The development of a translation of Mehrabian and Russell's scales for the measurement of pleasure, arousal and dominance from the original English to a Spanish version for use in Venezuela is described. The translated scales were administered to two samples of middle‐class Venezuelan consumers (n = 127,n = 127) between the ages of 20 and 50, among whom males and females were represented approximately equally. Internal reliability (measured by Cronbach's alpha) and scale validity (measured by factor analysis) indicate that the translated scales are suitable for consumer and other social psychological research in Spanish. Copyright © 2002 Henry Stewart Publications Ltd.     

Correlates of Patient Satisfaction Among Menopausal Women

Patient satisfaction can increase compliance and health outcomes in many populations. Menopausal-age women present unique physical and psychosocial concerns that separate them from other populations in their health care needs and preferences. We surveyed 48 women (ages 45–60) regarding their satisfaction with a recent annual exam office visit in a family practice clinic. Women reported the number of quality of life issues they discussed during this visit and which of these they considered most important, as well as menopausal symptoms and perceived health competence. Regression analyses identified variables most related to patient satisfaction. Of three components of visit satisfaction (Quality, Humaneness, and General Satisfaction), Quality was predicted by quality of life issues discussed. Physical, psychological, and functional domains were considered most important to the patients, whereas physical, psychological, and social domains were most often actually discussed in the visit.     

A re‐examination of probability matching and rational choice

In a typical probability learning task participants are presented with a repeated choice between two response alternatives, one of which has a higher payoff probability than the other. Rational choice theory requires that participants should eventually allocate all their responses to the high‐payoff alternative, but previous research has found that people fail to maximize their payoffs. Instead, it is commonly observed that people match their response probabilities to the payoff probabilities. We report three experiments on this choice anomaly using a simple probability learning task in which participants were provided with (i) large financial incentives, (ii) meaningful and regular feedback, and (iii) extensive training. In each experiment large proportions of participants adopted the optimal response strategy and all three of the factors mentioned above contributed to this. The results are supportive of rational choice theory. Copyright © 2002 John Wiley & Sons, Ltd.