The transformation of consequential functions in accordance with the relational frames of more-than and less-than

Across three experiments, the transformation of consequential functions in accordance with a seven-member relational network (A-B-C-D-E-F-G) was investigated. In this network, the relational rankings ranged from A, ranked the least, to G, ranked the most. In the first phase, contextual cues for more-than and less-than were established by training participants across multiple exemplars to select comparisons containing larger quantities in the presence of the former cue, and fewer quantities in the presence of the latter cue. Participants then were trained in six conditional discriminations (i.e., AD, F>E, and G>F) with the contextual cues as samples and nonsense words as comparisons, and all possible derived relations were tested (e.g., B相似文献   

Advances in Behaviorism: It's Not What It Used to Be

Behaviorism has changed over the past half century and its modern form is not familiar to many educators and other applied professionals. Put briefly, behaviorism has changed from the molecular and absolutist form of years past, when basic researchers, therapists and educators sought to modify isolated target behaviors. Modern behaviorism is relativistic and molar and the articles included in this issue are meant to illustrate this changed emphasis. The first article shows how the matching law has redefined the old law of effect and how that affects application. The second shows how relational frames provide a behavioral treatment of cognitive variables that dispels the stereotyped view of behavior modification. The third treats molar classes of behaviors as traits, and individual behaviors as states, applying that distinction to aspects of the relative frequencies of behaviors of children at home and at school. Finally, the last article shows specifically how behavioral methods have been (and are) applied to the behavior of autistic children, in a program that has been extremely successful over the past few years.     

认知压力与建构主义数学教学的关系

与通常在消极意义上使用的“精神压力”概念不同,“认知压力”是学习环境促使学习者进行不同类型认知活动的积极力量。根据这种环境导致学习者使用一级还是二级程序性知识达成目标,可将认知压力分成一级认知压力和二级认知压力。本研究以325名小学高年级和初中一二年级学生为被试,采用问卷法考察了数学课堂上认知压力的现状及其与建构主义教学的关系。结果表明：（1）对于数学课堂而言,被试报告的一级和二级认知压力处于中等偏上水平,而且二级认知压力显著高于一级认知压力;（2）建构主义数学教学有助于产生认知压力,特别是二级认知压力;（3）修订后的认知压力问卷有良好的信度和效度。     

Young children's performance on the balance scale: the influence of relational complexity

Three experiments investigated the effect of complexity on children's understanding of a beam balance. In nonconflict problems, weights or distances varied, while the other was held constant. In conflict items, both weight and distance varied, and items were of three kinds: weight dominant, distance dominant, or balance (in which neither was dominant). In Experiment 1, 2-year-old children succeeded on nonconflict-weight and nonconflict-distance problems. This result was replicated in Experiment 2, but performance on conflict items did not exceed chance. In Experiment 3, 3- and 4-year-olds succeeded on all except conflict balance problems, while 5- and 6-year-olds succeeded on all problem types. The results were interpreted in terms of relational complexity theory. Children aged 2 to 4 years succeeded on problems that entailed binary relations, but 5- and 6-year-olds also succeeded on problems that entailed ternary relations. Ternary relations tasks from other domains--transitivity and class inclusion--accounted for 93% of the age-related variance in balance scale scores.     

Bridging the gap between theory and model: a reflection on the balance scale task

At first glance, the two lead articles in this issue share little except the balance scale task, yet we view them as complementary rather than unrelated or contradictory. Our Reflection focuses on the individual strengths of the two lead articles and, to a greater extent, the potential power of their combined perspectives. Our general approach is to allow psychological theory to suggest a model of performance that can both evaluate specific theoretical claims and reveal important features of the data that had been previously obscured using conventional statistical analyses. Our guiding principle is that model, theory, and data all should be connected.     

Therapeutic Considerations of Wilderness Experiences for Incest and Rape Survivors

The purpose of this article is to examine the relevancy of traditional wilderness programs, such as Outward Bound, to women who have been violated by experiences of childhood incest and/or adult sexual assault. Applications to African-American women, women with physical challenges, and women who are economically disenfranchised will be emphasized. The overview is from a feminist perspective, one that advocates empowerment over struggle and resisting revictimization on any level. The Rape Assistance and Awareness Program (RAAP) is a non-profit agency in Denver, Colorado dedicated to providing low-cost group psychotherapy for women who have been recently sexually assaulted as well as for women with histories of incest. About five years ago, a three-day Colorado Outward Bound School (COBS) experience was incorporated into RAAP's treatment program. While the COBS weekend generally has been viewed positively by most of the clients and group facilitators, aspects of this element of the program have become increasingly problematic. Its applicability to women with physical disabilities and women with conflicting social and economic priorities is questioned. When RAAP received a special grant to provide sexual assault services specifically targeting women of color, groups for Latinas and African-American women were established and facilitated by therapists of color. These women of color, both clients and therapists, consistently challenge the relevance and practicality for them of the COBS experience. In this article, we contend that wilderness experiences, in their traditional application, do not support the feminist, woman-centered approach to life which is advocated and nurtured at RAAP, nor does it specifically honor cultural diversity or ethnic multiplicity. Recommendations for wilderness experiences attracting a broader range of the feminine experience are made.     

The Effect of Pedagogy on Students' Perceptions of the Importance of Ethics and Social Responsibility in Business Firms

Human moral rights place justified limits on what people are free to do to one another. Animals also have moral rights, and arguments to support the use of animals in scientific research based on the benefits allegedly derived from animal model research are thus invalid. Animals do not belong in laboratories because placing them there, in the hope of benefits for others, violates their rights.