A translational evaluation of renewal of inappropriate mealtime behavior

The term renewal describes the recurrence of previously extinguished behavior that occurs when the intervention context changes. Renewal has important clinical relevance as a paradigm for studying treatment relapse because context changes are necessary for generalization and maintenance of most intervention outcomes. The effects of context changes are particularly important during intervention for pediatric feeding disorders because children eat in a variety of contexts, and extinction is an empirically supported and often necessary intervention. Therefore, we used an ABA arrangement to test for renewal during intervention with 3 children diagnosed with a feeding disorder. The A phase was functional reinforcement of inappropriate mealtime behavior in a simulated home setting with the child's caregiver as feeder, B was function‐based extinction in a standard clinic setting with a therapist as feeder, and the return to the A phase was function‐based extinction in a simulated home setting with caregiver as feeder. Returning to Context A resulted in renewal of inappropriate mealtime behavior across children, despite the caregivers' continued implementation of function‐based extinction with high levels of integrity.     

Global Human Identification and Citizenship: A Review of Psychological Studies

We review psychological research on global human identification and citizenship, Thomas Paine’s belief that “The world is my country, and all mankind are my brethren.” In turn, we review the theoretical foundations that guided our work, research with measures that preceded our own, and our own work with our correlated scales. We review its foundations, its effects upon attitudes and behaviors, and how it might be enlarged. Global human identification and citizenship is related negatively to ethnocentrism, authoritarianism, the social dominance orientation, and self‐centeredness, but positively to dispositional empathy and the values of universalism, care, and justice. It is expressed in attitudes and behaviors that support human rights and work to reduce global suffering and inequalities. It is associated with greater global knowledge and with efforts to acquire that knowledge. Childrearing that emphasizes cross‐cultural exposure and awareness of others’ suffering may promote global human identification and citizenship, as does education that encourages global mindedness. Environments that support global human identification also induce it, as does envisioning it as a moral ideal.     

中国古代养生体育思想简论

中国古代养生体育思想是建立在其关于生命的认识基础上.传统文化从天人合一、天人相应的高度观照人的生命现象,认为人的生命是天地自然运化的产物,人的生命与天地自然运化具有相同的节律,与此相应,传统养生观要求顺应自然大化,遵循自然规律,按照自然运化节律调养身心;传统哲学认为人的生命是一个形体与精神相结合的整体,因此,在养生观上主张养神与养形相结合,提出了静以养神,动以养形的养生法则.     

自我记忆的"错误"和"歪曲"

人们关于自我的记忆经常会发生“错误”和“歪曲”,造成这种状况的原因有三：其一是“压抑”,其二是“肯定性的错觉”,其三是“个体历史建构和保持”。它们是人们进行心理防卫的方式,其目的是使自我保持一种积极的、具有一致性和稳定性的状态。     

Psychological predictors of weight regain in obesity

It is a consistent finding that, among obese patients, the weight lost as a result of the most widely available treatments for obesity is almost always regained. This relapse appears to be attributable to the individual's inability to persist with the behavioural strategies needed to maintain the new lower weight. Little research has investigated the psychological mechanisms that might account for this phenomenon. This study aimed to identify psychological factors that predict weight regain. Fifty-four women with obesity who had lost weight by attending community slimming clubs were interviewed immediately after losing 10% of their initial body weight, and then followed-up every 2 months for a period of 1 year by means of telephone interviews. The results identified two prospective predictors of weight regain: one cognitive factor (dichotomous thinking) and one historical variable (maximum lifetime weight). The finding that a specific cognitive style is a significant predictor of relapse has implications for the treatment of obesity.     

Personal standards and evaluative concerns dimensions of "clinical" perfectionism: a reply to Shafran et al. (2002, 2003) and Hewitt et al. (2003)

Shafran, Cooper, and Fairburn (2002, 2003) provided a cognitive-behavioral analysis of "clinical" perfectionism, a construct they considered to involve both the determined pursuit of self-imposed standards and extremely vulnerable self-evaluation. They argued against a multidimensional perspective to studying perfectionism. We respond to Shafran et al. (2002, 2003) and Hewitt, Flett, Besser, Sherry, and McGee's (2003) reply to Shafran et al. (2002) by considering the theoretical, empirical, and clinical implications of findings identifying two higher-order dimensions of perfectionism reflecting personal standards (PS) and self-critical evaluative concerns. Analyses of data from two diverse study groups, a college student sample (N = 527) and a clinical sample of patients with binge eating disorder (N = 236), revealed that self-criticism accounts for the relation between perfectionism measures and depressive, anxious, and eating disorder symptoms. We conclude that possessing high PS is not by itself maladaptive. Rather, self-critical evaluative tendencies are more relevant than PS to the critical processes Shafran et al. (2002) suggested contribute to the maintenance of clinical perfectionism.     

A longitudinal study of informational interventions to save energy in an office building

Informational interventions were employed to promote two behaviors relevant for efficient heating of individual offices in a large office building. In two successive winter seasons, interventions were applied during 4-week periods. Short-term effects were assessed weekly, and long-term effects were assessed 1 year after each of the two intervention periods. Improvements were observed in each intervention period, with partial behavior maintenance 1 year later. The changes observed in the individual offices across conditions are suggestive of the program's capacity to correct relapses in earlier proenvironmental behavior.     

A component analysis of "stereotypy as reinforcement" for alternative behavior

Results from several studies have suggested that the opportunity to engage in stereotypic behavior may function as reinforcement for alternative, more socially desirable behaviors. However, the procedural components of this intervention include several distinct operations whose effects have not been analyzed separately. While measuring the occurrence of stereotypy and an alternative behavior (manipulation of leisure materials), we exposed 3 participants to three or four components of a "stereotypy as reinforcement" contingency: (a) continuous access to materials, (b) prompts to manipulate materials, (c) restricted access to stereotypy (i.e., response blocking), and (d) access to stereotypy contingent on manipulating the materials. Continuous access to materials and prompting (a and b) produced negligible results. Restriction of stereotypy (c) produced a large increase in the alternative behavior of 2 participants, suggesting that response restriction per se may occasion alternative behavior. However, contingent access to stereotypy (d) was necessary to increase the 3rd participant's object manipulation; this finding provided some support for the use of stereotypy as reinforcement for alternative behavior. Finally, when transfer of the effects of intervention was assessed during periods in which active intervention components were withdrawn, the alternative behavior was maintained for 1 participant.     

Using self-monitoring to increase on-task behaviors of students with attention deficit hyperactivity disorders (ADHD) in inclusive classrooms in Turkey (Türkiye)

Self-monitoring interventions have been found to be effective in improving the on-task behaviors of students with a wide range of disabilities. However, there are ongoing limitations in the literature, including the (a) lack of planning in generalization and maintenance, (b) interventions are predominantly conducted in segregated settings, and (c) inadequate number of data points collected in each condition. In the current study, self-monitoring was used to improve the on-task behavior of three elementary school students with ADHD in inclusive classrooms in Turkey. A concurrent multiple-baseline across-participants design was used. Generalization and maintenance were programmed via sequential modification, partial withdrawal, and continuous data collection. Additionally, classroom teachers rated the students' overall classroom behaviors in each data collection session. Based on the visual and the effect size analyses (i.e., performance criteria-based effect size [PCES]), the intervention was effective in improving the students' on-task behaviors. The self-monitoring intervention had 1.18 (high effect), 1.06 (effective) in generalization, and 1.14 (effective) in the first maintenance set and 1.03 (effective) in the second maintenance data set. The teacher ratings aligned with the increased on-task behaviors of the students. Implications for practice are discussed.