Establishing a generalized repertoire of helping behavior in children with autism

The present study used a multiple baseline across participants design to assess whether 4 children with autism could learn a generalized repertoire of helping adults with different tasks through the use of a multicomponent teaching package. Different helping responses were taught in the presence of multiple exemplars of discriminative stimuli drawn from experimenter-defined categories of helping behavior (e.g., locating objects, putting away items, setting up an activity). During the training condition, video models, prompting, and reinforcement were used. The results showed that all 4 children learned to emit appropriate helping responses in the presence of discriminative stimuli from the helping categories used during training. Generalization of helping responses was observed in the presence of untrained discriminative stimuli during additional probe conditions. Additional pre- and postintervention generalization trials showed that the frequency of helping responses also increased in the presence of novel stimuli, in a novel setting, and with a novel instructor.     

Situated language understanding as filtering perceived affordances

We introduce a computational theory of situated language understanding in which the meaning of words and utterances depends on the physical environment and the goals and plans of communication partners. According to the theory, concepts that ground linguistic meaning are neither internal nor external to language users, but instead span the objective-subjective boundary. To model the possible interactions between subject and object, the theory relies on the notion of perceived affordances: structured units of interaction that can be used for prediction at multiple levels of abstraction. Language understanding is treated as a process of filtering perceived affordances. The theory accounts for many aspects of the situated nature of human language use and provides a unified solution to a number of demands on any theory of language understanding including conceptual combination, prototypicality effects, and the generative nature of lexical items. To support the theory, we describe an implemented system that understands verbal commands situated in a virtual gaming environment. The implementation uses probabilistic hierarchical plan recognition to generate perceived affordances. The system has been evaluated on its ability to correctly interpret free-form spontaneous verbal commands recorded from unrehearsed game play between human players. The system is able to "step into the shoes" of human players and correctly respond to a broad range of verbal commands in which linguistic meaning depends on social and physical context. We quantitatively compare the system's predictions in response to direct player commands with the actions taken by human players and show generalization to unseen data across a range of situations and verbal constructions.     

The Others Will Help: The Presence of Multiple Video Game Characters Reduces Helping After the Game Is Over

The bystander effect refers to the phenomenon that individuals are less likely to help if there are potential other helpers present. For instance, past research revealed that participants were less likely to help computer-controlled characters if there were other computer-controlled characters present. Research has also shown that the bystander effect occurs if the presence of others is merely imagined. The present research examined the idea that the presence of multiple characters within a video game reduces the player's helping behavior even after the video game is over. In fact, participants who played a video game with multiple characters present were less likely to devote time to assisting in a future study than participants who had played the same video game with only a single character present.     

Everyday sadism predicts violent video game preferences

Playing violent video games has become an integral part of the lives of many people, although some people more than others may be predisposed to enjoy violent video games. Two cross-sectional studies examined the extent to which everyday sadism predicts the amount of violent video game play. Past research has shown that everyday sadists obtain pleasure from cruel behaviors. Hence, I reasoned that everyday sadists are drawn to violent video games because killing game characters might be an opportunity to satisfy their need for cruelty. In fact, results revealed a positive link between everyday sadism and the amount of violent video game exposure. Moreover, this relation statistically held when controlling for the impact of trait aggression, the Big 5, narcissism, Machiavellianism, and psychopathy.     

Video Feedback in Philosophy

Marginal comments on student essays are a near‐universal method of providing feedback in philosophy. Widespread as the practice is, however, it has well‐known drawbacks. Commenting on students' work in the form of a video has the potential to improve the feedback experience for both instructors and students. The advantages of video feedback can be seen by examining it from both the professor's and the student's perspective. In discussing the professor's perspective, this article shares observations based on the author's experience delivering feedback through video. Turning to the student's view, it discusses qualitative feedback solicited from students that indicates a clear preference for video feedback over written marginalia. In particular, students describe video feedback as more informative, more personal, better at suggesting improvements on future assignments, enhancing the professor's ability to communicate through tone of voice and gesture, and easier to understand compared to written feedback.     

Holistic Facial Composite Construction and Subsequent Lineup Identification Accuracy: Comparing Adults and Children

When the police have no suspect, they may ask an eyewitness to construct a facial composite of that suspect from memory. Faces are primarily processed holistically, and recently developed computerized holistic facial composite systems (e.g., EFIT-V) have been designed to match these processes. The reported research compared children aged 6–11 years with adults on their ability to construct a recognizable EFIT-V composite. Adult constructor's EFIT-Vs received significantly higher composite-suspect likeness ratings from assessors than children's, although there were some notable exceptions. In comparison to adults, the child constructors also overestimated the composite-suspect likeness of their own EFIT-Vs. In a second phase, there were no differences between adult controls and constructors in correct identification rates from video lineups. However, correct suspect identification rates by child constructors were lower than those of child controls, suggesting that a child's memory for the suspect can be adversely influenced by composite construction. Nevertheless, all child constructors coped with the demands of the EFIT-V system, and the implications for research, theory, and the criminal justice system practice are discussed.