The Faulty Magnitude Detector: Why SNARC‐Like Tasks Cannot Support a Generalized Magnitude System

Do people represent space, time, number, and other conceptual domains using a generalized magnitude system (GMS)? To answer this question, numerous studies have used the spatial‐numerical association of response codes (SNARC) task and its variants. Yet, for a combination of reasons, SNARC‐like effects cannot provide evidence for a GMS, even in principle. Rather, these effects support a broader theory of how people use space metaphorically to scaffold their understanding of myriad non‐spatial domains, whether or not these domains exhibit variation in magnitude.     

Developmental sequences in the age of onset of disruptive child behaviors

Retrospective and prospective reports of the onset of disruptive child behaviors were analyzed in a sample of clinic-referred boys. The younger boys (ages 7–9 years), compared with the older boys (ages 10–12 years), showed the highest level of disruptive behavior and, judging from mothers' reports, had the fastest progression of onsets from less serious to more serious problem behaviors. Despite some overlap, developmental sequences in problem behavior within the domains of hyperactivity/inattention, oppositional behavior, and conduct problems were similar across the two age groups. This was also the case for developmental sequences of overt or confrontive problem behaviors and covert or concealing conduct problems. Sequences of the onset of oppositional behavior and conduct problems were validated through prospective data, based on the information from mothers, teachers, and boys themselves. The implications of the findings are discussed for the formulation of developmental pathways of behavior and the analysis of causal factors.     

PRODUCING GENERALIZED JOB INITIATIVE IN SEVERELY MENTALLY RETARDED SHELTERED WORKERS

The development of generalized job initiative was examined with three severely retarded men working in an industrial assembly area of a sheltered workshop. Interventions included discrimination training, role-play training, and self-monitoring. For each participant, training was applied sequentially to three sets of job initiative behaviors. Intensive training was required to establish the first set of job initiative behaviors; however, the second and third sets of job initiative behaviors were learned with only discrimination training. The discussion summarizes the findings and suggests research needed to develop more powerful learning-to-learn paradigms.