Development and evaluation of an inventory to assess adult stutterers'' communication attitudes

The purpose of this study was to develop and evaluate a procedure to assess adult stutterers' communication attitudes. To this end, the investigation was divided into two phases. In Phase I, an assessment inventory based on a tripartite attitudinal model was developed and administered to 107 adult stutterers. Reliability and validity of these procedures were examined, and the inventory was refined. In Phase II, reliability and validity of the attitude assessment procedures were reassessed, and the attitudes of 26 stutterers and 56 nonstutterers were examined. Assessment procedures involved a self-report inventory, which obtained ratings of items in 13 situational subscales representing different speaking situations. These situations were rated using four response scales reflecting behavioral, affective, and cognitive aspects of attitude. Situational responding, response scale scores, and response scale interrelationships are examined. Findings are discussed in terms of the potential value of the inventory and future investigations.     

Reinforcer pathology,probabilistic choice,and medication adherence in patients with multiple sclerosis

The reinforcer pathology model posits that core behavioral economic mechanisms, including delay discounting and behavioral economic demand, underlie adverse health decisions and related clinical disorders. Extensions beyond substance use disorder and obesity, however, are limited. Using a reinforcer pathology framework, this study evaluates medical adherence decisions in patients with multiple sclerosis. Participants completed behavioral economic measures, including delay discounting, probability discounting, and a medication purchase task. A medical decision-making task was also used to evaluate how sensitivity to mild side effect risk and efficacy contributed to the likelihood of taking a hypothetical disease-modifying therapy. Less steep delay discounting and more intense (greater) medication demand were independently associated with greater adherence to the medication decision-making procedure. More generally, the pattern of interrelations between the medication-specific and general behavioral economic metrics was consistent with and contributes to the reinforcer pathology model. Additional research is warranted to expand these models to different populations and health behaviors, including those of a positive health orientation (i.e., medication adherence).     

Reciprocity,Vulnerability, and the Moral Significance of Herd Immunity

This article proposes a novel defense of vaccine mandates: such policies are justifiable because they protect the capabilities of individuals who cannot cultivate individual immunity against infection. We begin by considering a nearby argument that has recently enjoyed popularity, which claims individuals have an enforceable obligation to get vaccinated because they have benefited from community protection (often referred to as ‘herd immunity’), and thus they ought to do their fair share in sustaining that public good by getting vaccinated. We object, however, that this kind of argument misstates the ethical basis for vaccine mandates because community protection primarily protects unvaccinated people. We contend that the duty to vaccinate is not fundamentally an obligation to make a fair contribution to a public good from which vaccinated people benefit, but a duty to protect the wellbeing of otherwise vulnerable third parties. We flesh out our view by drawing on Martha Nussbaum's capabilities approach.     

Socialization influences of collegiate female athletes: A tale of two decades

Over the past decade, sport participation opportunities for females have increased dramatically. The purposes of this study were to compare perceptions of encouragement and support from socializing agents for: (a) female collegiate volleyball players competing during the 1979 and 1989 seasons, and (b) female collegiate athletes and female and male nonathletes. Female athletes (n= 345), female nonathletes (n= 128), and male nonathletes (n= 88) completed a questionnaire to assess significant others' influence on sport involvement during childhood, adolescence, and college years. Results indicated that interest and encouragement by parents, older siblings, and friends significantly increased for female athletes over the past 10 years during one or more developmental period. Discriminant analyses revealed that female athletes perceived stronger influences from mother, siblings, friends, and coaches than did male and female nonathletes. These results demonstrate that female athletes received greater social support than their peers a decade earlier, and these influences were significantly different than male and female nonathletes. This study was supported by a grant awarded to the first author by the Center for the Study of Women in Society, University of Oregon, Eugene.     

Does stimulus correspondence account for the Simon effect? Comments on Hasbroucq and Guiard (1991)

Summary In a recent paper analysing the Simon effect, Hasbroucq and Guiard (1991) concluded that stimulus congruence, a correspondence relationship between stimulus components, accounts for the Simon effect and explains its reversal in the Hedge and Marsh experiment (1975). We contend that their definition of stimulus congruence is applied inconsistently, which invalidates their conclusion. It is argued here that the effect of display-control arrangement correspondence (Simon, Sly, & Vilapakkam, 1981) is an alternative account that fits the presented data better. In a second experiment, Hasbroucq and Guiard (1991) claimed to have invalidated the suggestion that display-control arrangement correspondence could be considered to be an alternative account of the findings in their Experiment 1. However, we assert that the type of display-control arrangement employed in their second experiment was so unpredictable that no effect of display-control arrangement correspondence could occur.     

Teaching the Rescorla-Wagner model using STELLA-II

Although the Rescorla-Wagner model is widely taught in learning courses, most textbooks present a simplified version that does not contain all of its parameters. On the basis of Rescorla and Wagner 1972) and the Turbo PASCAL program by Lachnit, Schneider, Lipp, and Kimme! (1988), we created a simulation using STELLA-II, an icon-based program by High Performance Systems, Inc. We argue that this simulation facilitates teaching the complete Rescorla-Wagner model. Using trans-switching (Kimmel & Ray, 1978; Lachnit, 1986; Murrin & Kimmel, 1986) as an example, we demonstrate the effectiveness of the STELLA-II version of the Rescorla-Wagner model as a heuristic tool.     

Force and rate relations in responding during variable-interval reinforcement

Four rats responded on one-minute variable-interval schedules with several variations in peak-force of response required for food reinforcement. Measures of peak force and rate were taken for the responses, which were the downward exertions of force against a static force-transducing operandum. The analysis distinguished responses, a generic class of measured behavior, from criterion responses, an operationally specified subclass required for reinforcement. Absolute rate of response showed no systematic change, but the rate of responses meeting a newly required criterion of peak-force invariably increased through changes in the absolute rate of response, the relative-frequency distributions of peak force, or some combination of both. The relative frequency of responses meeting an elevated force criterion during variable-interval reinforcement exceeded that maintained with the same criterion with continuous reinforcement. The requirement of more effortful responding for reinforcement does not necessarily reduce response rate. Conformity of the behavior to the requirement for reinforcement is the salient effect.     

Social influence matters: We follow pandemic guidelines most when our close circle does

Why do we adopt new rules, such as social distancing? Although human sciences research stresses the key role of social influence in behaviour change, most COVID-19 campaigns emphasize the disease’s medical threat. In a global data set (n = 6,675), we investigated how social influences predict people’s adherence to distancing rules during the pandemic. Bayesian regression analyses controlling for stringency of local measures showed that people distanced most when they thought their close social circle did. Such social influence mattered more than people thinking distancing was the right thing to do. People’s adherence also aligned with their fellow citizens, but only if they felt deeply bonded with their country. Self-vulnerability to the disease predicted distancing more for people with larger social circles. Collective efficacy and collectivism also significantly predicted distancing. To achieve behavioural change during crises, policymakers must emphasize shared values and harness the social influence of close friends and family.     

Priming productive study strategies with preparatory quizzes in an engineering course

One approach to encourage productive study strategies is to incorporate preparatory quizzes (or pre‐quizzes) in which students are required to submit answers to questions before the underlying material is covered in class. In the present study, students took an introductory mechanical engineering class that either included pre‐quizzes (treatment group) or did not (control group). Students in the treatment group visited the online textbook more often and earlier in advance of deadlines, indicating better management of their study time—behaviors that have been shown to be productive study strategies. They also performed better in the course, indicating that techniques intended to prime productive study strategies can pay off. Finally, measures of productive learning strategies correlated with measures of course performance for both groups. These findings support the pretesting principle, which holds that students study more effectively and learn better when they take practice tests before a lesson.