The relationship between research and design of AIDS prevention program

The global threat of AIDS requires massive public educational campaigns that employ social and behavioral sciences such as psychology, sociology, and anthropology because sexual behavior possesses a social dimension. Research is concerned with what stimulates behavioral change, what are the prerequisites of learned behavior, and what enables personal control over the environment and future. Educational programs designing strategies for AIDS prevention require social and behavioral science content and input. Interdisciplinary provides general principles with psychological, social, and cultural aspects of human behavior. Without knowledge about psychological processes (thinking, perception, speech, aspects of personality, and interactive behavior) and social processes (economic conditions, social networks, and resources) which are implicated in health problems and also in AIDS, these educational programs cannot produce credible results. These programs and their subsequent implementation require their application in practice in a systemic and consistent fashion. Evaluations are also needed to make sure that the applied processes for behavioral change conform to methodological criteria that ensure their effectiveness. These types of studies are more complex than pure AIDS research which is aimed at finding a cure.     

Saying and doing: A contingency-space analysis

Correspondences between verbal responding (saying) and nonverbal responding (doing) may be organized in terms of the classes of verbal/nonverbal relations into which particular instances of verbal/nonverbal response sequences can enter. Contingency spaces, which display relations among events in terms of the probability of one event given or not given another, have been useful in analyses of nonverbal behavior. We derive a taxonomy of verbal/nonverbal behavior relations from a contingency space that takes into account two conditional probabilities: the probability of a nonverbal response given a verbal response and that probability given the absence of the verbal response. For example, positive correspondence may be said to exist as a response class when the probability of doing is high given saying but is otherwise low. Criteria for other generalized classes, including negative correspondence, follow from this analysis.     

Experimental control of superstitious responding in humans

Superstitions were demonstrated with human subjects when presses on one button were reinforced on a VI 30-sec schedule while presses on a second were never reinforced. Superstitious responding, on the second button, was often maintained because presses on that button were frequently followed by reinforcement for a subsequent press on the first button. The introduction of a changeover delay (COD), which separated in time presses on the second button and subsequent reinforced presses on the first button, reduced or eliminated the superstitious responding of these subjects. Some complex superstitions were also demonstrated with other subjects for which the COD was in effect from the beginning of the session.     

Concurrent performances: a baseline for the study of reinforcement magnitude

When a pigeon's pecking on a single key was reinforced by a variable-interval (VI) schedule of reinforcement, the rate of pecking was insensitive to changes in the duration of reinforcement from 3 to 6 sec. When, however, the pigeon's pecking on each of two keys was concurrently reinforced by two independent VI schedules, one for each key, the rate of pecking was directly proportional to the duration of reinforcement.     

Informal Caregiving to Persons with AIDS in the United States: Caregiver Burden Among Central Cities Residents Eighteen to Forty-Nine Years Old

Characteristics and caregiving experiences of friends and family members caring for people with AIDS (PWAs) were examined. Based on a probability sample of informal AIDS caregivers ages 18–49 living in central cities of the United States (n = 260), analyses were conducted to (a) identify the sociodemographic characteristics of young central city caregivers; and (b) examine the effects of caregiver characteristics (relationship to PWA, gender, race/ethnicity, income, sexual orientation, HIV status, perceived susceptibility), and level of objective caregiving demands, on subjective caregiver burden. Results indicate that the largest group of caregivers in this age category are male friends of the PWA—a group not typically found among caregivers to persons with other types of illnesses. In general, gay or bisexual caregivers, caregivers who have traditional family ties to the PWA, men relative to women, and lower income caregivers, report the greatest burden. While level of caregiving demands represents the most influential predictor of caregiver burden, white and male caregivers experience greater burden, independent of level of involvement and other caregiver characteristics. Receiving instrumental support with caregiving buffers the impact of high objective demands on subjective burden.     

Remembering Nat Schoenfeld

William Nathan Schoenfeld was born in New York City on December 6, 1915, and died in Sun City West, Arizona, on August 3, 1996. He was an undergraduate at the College of the City of New York, where he received a BS degree in 1937. He received his PhD from Columbia University in 1942 and then continued there as a faculty member, advancing from lecturer to full professor. In 1966 he moved to Queens College of the City University of New York, where he remained until his retirement in 1983. During his years at Queens, he also took on visiting appointments in Brazil, Mexico, and Venezuela. In retirement, he spent roughly a decade in Israel, where he occasionally taught as a visiting professor at the Hebrew University of Jerusalem. He returned to the United States for his final years. He is survived by his wife, Melanie, their three children, Rivka, Joshua and Naomi, and a son, Mark, from a previous marriage.