Tables of event sequences for sequential analyses of data in psychological experiments containing two-class events

Tables of sequences of two-class events are presented for use in programming psychological experiments in which behavior on trial n may be a function of the events of trials n ? 1, n ? 2, and/or n ? 3. Various factors related to schedule generation are discussed, i.e., restrictions on trial-block length which accompany sequential balance, interrelationships of trial blocks in the multiblock experiment, relationships between run length and r-tuple occurrences, and alternation behavior. Following a consideration of various methods of schedule generation for the two-class experiment, it was concluded that no method can result in schedules that possess all properties considered desirable in psychological experiments. However, the present sequences allow for sequential balance and analysis, and thus should prove useful in producing schedules in some contexts that are standard with regard to sequential influences.     

The impact of an emotional self-management skills course on psychosocial functioning and autonomic recovery to stress in middle school children.

Unmanaged emotional reactions to stress not only lead to behavior problems in young people but also create physiological conditions that inhibit learning and potentially increase the risk of disease later in life. For these reasons, the integration of emotional self-management skills training programs has become an increased priority in some schools. In this study, middle school students enrolled in a course in emotional competence skills learned techniques designed to intercept stressful responses during emotionally challenging situations. Behavioral outcomes were assessed using the Achievement Inventory Measure and autonomic function was measured by heart rate variability (HRV) analysis during and after a stressful interview. Following the program, students exhibited significant improvements in areas including stress and anger management, risky behavior, work management and focus, and relationships with family, peers and teachers. These improvements were sustained over the following six months. Students using the skills taught in the course to recover from acute emotional stress were also able to positively modulate their physiological stress responses. As compared to a control group, trained students demonstrated significantly increased HRV and more rhythmic, sine wave-like heart rhythm patterns during recovery. This response pattern reflects increased parasympathetic activity, heart rhythm coherence, and entrainment of other biological oscillatory systems to the primary heart rhythm frequency. Increased physiological coherence is associated with improved cognitive performance, emotional balance, mental clarity and health outcomes. These physiological shifts could promote the sustained psychological and behavioral improvements associated with the use of emotional management skills. It is suggested that learning emotional competence skills in childhood establishes healthier physiological response patterns which can benefit learning and long-term health. Results provide support for the integration in school curricula of courses designed to teach effective self-management skills to children.     

Keeping Up with the Cloneses -- Issues in Human Cloning

The advent of cloning animals has created a maelstrom of social concern about the ethical issues associated with the possibility of cloning humans. When the ethical concerns are clearly examined, however, many of them turn out to be less matters of rational ethics than knee-jerk emotion, religious bias, or fear of that which is not understood. Three categories of real and spurious ethical concerns are presented and discussed: 1) that cloning is intrinsically wrong, 2) that cloning must lead to bad consequences, and 3) that cloning harms the organism generated. The need for a rational ethical framework for discussing biotechnological advances is presented and defended.     

Animal Mind: Science,Philosophy, and Ethics

Although 20^th-century empiricists were agnostic about animal mind and consciousness, this was not the case for their historical ancestors – John Locke, David Hume, Jeremy Bentham, John Stuart Mill, and, of course, Charles Darwin and George John Romanes. Given the dominance of the Darwinian paradigm of evolutionary continuity, one would not expect belief in animal mind to disappear. That it did demonstrates that standard accounts of how scientific hypotheses are overturned – i.e., by empirical disconfirmation or by exposure of logical flaws – is inadequate. In fact, it can be demonstrated that belief in animal mind disappeared as a result of a change of values, a mechanism also apparent in the Scientific Revolution. The “valuational revolution” responsible for denying animal mind is examined in terms of the rise of Behaviorism and its flawed account of the historical inevitability of denying animal mentation. The effects of the denial of animal consciousness included profound moral implications for the major uses of animals in agriculture and scientific research. The latter is particularly notable for the denial of felt pain in animals. The rise of societal moral concern for animals, however, has driven the “reappropriation of common sense” about animal thought and feeling.