Comparing skill acquisition under varying onsets of differential reinforcement: A preliminary analysis

The purpose of the current study was to evaluate the effect of implementing differential reinforcement at different times relative to the onset of teaching new skills to learners with autism spectrum disorder. Specifically, we first determined the most efficient differential reinforcement arrangement for each participant. Using the most efficient arrangement, we evaluated if differential reinforcement from the immediate onset, early onset, or late onset is the most efficient for learners to acquire a new skill. Three children diagnosed with autism spectrum disorder who have a history of receiving intervention based on the principles of applied behavior analysis participated in this study. The immediate onset of differential reinforcement resulted in the most efficient instruction in 6 of 7 comparisons. The results are discussed in light of previous studies and suggestions for future research are provided.     

Releasing the Self: The Healing Legacy of Heinz Kohut

Paradoxically, the more powerful the USA has become the more that paranoia seems to mark its relation to itself and to others. In this article we argue that there is a connection between its denial of its own destructiveness, self-idealization expressed in the belief that America represents the end point of the civilizing process towards which all other societies are drawn, and the paranoid conviction that an enemy Other (communism, Islam) aims to corrupt or destroy ‘God's chosen people’. First Vietnam and now September 11th inflicted grievous injuries upon this narcissism and we suggest that the invasion of Iraq can be considered as an indication that the USA has failed to ‘work through’ this trauma, instead it has sought to reassert an imaginary omniscience. Just as the destruction of the Twin Towers was the breaking through of the Real upon the Imaginary, so the ‘Real’ war in Iraq has begun after the ‘Imaginary’ war was declared ‘over’ by Bush.     

An Examination of the Structure and Construct Validity of the Wender Utah Rating Scale

The Wender Utah Rating Scale (Ward, Wender, &; Reimherr, 1993 Ward, M. F., Wender, P. H., &; Reimherr, F. W. (1993). The Wender Utah Rating Scale: An aid in the retrospective diagnosis of childhood attention deficit hyperactivity disorder. The American Journal of Psychiatry, 150, 885–890.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) has been widely used in adult attention-deficit/hyperactivity disorder (ADHD) research to assess childhood symptoms retrospectively, but little research has examined its factor structure and specificity in predicting ADHD versus other psychopathology. Consequently, this study had 2 goals: (a) to examine the Wender Utah Rating Scale's structure, and (b) to explicate the construct validity of this measure by relating factors from our structural analyses to other ADHD, psychopathology, and personality measures. Structural analyses in an adult community sample (N = 294) yielded a 3-factor structure of aggression (e.g., angry), internalizing distress (e.g., depressed), and academic difficulties (e.g., underachiever). Correlational and regression analyses indicated that these factors failed to display specificity in their associations with ADHD versus other psychopathology. Aggression and internalizing distress associated most strongly with indicators of externalizing (e.g., ill temper, manipulativeness) and internalizing psychopathology (e.g., depression, anxiety), respectively. Academic difficulties associated most strongly with ADHD symptoms, but these relations were relatively weak. Taken together, these findings raise concerns about the Wender Utah Rating Scale's construct validity, although additional longitudinal research is needed to clarify to what extent the Wender Utah Rating Scale validly assesses childhood ADHD symptoms.     

Incremental theories of weight and healthy eating behavior

We examined whether a belief in weight as malleable (an incremental theory) leads to healthier eating than a belief that weight is fixed (an entity theory). Participants with incremental theories of weight consumed fewer calories from high‐calorie foods in a lab‐based taste‐test than did those with more entity theories of weight. This pattern held correlationally, with naturally occurring theories of weight (Study 1), and when we experimentally manipulated participants’ theories of weight (Study 2). A third study provided evidence that differences in self‐efficacy regarding food mediate the relationship between theories of weight and eating behavior (Study 3). One way to encourage healthy eating might be to develop interventions that encourage more incremental views of weight.     

Exploring the cold-to-hot empathy gap in smokers

Many decisions related to cigarette smoking require people in an affectively neutral, or "cold," state to predict how they will feel or behave when in a craving, or "hot," state. Research in other domains has revealed that individuals in cold states often underestimate the impact of being in a hot state on their own future behavior. In a study testing whether this is true of cigarette craving, 98 smokers were assigned to one of three conditions: hot (during a high-craving first session, they made predictions about a high-craving state in a second session), cold (during a low-craving first session, they made predictions about a high-craving state in a second session), and comparison (they experienced a high-craving session only). As predicted, in contrast to smokers in the hot group, smokers in the cold group underpredicted the value they would place on smoking during the second session. Results support the existence of a cold-to-hot empathy gap in smokers and help to explain diverse aspects of tobacco addiction.     

Dynamic action units slip in speech production errors

In the past, the nature of the compositional units proposed for spoken language has largely diverged from the types of control units pursued in the domains of other skilled motor tasks. A classic source of evidence as to the units structuring speech has been patterns observed in speech errors--"slips of the tongue". The present study reports, for the first time, on kinematic data from tongue and lip movements during speech errors elicited in the laboratory using a repetition task. Our data are consistent with the hypothesis that speech production results from the assembly of dynamically defined action units--gestures--in a linguistically structured environment. The experimental results support both the presence of gestural units and the dynamical properties of these units and their coordination. This study of speech articulation shows that it is possible to develop a principled account of spoken language within a more general theory of action.