Internet resources in applied behavior analysis

Internet communication is becoming an important tool for both academic and clinical areas in psychology and behavior analysis. The Internet, a confederation of thousands of computer systems covering the entire globe (Plaud, 1996b), can significantly enhance behavior analysis in at least three major areas: (a) information exchange and communication among behavior analysts through list servers, (b) dissemination of empirical data and commentary through on-line journals and information servers, and (c) promotion of programs and services in behavior analysis. This commentary provides specific examples in each of these areas and addresses the basics of connecting to the Internet.     

Creating activity schedules using Microsoft Powerpoint

We describe how PowerPoint presentation software can be used to create computer activity schedules to teach individuals with special needs. Presented are the steps involved in creating activity schedules with close-ended and open-ended activities, and for preparing schedules that include photos, sounds, text, and videos that can be used to occasion an individual's engagement in a variety of learning activities.     

CREATING AN IPHONE APPLICATION FOR COLLECTING CONTINUOUS ABC DATA

This paper provides an overview and task analysis for creating a continuous ABC data‐collection application using Xcode on a Mac computer. Behavior analysts can program an ABC data collection system, complete with a customized list of target clients, antecedents, behaviors, and consequences to be recorded, and have the data automatically sent to an e‐mail account after observations have concluded. Further suggestions are provided to customize the ABC data‐ collection system for individual preferences and clinical needs.     

Parents Support Preschoolers' Use of a Novel Interactive Device

Past research has found that preschool children's ability to learn educational content from interactive media may be hindered by needing to learn how to use a new interactive device. However, little research has examined the instructional supports parents provide while their children use interactive media. Forty‐six preschool children and their parents participated in a 30‐min interaction with a novel interactive device. Children were assessed before and after the interaction on knowledge of letters and numbers and device skills. Children improved from pre‐ to posttest on device skills, but not content knowledge. In general, parents used a wide range of strategies during the interaction. Specific parental support for using the device did not result in increased device skills; however, parents who focused their support on content had children who performed better on content assessments. The findings are discussed in terms of the effectiveness of different parent support strategies for children's use of interactive devices and learning of educational content during the preschool years. Copyright © 2015 John Wiley & Sons, Ltd.     

BREAKING A TABOO: FRANK TIPLER'S THE PHYSICS OF IMMORTALITY

Abstract. In his book The Physics of Immortality. Frank Tipler has broken a longstanding intellectual taboo by dealing as a physicist with the theological themes of God and immortality, as well by arguing that theology can provide material for concept formation in the field of physics. His work on the anthropic principle convinced Tipler that, since the emergence of intelligent life is of the essence of the universe as a whole, the future of life is of fundamental significance. His Omega Point theory takes theological theories of the future's significance seriously from a scientific point of view. Theories of computers play a central role in Tipler's theory of immortality, and even though many critics have misunderstood his thrust in these theories, they are worthy of further exploration. Perhaps Tipler's most important contribution is his insistence that the world as described by physics is more open to interaction with biblical and theological perspectives than is often believed.     

CREATING SINGLE-SUBJECT DESIGN GRAPHS WITH MICROSOFT EXCEL™

Because single-subject design methodology is the cornerstone of behavior-analytic research, behavior analysts are often engaged in the practice of graph production. There are a variety of computer software packages on the market that can be used to create graphs; however, not all of them are suitable for producing single-subject design line graphs. Microsoft Excel 97 for Windows 95/NT and MacOS operating systems contains a variety of features that are conducive to producing reversal, multiple baseline, and multielement graphs (among others) that conform to many of the technical recommendations for publication in the Journal of Applied Behavior Analysis. We present detailed instructions on creating these graphs using Microsoft Excel.     

A mobile computing solution for collecting functional analysis data on a Pocket PC

The present paper provides a task analysis for creating a computerized data system using a Pocket PC and Microsoft Visual Basic. With Visual Basic software and any handheld device running the Windows Moble operating system, this task analysis will allow behavior analysts to program and customize their own functional analysis data-collection system. The program will allow the user to select the type of behavior to be recorded, choose between interval and frequency data collection, and summarize data for graphing and analysis. We also provide suggestions for customizing the data-collection system for idiosyncratic research and clinical needs.     

A new member of the family? The continuum of being,artificial intelligence,and the image of God

Abstract

Are the scientific and religious definitions of life irreconcilable or do they overlap in significant areas? What is life? Religion seems to imply that there is a qualitative distinction between human beings and the rest of creation; however, there is a strong tradition in Christianity and in Eastern thought that suggests that the natural world also has a relationship with God. Human dominion over other parts of creation exists, but does not obviate this connection, nor give humans a circle unto themselves. The concept of humans being created in the image of God can be used to explain why we might believe humans are in a circle unto themselves, yet we can expand this concept to include artificially intelligent computers, a new potential member of the cognitive family. Our quest for artificial intelligence tells us both what we value in our humanity, and how we might extend that valuation to the rest of creation.     

Philosophy of Mind, Cognitive Science, andPedagogical Technique

Changes in the aims and methods of the philosophy of mind have occurred in recent decades. In particular, computer simulations have emerged as a means of constructing empirically and conceptually defensible theories of mind. This article explores pedagogical innovations that may be necessitated by these changes. One question raised is whether hands-on teaching of simulation methods should be a standard part of philosophy of mind courses. These courses, because of an increasing empirical orientation, are becoming more interdisciplinary, and certain consequences of this development are elaborated here.     

The emerging global brain 1

We are witnessing the rapid expansion of communications across the globe. Existing networks such as the postal system, telephone networks, airline ticket reservations, weather satellites, banking and stock market systems, etc., are rapidly being supplemented by the World Wide Net. The impact of this process will be two‐fold. First just as the printing press had a major impact on the collective intelligence of Europe, so will the world computer networks upgrade the collective intelligence of global society. Second, the properties of this constellation of systems, approach the anatomy of the human brain. The complexity of the global brain will result in properties, and an independence, which cannot be anticipated at this time.