Virginity,Singleness and Celibacy: Late Fourth-Century and Recent Evangelical Visions of Unmarried Christians

Abstract

Within the Evangelical world of family values, a small but intriguing group of recent books have been developing a vision of Christian celibacy that challenges assumptions about singleness and marriage. Many of these books are partly inspired by the writings of the Early Church. By comparing these books with similarly themed late fourth-century virginity treatises, this study explores how each develops an understanding of committed abstinent singleness as an holistic and positive way of life that goes beyond mere abstinence.

The categories of calling, commitment and sexuality are used to contrast Patristic virginity treatises by Gregory of Nyssa, Ambrose of Milan and John Chrysostom with contemporary books on Christian singleness or celibacy by Laura A. Smit, Annemarie S. Kidder, Barry Danylak and Christine A. Colón and Bonnie E. Field. This study focuses on the details of why people would choose such a life, what exactly they are committing to, and how they would handle sexual desire. Each source in its own way shows virginity/celibacy as a way of life, which, parallel with marriage, uniquely expresses love, service and a way of being conformed to the image of Christ.     

Teaching autistic children to use extra-stimulus prompts

Autistic children often do not transfer from extra-stimulus prompts, and thus do not utilize a frequent learning aid. It has been hypothesized that this is due to stimulus overselectivity; a failure to respond to simultaneous multiple cues. This study was designed to determine if autistic children who initially respond only to single cues can be taught a set to respond to two cues and subsequently utilize an extra-stimulus (pointing) prompt. Four autistic children were pretested to determine if they could learn a complex visual discrimination by either trial and error or an extra-stimulus prompt fading procedure. Since they did not, the children were then taught to respond to two cues through a multiple-cue training procedure and subsequently tested to determine if they could now utilize a pointing prompt. Results indicated that while all four children initially did not transfer from an extra-stimulus (pointing) prompt, they did so subsequent to multiple-cue training. The results are discussed in terms of implications for treatment (remediating overselectivity) and in relation to normal child development.     

S+ versus S− Fading in prompting procedures with autistic children

The purpose of this investigation was to assess the relative effectiveness of two prompt-fading procedures for teaching difficult visual discriminations to autistic children. Both prompt procedures involved within-stimulus fading where manipulation occurred on the relevant component of the discrimination. One procedure involved fading first along the S+ stimulus, while holding the S? stimulus constant. The other procedure involved fading first along the S? stimulus, while holding the S+ stimulus constant. Eight autistic children were each taught two discriminations, one by each of the prompt procedures. Results indicated that for all but one child, the discriminations were acquired significantly faster, with fewer errors, when the S+ stimulus was faded first. These findings are related to the literature on the effects of stimulus novelty on selection and learning.     

Teaching autistic children to respond to simultaneous multiple cues

A number of studies have shown that autistic children tend to learn new discriminations by responding to only a restricted number of available cues and that this may be responsible for some of their abnormal behavior. Therefore, this investigation assessed the feasibility of teaching autistic children to respond to multiple cues. The results showed that four autistic children could learn a conditional discrimination requiring them to discriminate a multiple-cue complex from each of its two component cues. However, the autistic children did not learn this discrimination in the same manner as normal children. In the early trials, the autistics responded at a higher level to one of the two component cues. Only after many trials did the autistics respond equally on the basis of both component cues. The results of an initial attempt to teach a general set to respond to multiple cues showed that, when an autistic child was taught a series of successive conditional discriminations, the child eventually learned a set to approach new discriminations by responding equally on the basis of both component cues. The results are discussed in terms of understanding and treating autistic children's abnormal development.