The Behavioral Development Bulletin最新文献

{"title":"Children’s answering of yes-no questions: A review of research including particular consideration of the relational evaluation procedure.","authors":"J. Hayes, Ian Stewart, J. McElwee","doi":"10.1037/BDB0000027","DOIUrl":"https://doi.org/10.1037/BDB0000027","url":null,"abstract":"Answering yes/no questions (Y/N-Q responding) is a fundamental repertoire in human language and thus it is of both theoretical and practical importance to investigate the origins and development of this repertoire in children and to examine processes whereby it can be trained in populations in whom it does not easily emerge. This article examines research and theory concerning the development and training of Y/N-Q responding in children. Regarding research with neurotypical children, 1 key focus has been biases in Y/N-Q responding at various ages. Younger children tend to show a yes bias, whereas older ones show a bias toward no. Regarding children with developmental delay, there has been relatively little research, almost all of which has focused on children with autism spectrum disorder. In addition, this work has mainly concentrated on using yes/no in the context of the training of Skinnerian operants. After thus considering previous empirical work, the article proceeds to consider theoretical approaches in this area including both joint stimulus control and relational frame theory. These approaches point the way to possible future research in this area.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130556780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autism and other child developmental disorders: Early behavior-analytic interventions.","authors":"M. Pelaez","doi":"10.1037/BDB0000064","DOIUrl":"https://doi.org/10.1037/BDB0000064","url":null,"abstract":"This special issue of Behavior Development Bulletin attempts to bring together in an integrated way the latest research and advancements in the field of child and infant autism and behavior analysis. The issue contains 18 articles that include research, theory, and practice, with an emphasis on early behavioral interventions. The issue begins with the work of Neimy, Pelaez, Carrow, Monlux, and Tarbox (2017), which identified the early markers of infants and children at risk of developing autism spectrum disorder (ASD) and other developmental disorders, and reviewed studies that used operant conditioning to shape critical social skills that are typically missing in these children. It continues with Eby and Greer’s (2017) report of two experiments on the effects of social attention versus token contingencies on the emission of verbal operants by preschoolers, with and without disability diagnoses, as well as Schmelzkopf, Greer, Singer-Dudek, and Du’s (2017) research on two experiments examining the effects of establishing conditioned reinforcers for adult attention on the initiation and continuation of vocal verbal operants by 3and 4-year-olds. Next, Olaff, Ona, and Holth (2017) examined the establishment of naming in children with autism through multiple response-exemplar procedures that expanded on previous findings. In this research, the participants had to echo the teacher’s tacts of the sample stimulus during matching-to-sample training before naming probes occurred. This special issue also includes a review of the research literature supporting the importance of imitation as an effective therapy for children with ASD (Field, 2017). Kent, Gavin, Barnes-Holmes, Murphy, and Barnes-Holmes (2017), in a series of three studies, investigated specific relational responding repertoires and the importance of sequencing the training in typically developing children and children with autism. Subsequently, Speckman, Longano, and Syed (2017) conducted an experimental demonstration of conditioning three-dimensional objects as reinforcers of imitation and match-tosample responses of young children with autism. Cihon et al. (2017) demonstrated that textual prompts and transfer of stimulus control can be effective in establishing intraverbal responses regardless of the inclusion of fluencybased instruction. It continues with a paper by Bennett, Crocco, Loughrey, and McDowell (2017) that reports the effects of video prompting without narration on a daily living skill among students with autism, and an experimental manipulation by Rodriguez and Gutierrez (2017) to compare operant and respondent procedures to condition social stimuli to function as reinforcers in children with autism. The issue also includes Hayes, Stewart, and McElwee’s (2017) careful examination of the use of the relational evaluation procedure in research considering theoretical approaches including joint stimulus control and relational frame theory. It contains Ashbaugh, Koegel, and Koegel’s ","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126359047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positive adult development intersects social and behavioral science.","authors":"M. Commons, E. Fein","doi":"10.1037/bdb0000050","DOIUrl":"https://doi.org/10.1037/bdb0000050","url":null,"abstract":"This special issue of the Behavioral Development Bulletin is dedicated to applications of adult development (AD) research in various social science disciplines. Positive adult development (PAD) research has experienced a considerable differentiation since its Piagetian beginnings in the last quarter of the 20th century. It has gained increasing influence, especially in developmental and educational psychology. At the same time, despite considerable epistemological benefits, it is not yet incorporated as a valuable complement to dominant social science perspectives on socioeconomic, cultural, and political life. Applications to date, however, indicate how AD perspectives can shed light on otherwise neglected dimensions. Due to PAD’s constructivist and mostly content-free structuralist approaches it is transportable to interdisciplinary research in many different contexts. This issue of the Behavioral Development Bulletin therefore asks how AD perspectives can • make valuable contributions to addressing real world challenges by offering more comprehensive understandings and interpretations of complex problems; • suggest paradigmatic theoretical innovation to the social sciences; and • gain deeper incorporation in behavioral economic, sociological, social, psychological, and political science contexts. Although having invited both theoretical and empirical contributions to PAD research, the emphasis of this issue is on empirical applications, with a special focus on social science disciplines other than psychology. Also, by featuring papers that review how AD approaches have been received and used in other social science disciplines, the issue presents a very rich and broad panorama of how PAD perspectives have been and can be used in various areas of the social sciences. We hope that it provides inspiration to both developmentalists and other social scientists in view of discussing and showing how AD perspectives can make a difference in traditional social science disciplines through its specific theoretical and epistemological perspectives, thus building bridges between fields.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130971695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental analysis of autogenetic frameworks of interpersonal agency.","authors":"Nancy Nordmann","doi":"10.1037/BDB0000047","DOIUrl":"https://doi.org/10.1037/BDB0000047","url":null,"abstract":"Previously reported research produced an autogenetic model of interpersonal agency and provided confirmatory support for the model. The model consists of paradigms and frameworks of interpersonal agency that share features with developmental levels and stages of models of social development. It was the purpose of the research being reported here to test the hypothesis that the autogenetic model paradigms and frameworks demonstrate a developmental relationship to one another. To this end, interviews were conducted with 16 undergraduates at a private, residential college seeking to determine both current autogenetic functioning and the autogenetic functioning toward which they may be tending. Examples are provided from a qualitative analysis of each interview that identify the current autogenetic framework being utilized and frameworks toward which the students are directing their attention. In the majority of cases the framework to which the students are attending is 1 framework beyond the framework currently being utilized, as would be predicted if the autogenetic frameworks are developmentally related. The hypothesis that the autogenetic model fits the requirements of a social developmental model is supported.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131371620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adult development meets social sciences—Reviewing the state of the art.","authors":"E. Fein, T. Jordan","doi":"10.1037/BDB0000051","DOIUrl":"https://doi.org/10.1037/BDB0000051","url":null,"abstract":"Neo-Piagetian theories of adult development (AD) have been received and used by social and political scientists in various ways during the last few decades. However, despite their potential to provide insights into previously neglected dimensions of social and political change, structuralist cognitive developmental approaches have, for various reasons, still not been systematically “discovered” by many of the established social science disciplines. This paper gives a tentative overview of some contributions that approaches informed by structuralist developmental perspectives have made to various fields within the social sciences in the past few decades. It looks at, first, how important AD frameworks have been used in political science in a broad sense, that is, including history and sociology. Our particular focus is on what kinds of methodologies have been used, and what they are suited for. On this basis, second, we discuss some of the methodological challenges that are connected to AD uses in the social sciences. Finally, we investigate to what extent developmental approaches can make accessible novel dimensions of knowledge and understanding of social and political change.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121357723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Isolating occupational interests of academics to identify metrics of success.","authors":"Saranya Ramakrishnan, Sarthak Giri, Michelle Mei","doi":"10.1037/BDB0000049","DOIUrl":"https://doi.org/10.1037/BDB0000049","url":null,"abstract":"One of the main problems most of academia faces today is the classic economic problem of supply and demand, i.e. the number of PhD candidates and post-doctorates seeking permanent academic positions (supply) far exceeds the available academic positions (demand). As a result, competition has increased among aspiring graduates as they scramble to advance in academia. Other studies have examined external factors that give these graduates a competitive edge, but they fail to identify whether the candidates actually have the right interests to thrive in academia. A sample of 94 graduate students, postdoctoral fellows, and professors completed a revised version of the Holland Interest Scale (Feldman, Smart, & Ethington, 2008). This is comprised of 6 factors: Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E), and Conventional (C). Only graduate students and post-doctorates who intended to pursue careers in academia were considered for the study. In this study, we show that academics are high in S, A, and I interests. The frequency of the SAI trend is 56% in Group 1 (professors) and only 36% in Group 2 (PhD, post-doctorates). Of the 6 interests, the highest interest of Group 1 (professors) members was never E or C. However, highest interests of Group-2 members ranged across all 6 interests. Understanding this information would help students decide if academia is the correct career choice for them even before pursuing a doctoral degree. This conscious decision may eliminate incompatible candidates and leave a limited number of aspiring graduates to pursue academia. Thus alleviating the supply side of the problem.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127509551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vladimir Putin as a political leader: Challenges to an adult developmentally-informed analysis of politics and political culture.","authors":"Anastasija Wagner, E. Fein","doi":"10.1037/BDB0000028","DOIUrl":"https://doi.org/10.1037/BDB0000028","url":null,"abstract":"This article illustrates the extent to which adult development models can be useful tools for contributing to a more adequate, developmentally informed understanding of political leadership. In a case study of Russian president Vladimir Putin, we analyze evidence about important elements of the president’s political identity and worldview, as well as his goals and behavioral strategies that result from them. We draw on extensive published materials, including biographies, interviews, speeches, and public discourse, which are analyzed through the lens of neo-Piagetian theories of adult development, in particular, ego development. On this basis, we identify a leadership profile revolving around a self-protective center of gravity and discuss this finding in methodological regard.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121920094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Meta-Cross-Paradigmatic Order and Stage 16.","authors":"M. Commons, Olivia Alexandra Kjorlien","doi":"10.1037/BDB0000037","DOIUrl":"https://doi.org/10.1037/BDB0000037","url":null,"abstract":"The Model of Hierarchical Complexity has identified orders and their corresponding stages through Order 16. There are examples, descriptions, and definitions of the Orders of Hierarchical Complexity through Order 15. To date, the discourse on Order 16 comprises just defining the new order and suggesting that it empirically demonstrated Orders of Hierarchical Complexity further along than Order 15. However, Stage 16 has now been named and defined as The Meta-Cross-Paradigmatic Order 16. There is now examples for this order and corresponding stage. This article explains Stage 16 and provides an example that maps Order 15 paradigms of Physical Science and Order 15 Behavioral Science onto another.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116885431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-cultural homogeneity in social perspective taking: China and the United States.","authors":"Sarthak Giri","doi":"10.1037/BDB0000023","DOIUrl":"https://doi.org/10.1037/BDB0000023","url":null,"abstract":"Research has suggested that, given the proper methods of measurement, there is little or no difference in Kohlbergian stages of moral development and social perspective taking between different cultures. Participants in the United States and China were administered the Perspective Taking Instrument developed by Core Complexity Assessments in coordination with the Dare Association, Inc., to measure stage development of social perspective taking. Using Rasch analysis, we computed stage scores on the model of hierarchical complexity (MHC) to compare participants. This study represents the first cross-cultural application of MHC analysis. We found that the progress of individuals’ moral development in American and Chinese cultures were both nearly identical to the developmental course predicted by the MHC, despite obvious surface-level differences in the social organization and behavior of the 2 cultures.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122366622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the differences between social and behavioral science.","authors":"Dristi Adhikari","doi":"10.1037/BDB0000029","DOIUrl":"https://doi.org/10.1037/BDB0000029","url":null,"abstract":"Even though social science and behavioral science are interconnected and both study behaviors, there are some noteworthy differences between the two fields at the level of scientific analysis of behavior. In this article, a definition of social science is put forward as the study of relationships between macro type variables, like culture and society, and micro type variables such as how people behave. Behavioral science, on the other hand, is the organized study of human and animal behavior through controlled systematic structure. The differences in the fields pertaining to contextual manipulation, operationalization and creation of variables are discussed. Factor analysis has been suggested as potential solution for social science research. Model of Hierarchical Complexity (MHC) as the potential bridge between the 2 fields is discussed. Social science can expand its social value by adapting behavioral science research models. Furthermore, behavioral science needs to expand its scope to take on social science issues.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129080867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}