Learning Skinner’s Verbal Operants: Comparing an Online Stimulus Equivalence Procedure to an Assigned Reading

The purpose of the present study was to compare the effects of an online stimulus equivalence procedure to that of an assigned reading when learning Skinner’s taxonomy of verbal behavior. Twenty-six graduate students participated via an online learning management system. One group was exposed to an online stimulus equivalence procedure (equivalence group) that was designed to teach relations among the names, antecedents, consequences, and examples of each elementary verbal operant. A comparison group (reading group) read a chapter from a popular textbook. Tests for the emergence of selection-based and topography-based intraverbal responses were then conducted, as were tests for generalization and maintenance. Overall, results suggest that the online equivalence procedure was not significantly more effective in promoting topography-based responses than the assigned reading. However, performance on selection-based tests was enhanced by the online equivalence procedure as was performance on topography-based tests when participants were required to provide operant names in response to consequences or examples. On average, the equivalence group performed at a level that was 10 percentage points (i.e., a full letter grade) above that of the reading group. The viability of the equivalence-based procedure is discussed in relation to the assigned reading.     

Facebook or loss of face?

Based on paradigmatic claims of group dynamics as well as experiences in group dynamic training groups and discussions with students and trainers, in reflexive form we deal with the dialectic of direct and indirect communication and its influence on the identity formation of young people. We are concentrating on the connection between border-limiting globalisation, an identity search in the jungle of self-optimisation possibilities and the role of the virtual, indirect communication, when it is about to develop the greatest possible degree of affiliation in the greatest possible freedom and the desire for individuality which overexert the world wide web. We are not focussing that much on the characteristics of the generations “why” or “what” – this discussion can be critically connoted as well as being described as a hype – we are more interested in the historic, socio-political and economic background which control and influence our communication processes and therefore these developments, especially in the group dynamic context deserve increased attention.     

The quiet before the storm: anticipating developments in synthetic biology

Synthetic biology aims at designing biological systems, at building ‘living machines’. The emergence of synthetic biology has reignited the cycle of public debate. The old biotechnology debate is being reiterated and the controversies are deepened. The societal debate follows the technological hype cycle. A new technology with a high visibility and high expectations also raises high controversies. For synthetic biology, this hype is currently near its peak and the first signs of disillusionment are getting visible. In policy development, on the other hand, synthetic biology is in the early stages. Governments examine the need for adaptations to existing regulatory frameworks. There is a gap between the visibility of the technological developments and policy formulation. This gap is crucial for technology assessment: while the hype in public attention is over, essential policy steps are taken. In order to close this gap, technology assessment needs to facilitate the societal–ethical debate when media attention, and thus the visibility of the technological developments, declines.     

The Effects of Auditory Tact and Auditory Imagining Instructions on the Emergence of Novel Intraverbals

The current research investigated whether intraverbals would emerge following auditory tact instruction. Participants were first taught to tact auditory stimuli by providing the name of the item or animal that produces the sound (e.g., saying “eagle” when presented with the recording of an eagle cawing). Following test probes for simple intraverbals as well as intraverbal categorization participants were taught to tact what each auditory stimulus is (e.g., saying “caw” when presented with the recording of an eagle cawing). Following both tact instructional phases, the effects of an auditory imagining instruction procedure on target intraverbals were examined. Results indicate that following both tact instructional phases, intraverbals increased for three of four participants. Auditory imagining instruction was sufficient for two of four participants to reach mastery criterion, and two of four participants needed some direct instruction. Low covariation between simple intraverbal and categorization was also observed. Functional interdependence between tacts and intraverbals and the possible role of a conditioned hearing response are discussed.     

Do the rich get digitally richer? Quantity and quality of support for digital engagement

This paper asks what predicts having access to and using social support networks that might help an individual in using the Internet. Following the course taken by the digital divide or digital inclusion research, this paper uses socio-cultural, socio-economic, social, and digital indicators to predict access to and the type of potential and actual social support networks that might help an individual in using the Internet. In addition, the paper examines the quality of the support received which is neglected in most investigations that mainly focus on quantitative indicators of support. The study draws on a representative survey conducted in the Netherlands; 1149 responses were obtained. The results show that while there are no real inequalities in access to and use of support, the quality of the support that people access is unequally distributed replicating existing patterns of disadvantage. Thus, access to support is another level at which the digital divide manifests and strengthens itself. Those who experience most problems online also seem to have the most difficulty obtaining high-quality support even when it is available, creating an even larger ‘gap’ between those who do and do not need support.     

Teaching in Iran: culture and consequences

The purpose of this paper is to examine cultural effects on interactions within a Canadian MBA programme delivered in Iran. The analysis helps illuminate some of the important cultural differences between the countries and their importance for international education. The study also illustrates how single cause explanations often provide simplistic interpretations of culturally influenced behaviours. Results indicate that underlying cultural differences create issues for teaching and learning, but that their impact is subtle and complex.     

Index to Volume 29

This article measures the efficacy of two approaches to teaching students to assess clients for substance abuse: an alcohol and other drug (AOD) minor program and integration of AOD content into core courses. A quasi-experimental design involved nonrandom assignment to an AOD minors program or to a nonminors curriculum. Both groups reported on their usual AOD assessment and on AOD assessment in their first interview with their most recent client. Self-report outcomes, examined in relation to the number of courses with integrated AOD content taken, suggest that these courses lead to significantly more self-reported assessment for substance abuse.     

Mothers Raising Daughters: New Complexities in Cultural Socialization for Children Adopted From China

This study examined the process of cultural socialization among 6- to 8-year-old girls adopted from China, with a focus on adoptive mothers’ decisions about their children's socialization and children's interest in and knowledge about China and being Chinese. Qualitative interviews of 10 mothers and their children were analyzed using a grounded theory approach. Three main categories were identified to further specify parental cultural socialization: (1) motivation, (2) approaches to differences, and (3) type of activities that differed in their contextual layers and their degree of structure. Findings additionally revealed the interplay between parents’ cultural socialization practices and children's interest in socialization, patterns of participation, and knowledge and understanding about China or being Chinese. Results suggest that parental cultural socialization in families with children adopted internationally and transracially is more dynamic, complex, and layered than previously thought.     

How Older People Position Their Late‐Life Childlessness: A Qualitative Study

This research explored how older people describe their paths to late‐life childlessness. In‐depth accounts from 38 childless older people, age 63–93, highlight the complex journeys and diverse meanings of childlessness for male and female participants, single and partnered, including some who had outlived children. Positioning theory is used to show how the conventional voluntary – involuntary binary is insufficient for capturing their experiences. Childlessness was for some an active choice to break a family violence cycle; for others, it was an outcome of social upheaval. It evoked feelings of both grief and relief over time, it was seen as evidence of discernment in being unwilling to parent at any price, or it was something that felt “natural” within a meaningful life. Rates of childlessness are increasing; this research highlights the fact that pathways and meanings of childlessness vary so much that it is unwise to assume that people have similar experiences of nonparenthood, especially in later life.