Self‐Injurious Behaviour: Characteristics,Aetiology, and Treatment

The purpose of this paper is to present a brief review of the prevalence and characteristics of self‐injurious behaviour (SIB), aetiological hypotheses and treatment methods which have met with some success as a basis for understanding why attempts to correct SIB using traditional methods based on learning theory have sometimes been unsuccessful. To increase understanding of SIB and as a guide to treatment, a new hypothesis based on the concept of multiple control is presented. The tendency to conceptualize SIBs as a homogeneous category, perhaps because of the similarity of their effects, their relative concentration in special populations, or because of support for a particular theoretical position, has operated to limit success in treating SIB and, as a consequence, the integration of this population into more normalized settings.     

The rebirth of European publishing: An Anglo-European perspective of “1992”

The Single European Market heralds the biggest and most exciting change in English-language publishing since the Anglo-American copyright agreement was signed a century ago. Now the change is being driven by economic factors; by social, educational, and cultural elements; and by dreams of an age in which publishing prospers in a totally literate world. Philip Attenborough has been Chairman of Hodder & Stoughton, London, since 1975 and has been with the firm for 32 years, serving as export manager, director, and sales director. He has been a member of the Publishers Association Council since 1976 (and was its President from 1983 to 1985). He is a Director of Book Tokens Ltd, Chairman of the British Council Publishers Advisory Committee, and a member of the Executive Committee of the International Publishers Association. He is a former member of the British Library Advisory Council.     

Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education

Establishing a positive, proactive approach to issues such as plagiarism requires that students are equipped with the skills and experience to act with integrity, and that educators are fully aware of the attitudes and ability of students, particularly when they start university. This project used a questionnaire-based methodology to probe the attitudes, ability and confidence of undergraduates newly enrolled at a university in the UK, with a focus on concepts relating to written assignments. New undergraduates were confident in their understanding of plagiarism, yet performed poorly on simple tests of referencing. Students were generally of the opinion that academic misconduct should be modestly penalised compared to the standard penalties imposed by the UK higher education sector. Positive correlations were found between confidence, performance and recommended penalties, suggesting that confident students did better on tests of simple tests of referencing, and recommended more severe penalties for transgressions of academic integrity. These correlations were supported by findings that new postgraduates were more confident than new undergraduates, recommended more severe penalties and performed better in the simple tests of referencing. Findings are discussed in the context of educational needs identified for students, educators and institutions.     

Interference control in a new rule use task: age-related changes, labeling, and attention

Three experiments examined 3- to 6-year-olds' interference control using a task in which children saw 2 corresponding sets of colored cards, a large set in front of them and a small set behind them. A colored candy (Smartie) was placed on a large card with mismatching color, and children could win the Smartie by selecting the small card that matched the color of the large card. Three-year-olds performed poorly whereas older children performed well. Having children label the correct color before responding improved 3-year-olds' performance (Experiment 2), as did pointing to the large card (Experiment 3); decreasing the affective salience of the stimuli (colored beads vs. Smarties) did not (Experiment 3). Results reveal the role of selective attention in action control.