The effects of token reinforcement on delinquents' classroom behavior

The effects of a token reinforcement program on the classroom behavior of 19 delinquent boys in a correctional institution were investigated. Appropriate classroom behavior was defined in terms of four component categories: on-time/in-seat, on-task, social interaction, and assignment completion. A measure of total appropriate classroom behavior was calculated by summing the frequency of target response occurrence for each component behavior. Withdrawal and reinstatement of token reinforcement procedures demonstrated experimental control of total appropriate classroom behavior; however, considerable variability of component behaviors was observed. Token reinforcement control was most clearly demonstrated with on-time/in-seat behavior; assignment behavior was similarly influenced but showed greater variability; on-task behavior was noticeably affected but exhibited an ascending trend during the reversal phase; and social interaction behavior showed fluctuations which appeared unrelated to reinforcement contingencies. These findings suggest that the use of global, composite measures may mask program effects on important component behaviors.     

Effects of response elimination procedures upon the subsequent reacquisition of autoshaping

In Experiment 1, three groups of pigeons were autoshaped and then administered one of three different response-elimination procedures. Group TRC (truly random control) and Group Backward (backward conditioning) ceased responding more rapidly than Group CS-only. In a subsequent reacquisition test with a novel CS, Groups TRC and Backward were retarded relative to Group CS-only. In Experiment 2, the CS-only and TRC response-elimination treatments were not differentially effective in extinguishing the response. The treatments were followed either by five sessions of unpredictable US presentations (US-only) or by five sessions of remaining in their home cages (hold) prior to the reacquisition test. The TRC treatment retarded reacquisition relative to the CS-only treatment; the US-only posttreatment manipulation failed to reliably retard reacquisition relative to Hold, although retarding effects of US-only are discernible in a block-by-block analysis. Applications and limitations of a context-blocking account of these results are discussed.     

Female Participation as Top-Producing Authors,Editors, and Editorial Board Members in Educational Psychology Journals from 2009 to 2016

This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four previous studies (Evans et al. Educational Psychology Review, 17(3), 263–271, 2005; Fong et al. Educational Psychology Review, 21(3), 267–277, 2009; Greenbaum et al. Educational Psychology Review, 28, 215–223, 2016; Robinson et al. Contemporary Educational Psychology, 23, 331–343, 1998) and also compare top female authors to the top male authors. The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004.     

The International Baccalaureate: international education and cultural preservation

The International Baccalaureate (IB) is an internationally accepted pre-university qualification which, since its origins in the 1960s, has increased in popularity to the point where it is now offered in more than 70 countries worldwide. As a university entrance qualification accepted internationally, it aims not only to provide an appropriate academic curriculum, but also to support geographic and cultural mobility and to promote international understanding. It claims to do so by both inculcating international attitudes in its students and by encouraging the maintenance and development of their cultural identities. This study examines the extent to which the IB actually appears to achieve these aims, by exploring the views of an opportunity sample of ex-IB students, IB teachers and staff at the University of Bath who have direct experience of the IB programme. The findings indicate that the IB can clearly facilitate mobility and can contribute to the development of international understanding, whilst at the same time supporting the preservation of individual cultures and national identities, provided contextual factors are appropriately arranged.     

The role of cognitive style in educational computer conferencing

This paper reports an investigation of the impact of students’ cognitive style on their effective use of educational text‐based computer‐mediated conferences. The research centres on an empirical study involving students from three courses run by the British Open University. Statistical analysis of the data does not suggest that cognitive style has a strong influence on student participation in the conference, but does suggest that, contrary to expectations, ‘imagers’ may send more messages to conferences than ‘verbalisers’. The data also suggest a possible link between certain cognitive styles and course completion, and that the interaction of different styles within a group, as described by Riding and Rayner's (1998 ) team roles, may have an indirect influence on task completion.     

Sexual abuse of English boys and girls: the importance of anal examination

Child sexual abuse is attracting increasing attention in the United Kingdom. In Leeds this is reflected in the work of two pediatricians who receive multiagency, direct referrals for children of all ages. Over two years 1,368 referrals were received for all kinds of abuse and neglect, including 608 for suspected sexual abuse (Hobbs & Wynne, 1987a), of which 337 (243 girls, 94 boys) were confirmed or probable cases. The abuses included genital touching, masturbation, oral, vaginal and anal penetration. Of these abuses, 30% (which were frequently multiple) involved and penetration by finger or penis; and 42% of 337 children exhibited one or more anal findings, rising to 60% of 115 children in the 0-5 years of age group. The diagnosis of abuse was made from results of multidisciplinary assessment including medical examination. Genital findings were present in 3% of boys and 50% of girls. Anal findings included erythema; swelling (tyre); laxity; shortening or eversion; reflex anal dilatation (dilatation); fissures; venous congestion; reversible and permanent skin changes; twitching; funnelling; hematoma and bruising; as well as signs of infection. The pattern of anal signs varied with the age of the child and chronicity of abuse, as judged from the history. Healing and resolution of anal physical findings on follow-up were observed from days to months after initial examination. The general absence of these findings in the group of children judged not to have been sexually abused supports a cause and effect hypothesis, but further research is required. Medical examination of every child where symptoms, signs, or situation raise the possibility of abuse or neglect must include anal inspection, but instrumental or digital examination is not recommended.     

The Current State of Criminological Research in the United States: An Examination of Research Methodologies in Criminology and Criminal Justice Journals

A recurring concern within criminology and criminal justice (CCJ) is how to best investigate criminological theory and criminal justice policy. To assess the current state of research, we conducted a content analysis of articles that appeared in seven CCJ journals over a two-year period (2013–2014). We then examined types and frequencies of data sources, analytic techniques, methodological approaches, and subject matters. Findings demonstrate that articles are predominantly employing quantitative methodologies and data where there is no participant contact. From these findings, we discuss the current state of research and how this could be used to guide graduate education, by recommending a variety of subject matters that graduate schools should emphasize in training new academics.     

A profile of part‐time undergraduates in Australian universities

Over one‐quarter of all undergraduates attending Australian universities enrol on a part‐time basis. This paper addresses the social, educational and financial characteristics of these students. In a survey in 2000, questionnaires were sent to a sample of 84,591 domestic (i.e. excluding overseas fee‐paying) undergraduate students at 19 Australian universities. The response rate was 41.1%. Systematic differences were found between full‐time and part‐time respondents across a wide range of characteristics. Importantly, part‐time undergraduates were more likely to be older, in full‐time employment and concentrated in particular fields of study. Just over one‐half of all part‐time undergraduates would have preferred to be studying full‐time, financial circumstances permitting. Slightly less than one‐third felt prevented from studying full‐time because of a lack of government income support. A tenth of all part‐time undergraduates felt unable to study full‐time because of costs.