<p> Mindfulness-based interventions are becoming increasingly popular with clinicians and researchers. While there is a rapidly increasing number of mindfulness-based intervention outcomes reported in scientific journals of medicine and psychology (Burke, 2010; Krasner, 2004), the descriptions and definitions of mindfulness are not entirely consistent across investigators (Brown, Ryan, &amp; Creswell, 2007; Williams, 2010), and do not lend themselves to scientific analysis (Hayes &amp; Shenk, 2004). A behavior-analytic approach to this subject may provide the foundation for a scientific analysis of mindfulness phenomena. For example, Diller and Lattal (2008) suggested that mindful behavior might be shaped by the methods that Ray (1969) used to demonstrate the acquisition of selective attention with rhesus monkeys. Thus, the present investigation replicated the methods used by Ray (1969) with verbally sophisticated human participants and discusses the findings as they relate to a behavior analytic interpretation of mindfulness phenomena.</p>

<p> Non-monogamous partnerships were vulnerable to jealousy and envy, although aspects that contributed had not been described. This qualitative phenomenological study examined jealousy and envy in non-monogamy using equity theory. The purposive sample drawn from Loving More Nonprofit, and 19 participants were interviewed. Transcripts were analyzed using NVivo for Mac using the modified van Kaam method. Study results included four major themes for research question 1: (a) agreements reduced jealousy, (b) boundary violations increased jealous, (c) communication mitigated jealousy, and (d) time allocation fueled jealousy, and three minor themes: (a) willingness to end problem relationships, (b) acceptance and reframing mitigated jealousy, and (c) NRE fueled jealousy; and three minor themes for research question 2: (a) challenges to partner choices fueled by envy, (b) resources allocation influenced by envy, and (c) self-comparison to metamours magnified by envy. Implications of themes were that agreements were used by the non-monogamous to manage jealousy and enhance equity perceptions but when boundary violations related to jealousy occurred and boundary turbulence and distrust often resulted. When jealousy arose the non-monogamous relied on communication strategies, such as acceptance and reframing and willingness to end relationships to preserve existing relationships through reciprocal altruism, and to mitigate jealousy and rebalance equity due to concerns of scarcity. Additionally, self-comparison to metamours&rsquo; attributes stimulated envy and appeared to magnify jealousy. Recommendation for professional practice included the importance of agreements for non-monogamous relationship maintenance, use of equity to manage boundaries, and the role that boundary turbulence plays in perceptions of fairness. Recommendations for further research included (a) a replication of the current qualitative phenomenological study using participants from outside of organizations to include a more diverse a sample to explore consistency of themes across a broader demographic of non-monogamous people (b) a quantitative descriptive study to operationalize jealousy and envy, (c) a quantitative correlational study to assess relationships between agreements, boundary violations and jealousy, and (d) a qualitative multiple case study to explore explicit versus implicit agreements.</p>

<p> Individuals that struggle with inattention, hyperactivity, and impulsivity experience difficulties in several life domains including struggles in academia (Biederman, Monuteaux et al., 2004), interpersonal relationships (e.g., Friedman et al., 2003), marital satisfaction (e.g., Eakin et al., 2004), and occupational performance (e.g., Barkley et al., 2008). In spite of a history of academic and social failures, many individuals with ADHD maintain a self-protective bias in which they maintain high self-evaluations of causal efficacy (Owens et al., 2007). This may contribute to greater levels of inattention, impulsivity, and resulting dysfunction, as self-evaluation is rule-governed rather than a result of self-awareness and discrimination. This study aimed to examine how derived causal efficacy might impact inattention and impulsivity. Participants completed a series of Go/NoGo tasks with and without contextual cues that had derived causal efficacy functions through their relations with discriminative stimuli for high or low rates of responding. The impact of derived causal efficacy was then examined in terms of errors of omission (inattention) and errors of commission (impulsivity). Implications for behavioral interventions for ADHD were discussed.</p>

<p>There is a growing amount of research evaluating behavioral approaches for skill acquisition in sports. Few of these studies have focused on yoga and skill acquisition. There is a need for a low effort yet effective way to teach yoga postures to individuals who do not take private yoga classes and may practice at home. This study evaluated the effects of using a picture-based task analysis and self-evaluation on the skill acquisition of yoga postures. A multiple baseline across yoga postures was used. During the task analyses intervention, the participants received a task analysis, performed the posture, and scored the task analysis upon the completion of the posture. Results showed that the task-analysis and self-evaluation increased the accuracy of all the poses.

ct: I orally exposed zebra finch, Taeniopygia guttata, to 4.7 or 720 mug estradiol/g diet for eight days to test the hypothesis that estrogens can affect their behaviour. In a two choice preference test, low estradiol males spent (P = 0.01) more time near other males after six days of treatment and their courtship also diminished. Singing scores decreased (P = 0.01) in both treated groups, dancing score (P = 0.01) in the high estradiol and mounting in the low estradiol males were lower (P = 0.02) compared to controls on day 4 of the treatment period. Pecks and chases targeting males were lower in both treatment groups. More high estradiol females performed tail quivering on day 4 (P &lt; 0.01) and their score for this behaviour was also significantly higher (P &lt; 0.01). These females also accepted mounts by the stimulus male more often.

Abstract not available.

Abstract not available.

Environmental enrichment is known to influence an animal's well-being, provide opportunities for activity, and encourage behaviours appropriate to the species. Female Long-Evans rats were co-housed during their gestational and postpartum times in a colony housing environment comprising numerous cages, with interconnecting tubes, surrounding a multileveled enclosure with many objects scattered throughout. A control group of rats were housed in standard cages. The effects of the physical and social enrichment were determined by evaluating group differences in body weight, litter characteristics, elevated-plus maze performance during the gestational and postpartum periods, and Morris water maze behaviour (postpartum only). Results showed that enriched females were leaner and maintained a constant postpartum weight. Group differences in litter characteristics were observed, with enriched females having heavier but fewer offspring. Behavioural trends were observed in the elevated-plus maze with enriched rats showing greater change in behaviours over time. In the Morris water maze probe test, enriched rats performed less thigmotaxic and more middle maze swimming, as well as an increased tendency to enter the quadrant where the platform was located in non-probe trials. A housing environment, with complex physical and social stimulation, offered more opportunity for environmental interactions producing heartier pups and leaner mothers that displayed differential behavioural responses compared to control mothers. Studying maternal-offspring interactions in a more naturalistic environment allows one to observe a greater repertoire of behaviours that accommodates adequate normal or natural cognitive development than can be observed in the typical standard laboratory housing that limits experience and environmental engagement. Published as Sparling, Manhoney, Baker, & Bielajew, The effects of gestational and postpartum environmental enrichment on the mother rat: a preliminary investigation, in Behavioural Brain Research, 2010, 208, p.213-223.

Three experiments integrated insights from achievement goal theory, social identity threat, and stress and coping research, to develop a theory-based strategy individuals can use to navigate social identity threat in high stakes achievement settings. In all experiments women were asked to adopt a mastery goal (focus on learning and building skills) or a performance goal (perform well; avoid errors) before a mock job interview. In Experiment 1, women expected their interviewer to be either sexist (creating identity threatening situation) or not sexist (a non-threatening situation). Women who focused on mastery rather than performance goals felt more challenged and less threatened while anticipating a job interview in an identity threatening situation; goals did not affect their appraisals of a non-threatening interview. Moreover, women who focused on mastery rather than performance intended to be more assertive (Experiment 2) and ultimately performed better in the interview (Experiment 3). Mediational analyses showed that a focus on mastery led women to appraise the identity threatening situation as a challenge they could overcome rather than a threat they were helpless to combat; challenge, in turn, enhanced performance.

<p> Individuals with autism spectrum disorder (ASD) come from different ethnicities and backgrounds. With the growing Hispanic population and increased prevalence of ASD, it is imperative that our evidence-based practices support and assist Hispanic families. Behavioral Skills Training (BST) is a supported practice that satisfies evidence-based criteria and has been used to train caregivers in applied behavior analysis (ABA) techniques to teach their children new skills and manage challenging behaviors. We completed a quality improvement project on a BST based parent training program used to teach parents ABA interventions. We evaluated the fidelity of implementation of the intervention during a training provided in English via a video interpreter and fidelity of implementation during a training provided with cultural accommodations (a bilingual clinician and documentation translated into the participant&rsquo;s dominant language). Fidelity of implementation was evaluated with a clinician and with the participant&rsquo;s child during in-vivo trials. This program was completed with three participants using a nonconcurrent multiple baseline across skills for each participant. BST with cultural accommodations was needed for training to mastery in at least one ABA intervention across all participants, however the skill that required accommodations varied. For some, there was a clear difference between rates of acquisition in clinician trials and in-vivo trials. Social validity measures showed that parent preference for treatment presentation was related to their response on level of proficiency in either language.</p><p>