No description available.

No description available.

Abstract not available

The present study investigated the effects of consultant verbalizations on consultee verbalizations related to the specification and measurement of client behaviors and descriptions of client individual characteristics (i.e., traits). Statement categories for both the consultant and the consultee were related to the interview-outcome measure, i.e., the number of days of baseline collected by the consultee subsequent to the problem-identification interview. The present study also examined the relationship between the number of days of data collection agreed upon by the consultant and the consultee in the problem-identification interview (the interview-content measure) and the interview-outcome measure. The consultant's use of elicitation or emission in the selection of the interview-content measure was also related to the interview-outcome measure. Interviews of 50 consultants trained in behavioral consultation and participating in a field experience with public school teachers were analyzed. Consultant and consultee verbalizations were found to be highly interrelated, although weakly related to the interview-outcome measure. The content-interview measure was related to the interview-outcome measure in that the agreed-upon number of days of data collection was positively related to the subsequent collection of the same number of days of data. The odds that a consultee would return with the agreed-upon number of days of data (or more) as opposed to less than the agreed-upon number were found to be roughly six times greater for consultants who elicited rather than emitted the number of days of baseline to be collected.

No description available.

No description available.

Paul Grice has argued that a methodological procedure termed 'constructionism' is suitable to elucidate our folk-psychological concepts. The methodology is foundationalist: beginning with a psychologically simple creature a sequence of increasingly psychologically complex creatures is developed through the application of a set of construction routines and constraints. This thesis develops Grice's claim. My main aim is to demonstrate the methodology by producing a construction. My secondary aim is to illuminate the concepts of 'desiring' and 'valuing' by means of the described construction. In Chapter 1, I claim that constructionism provides an answer to problems associated with a certain form of holism which permeates the psychological. In Chapter 2, I discuss and criticise the detail of Grice's account for the development of a construction. In Chapter 3, I set out the foundations for my construction. In Chapter 4, I describe a simple creature with a single recurrent need inhabiting a simple environment consisting of four features. These features are manipulated to determine how the creature would need to develop in order to survive. The end of this chapter sees the ascription of a discriminatory capacity in response to the need to track and manipulate objects. This capacity might plausibly be described as 'presentational'. In Chapter 5, I attribute to the creature multiple needs and the capacity for Associative Learning. At this stage 'desires' emerge. The rest of the chapter is concerned with assessing the modified creature's capacity for continued survival. By the end of the chapter the creature is shown to lack the capacities necessary to form preferences suited to the specific contexts in which it acts. In Chapter 6, I claim that a creature with an objective conception can form the necessary preferences. I ascribe to the creature those capacities necessary to for objective conception. The upgraded creature is described as capable of 'valuing'.

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No description available.

The study was intended to determine interobserver agreement for studying social interaction among young children in a natural setting. Social interaction was categorized into parallel, associative, and cooperative play. The observational setting included a sandbox with miniature toys. The sample of pre and primary school-level children was drawn from two private schools located in a medium-sized city. Forty children, ranging in age from four to seven years were selected on a voluntary basis. Three students from The University of Arizona along with the investigator served as observers. The student observers received training from the investigator prior to the commencement of the study. The observed data was scored to include both frequency and time spent on each category. Two procedures for computing interobserver agreement were utilized. These procedures yielded results indicating interobserver agreement ranging from 68% to 90% agreement. These results indicated adequate reliability of the observational procedures used in the study. In addition to reliability of observational procedures the findings also indicated that the observed frequency of parallel play was highest for subjects of all ages, whereas the observed frequency of cooperative play was found to be the lowest for all subjects. Additionally findings indicated that there were no significant differences in the difficulty of observing any category of social interaction of children of varying ages. Educational and social implications of the findings were discussed.