A contextual behavioral approach to the study of (persecutory) delusions

Throughout the past century the topic of delusions has mainly been studied by researchers operating at the mental level of analysis. According to this perspective, delusional beliefs, as well as their emergence and persistence, stem from an interplay between (dysfunctional) mental representations and processes. Our paper aims to provide a starting point for researchers and clinicians interested in examining the topic of delusions from a functional-analytic perspective. We begin with a brief review of the research literature with a particular focus on persecutory delusions. Thereafter we introduce Contextual Behavioral Science (CBS), Relational Frame Theory (RFT) and a behavioral phenomenon known as arbitrarily applicable relational responding (AARR). Drawing upon AARR, and recent empirical developments within CBS, we argue that (persecutory) delusions may be conceptualized, studied and influenced using a functional-analytic approach. We consider future directions for research in this area as well as clinical interventions aimed at influencing delusions and their expression

Visual Imagery in Deductive Reasoning: Results from experiments with sighted, blindfolded, and congenitally totally blind persons

We report three experiments on visual mental imagery in de-ductive reasoning. Reasoning performance of sighted partici-pants was impeded if the materials were easy to envisage as visual mental images. Congenitally totally blind participants did not show this visual-impedance effect. Blindfolded par-ticipants with normal vision showed the same pattern of per-formance as the sighted. We conclude that irrelevant visual detail can be a nuisance in reasoning and impedes the process

VRT (verbal reasoning test): a new test for assessment of verbal reasoning. Test realization and Italian normative data from a multicentric study

open14noopenBasagni, Benedetta; Luzzatti, Claudio; Eduardo, Navarrete; Caputo, Marina; Scrocco, Gessica; Damora, Alessio; Giunchi, Laura; Gemignani, Paola; Caiazzo, Annarita; Gambini, Maria Grazia; Avesani, Renato; Mancuso, Mauro; Trojano, Luigi; De Tanti, AntonioBasagni, Benedetta; Luzzatti, Claudio; Navarrete, Eduardo; Caputo, Marina; Scrocco, Gessica; Damora, Alessio; Giunchi, Laura; Gemignani, Paola; Caiazzo, Annarita; Gambini, Maria Grazia; Avesani, Renato; Mancuso, Mauro; Trojano, Luigi; De Tanti, Antoni

Learning by Seeing by Doing: Arithmetic Word Problems

Learning by doing in pursuit of real-world goals has received much attention from education researchers but has been unevenly supported by mathematics education software at the elementary level, particularly as it involves arithmetic word problems. In this article, we give examples of doing-oriented tools that might promote children\u27s ability to see significant abstract structures in mathematical situations. The reflection necessary for such seeing is motivated by activities and contexts that emphasize affective and social aspects. Natural language, as a representation already familiar to children, is key in these activities, both as a means of mathematical expression and as a link between situations and various abstract representations. These tools support children\u27s ownership of a mathematical problem and its expression; remote sharing of problems and data; software interpretation of children\u27s own word problems; play with dynamically linked representations with attention to children\u27s prior connections; and systematic problem variation based on empirically determined level of difficulty