What is learning? On the nature and merits of a functional definition of learning

Learning has been defined functionally as changes in behavior that result from experience or mechanistically as changes in the organism that result from experience. Both types of definitions are problematic. We define learning as ontogenetic adaptation-that is, as changes in the behavior of an organism that result from regularities in the environment of the organism. This functional definition not only solves the problems of other definitions, but also has important advantages for cognitive learning research

The malleability of stigmatizing attitudes: Combining imagined social contact with implicit attitude feedback

© 2016, Copyright © Taylor & Francis Group, LLC. Research is reported that examines whether imagined social contact combined with implicit attitude feedback may be an effective intervention for inducing changes in attitudes toward mental ill health. The Implicit Relational Assessment Procedure (IRAP) captured participants’ implicit attitudes toward individuals with a mental illness and provided a measure of attitude bias. Forty-eight participants (17 male, 95.8% White British) were randomly assigned to one of four experimental conditions: (1) Imagined social contact with implicit attitude feedback, (2) imagined social contact without feedback, (3) control with feedback, and (4) control without feedback. This resulted in a data set detailing 12,288 implicit responses, with each participant completing 256 IRAP trials. Participants then completed an attitude change assessment 24 hours later. Results revealed that imagined social contact was successful in changing implicit attitudes, with the addition of implicit attitude feedback further strengthening participants’ positive attitudes toward mental ill health. Explicit attitudes remained unaffected. These findings are the first to highlight the practical importance of combining imagined social contact with implicit attitude feedback to improve attitudes toward out-groups who are stigmatized

Assessing sexual interest in children using the Go/No-Go Association Test

The present study investigated whether a latency-based Go/No-Go Association Task (GNAT) could be used as an indirect measure of sexual interest in children. A sample 29 individuals with a history of exclusive extrafamilial offenses against a child and 15 individuals with either a history of exclusive intrafamilial or mixed offenses (i.e., against both adults and children) were recruited from a treatment center in the US. Also, a sample of 26 nonoffenders was recruited from a university in the UK. All participants completed the Sexual Fantasy-GNAT, a Control-GNAT, and two self-report measures of sexual fantasy. It was hypothesized that, relative to the two comparison groups, the extrafamilial group would respond faster on the block that paired 'sexual fantasy' and 'children'. Also, GNAT scores were expected to correlate with child-related sexual fantasies. Support was found for both hypotheses. Response-latency indices were also found to effectively distinguish the extrafamilial group, as well as those who self-reported using child-related sexual fantasies. The implications of these findings, along with the study's limitations and suggestions for future research, are discussed

Equivalence Class Formation in Non-Hearing Impaired Children and Hearing Impaired Children

The relationship between verbal behavior and stimulus equivalence was examined using three sets of children differing in chronological age and verbal ability: (1) non-hearing impaired three and four year olds who had verbal skills generally consistent with their chronological ages; (2) partially hearing (severe to profoundly deaf) children who were rated with verbal ages of above 2 years; and (3) partially hearing children (also severely to profoundly deaf) who were rated with verbal ages of below 2 years. All children were taught a series of four conditional discriminations using unfamiliar stimuli. The children were then tested to determine whether classes of equivalent stimuli had formed. Although all the children were able to learn the conditional discriminations equally well and all the verbally-able children (normal and partially hearing) formed equivalence classes, only one of the verbally-impaired children reliably demonstrated stimulus equivalence formation. These results are consistent with the suggestion that stimulus equivalence and human verbal behavior are closely related

The impact of constructive operating lease capitalisation on key accounting ratios

Current UK lease accounting regulation does not require operating leases to be capitalised in the accounts of lessees, although this is likely to change with the publication of FRS 5. This study conducts a prospective analysis of the effects of such a change. The potential magnitude of the impact of lease capitalisation upon individual users' decisions, market valuations, company cash flows, and managers' behaviour can be indicated by the effect on key accounting ratios, which are employed in decision-making and in financial contracts. The capitalised value of operating leases is estimated using a method similar to that suggested by Imhoff, Lipe and Wright (1991), adapted for the UK accounting and tax environment, and developed to incorporate company-specific assumptions. Results for 1994 for a random sample of 300 listed UK companies show that, on average, the unrecorded long-term liability represented 39% of reported long-term debt, while the unrecorded asset represented 6% of total assets. Capitalisation had a significant impact (at the 1% level) on six of the nine selected ratios (profit margin, return on assets, asset turnover, and three measures of gearing). Moreover, the Spearman rank correlation between each ratio before and after capitalisation revealed that the ranking of companies changed markedly for gearing measures in particular. There were significant inter-industry variations, with the services sector experiencing the greatest impact. An analysis of the impact of capitalisation over the five-year period from 1990 to 1994 showed that capitalisation had the greatest impact during the trough of the recession. Results were shown to be robust with respect to key assumptions of the capitalisation method. These findings contribute to the assessment of the economic consequences of a policy change requiring operating lease capitalisation. Significant changes in the magnitude of key accounting ratios and a major shift in company performance rankings suggest that interested parties' decisions and company cash flows are likely to be affected

Psychological Flexibility, ACT, and Organizational Behavior

This paper offers organizational behavior management (OBM) a behavior analytically consistent way to expand its analysis of, and methods for changing, organizational behavior. It shows how Relational Frame Theory (RFT) suggests that common, problematic, psychological processes emerge from language itself, and they produce psychological inflexibility. Research suggests that an applied extension of RFT, Acceptance and Commitment Therapy, has led to new interventions that increase psychological flexibility and, thereby enhance, organizational behavior and health

A functional-cognitive framework for attitude research

In attitude research, behaviours are often used as proxies for attitudes and attitudinal processes. This practice is problematic because it conflates the behaviours that need to be explained (explanandum) with the mental constructs that are used to explain these behaviours (explanans). In the current chapter we propose a meta-theoretical framework that resolves this problem by distinguishing between two levels of analysis. According to the proposed framework, attitude research can be conceptualised as the scientific study of evaluation. Evaluation is defined not in terms of mental constructs but in terms of elements in the environment, more specifically, as the effect of stimuli on evaluative responses. From this perspective, attitude research provides answers to two questions: (1) Which elements in the environment moderate evaluation? (2) What mental processes and representations mediate evaluation? Research on the first question provides explanations of evaluative responses in terms of elements in the environment (functional level of analysis); research on the second question offers explanations of evaluation in terms of mental processes and representations (cognitive level of analysis). These two levels of analysis are mutually supportive, in that better explanations at one level lead to better explanations at the other level. However, their mutually supportive relation requires a clear distinction between the concepts of their explanans and explanandum, which are conflated if behaviours are treated as proxies for mental constructs. The value of this functional-cognitive framework is illustrated by applying it to four central questions of attitude research