The study evaluated a reinforcement theory of stereotyped behavior with six autistic students (ages 9-16). Three students evidenced decreases in stereotypy and increases in responding in the presence of usual reinforcers, while the other three students required external suppression of stereotypy before increases in responding were shown.…

Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…

Children 5 to 15 years old answered questions on causal attributions of their own and their mothers' emotions, and methods for inferring and changing maternal emotion. Parents were asked reciprocal questions. (PCB)

Results indicated that (1) fathers who were less involved in child care attributed lesser competence to infants than did more involved fathers; (2) fathers generally attributed lesser competence to infants than mothers did; and (3) as fathers' involvement in infant care increased, their attributions became more similar to mothers'. (RH)

Clarifies the meaning of organizational decline by delimiting it from related constructs (turbulence, stagnation, and environmental decline). Investigates certain organizational attributes associated with turbulence and decline in 334 higher education institutions over a six-year period. Results suggest that organizational attributes associated…

Proposes scientific theory of the subject matter of library and information science and how it can be organized in terms of the function of documents and their basic use. A hierarchy of classes of documents is described including one, several, or all of the following: information, creativity, understanding, and explanation. (Author/EM)

This essay summarizes how distinct sociological traditions account for cycles of censorship. Positivist or functionalist modes of analysis are contrasted with the stances of symbolic interactionist researchers. Understanding of cycles in the production of obscenity and censorship is needed to discover appropriate social action. (CJH)

Criticizes the distinction between lower and higher psychological processes in Vygotsky's cultural-historical theory. Shows that Vygotsky separated these processes too sharply and that his conception of lower processes as "natural" and "passive" is false. Suggests that these shortcomings can be overcome within the…

The purpose of present experiments with subjects approximately three, five, and seven years of age was to provide additional evidence for the obviousness of the generative transmission principle and to provide initial evidence for the secondary principles of absence and facility. Empirical support was found for each of these selection principles,…

The relationship between mathematical education (ME) and critical education (CE) is considered. Three alternatives in ME are discussed: structuralism, pragmatism, and process-orientation. These are related to key terms of CE to show the extent to which ME and CE contradict each other: there is no integration between the two. (MNS)

This article discusses sensory perception. The author reorganizes a previous conception of the interaction between sense organ and physical object and suggests how educational researchers study the perception of physical objects. (DF)

It is shown that Trueswell's empirical 80/20 rule arises from type of stochastic model for library loans presented by Burrell and Cane. Particular attention is paid to previously suggested uses of rule in identifying "core collection" for library noting that length of time period is of crucial importance. (20 references) (EJS)

An action theoretic account of skill learning and skill use is offered as a useful heuristic for life-span developmental psychology. The version presented is one that is particularly prominent in industrial psychology in the German-speaking countries. (Author/RH)

By way of providing a framework for discussion, defines intentional action as a basic unit of analysis that includes being future-oriented, a free choice of means, potential consciousness of goals and means, and responsibility.(RH)

Argues that linguistic communication allows the incorporation of individual, microsociological, and macrosociological levels of analysis into a general theory of action. (RH)