The Psychological record (PSYCHOL REC)

Publisher: Denison University, Springer Verlag

Journal description

Current impact factor: 0.96

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 0.652

Additional details

5-year impact 0.80
Cited half-life 9.70
Immediacy index 0.23
Eigenfactor 0.00
Article influence 0.21
Website Psychological Record website
Other titles The Psychological record
ISSN 0033-2933
OCLC 1353882
Material type Periodical
Document type Journal / Magazine / Newspaper

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's pre-print on pre-print servers such as arXiv.org
    • Author's post-print on author's personal website immediately
    • Author's post-print on any open access repository after 12 months after publication
    • Publisher's version/PDF cannot be used
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (see policy)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this pilot study was to compare the effects of the temporal placement of feedback on task performance and skill acquisition. Two temporal placements were examined: feedback immediately after and feedback immediately prior to performance. A two-factor mixed design was used. Participants were randomly assigned to one of three groups, which differed in the order of condition implementation. Participants performed a computerized data entry task. The primary dependent variable was the number of correctly completed patient records per session. During feedback conditions, participants were provided with individual, graphic feedback and no feedback was provided during baseline. The results of this study indicate no significant differences in performance or the speed of skill acquisition associated with the experimental conditions. Participants indicated a strong preference for any type of feedback over no feedback, as well as a strong preference for feedback prior to performance over feedback after performance.
    The Psychological record 09/2015; 65(3). DOI:10.1007/s40732-015-0117-4
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    ABSTRACT: In initial sorting tests, 16 participants did not assign stimuli to experimenter-defined classes. Then, the baseline relations for 5-member equivalence classes were trained using matching-to-sample (MTS) trials. Follow-up MTS tests assessed class formation. Regardless of outcome, another sorting test assessed delayed class formation if classes had not formed or class-maintenance if classes emerged during the MTS test. Classes were not formed by 11 participants, emerged on a long-delayed basis in the sorting test for 2, emerged on a delayed basis in the first MTS test for 2 others, and emerged immediately in the MTS test for 3 others. The latter three participants then attempted to form new equivalence classes. After baseline training, emergence was assessed with a sorting test administered immediately thereafter, and was followed serially with an MTS and final sorting test. Responding in the first sorting tests demonstrated the immediate emergence of the stimulus classes for these participants. The MTS test results implied that the classes that emerged in the sorting test were actually equivalence classes. For the two participants who showed delayed class formation, class integrity was maintained during the follow-up sorting and MTS tests. Two other participants showed class formation in the last and final sorting test. The remaining nine did not show class formation. Because the sorting tests were completed 90 % faster than MTS tests, they provided a quick and reliable alternative to MTS tests for the tracking of class formation.
    The Psychological record 06/2015; DOI:10.1007/s40732-015-0132-5
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    ABSTRACT: The resurgence of a previously extinguished response can be an undesired result when implementing behavioral interventions in applied settings. The present study evaluated in rats a potential strategy for reducing resurgence, arranging punishment as well as extinction for the initially reinforced response. Ten rats pressed a lever (the B1 response) that was initially established with food reinforcement, then extinguished. For half of the rats, electric shock punishment was also arranged for the B1 response. Subsequently, nose poking (B2) was established with food reinforcement, then extinguished. During extinction of B2, substantial levels of B1 responses, that is, of resurgence, were evident in four of five rats not exposed to punishment of the B2 response. Resurgence was evident in only one of five rats exposed to punishment. These results suggest that arranging concurrent punishment and extinction of inappropriate responding merits attention as a technique for reducing resurgence of that response in applied settings, although this strategy would be viable only if an innocuous and socially acceptable form of punishment proved effective.
    The Psychological record 06/2015; 65(2). DOI:10.1007/s40732-014-0107-y
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    ABSTRACT: Students with autism spectrum disorder (ASD) often have difficulties in learning stimulus relations in spelling. Using the two-stimulus pairing procedure, we examined the emergence of stimulus relations between Japanese and English words by comparing the spelling performance of five students with ASD with that of five typically developing students. In the Japanese-English pairing procedure, a Japanese word was presented first, followed by its English translation, and in the English-Japanese pairing, an English word was presented first, followed by its Japanese translation. Training effects were evaluated with a sign test and analysis of variance. All the students correctly spelled the English words in both procedures. The Japanese-English pairing procedure required fewer training blocks than the English-Japanese pairing procedure. In the Japanese-English pairing, students with ASD required fewer training blocks than typically developing students. These results suggest that presenting already established words (i.e., Japanese) first might better facilitate the emergence of stimulus relations in a stimulus pairing procedure.
    The Psychological record 06/2015; 65(2). DOI:10.1007/s40732-014-0114-z
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    ABSTRACT: A series of experiments explored rats’ ability to learn abstract ordinal positions of object stimuli in order to investigate their numerical competence. Three of four Long-Evans rats, trained to respond to the third of six objects in a line, reliably learned this task in three different trials with three different stimulus objects. As the objects’ spatial location was changed trial-by-trial, the spatial position of stimuli could not serve as an effective discriminative cue. In the first transfer test, trials with three novel objects were used as probe tests to the original training. In the second test, rats were trained with all six objects, and then given three novel test stimuli. During the transfer test period, rats maintained good performance with training stimuli, whereas most responses to probe tests were at chance level, showing limited transfer of counting behavior to novel stimuli. Results are discussed in terms of stimulus-specific learning and domain-restricted concept learning.
    The Psychological record 06/2015; 65(2). DOI:10.1007/s40732-014-0105-0
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    ABSTRACT: The aim of this study was to investigate transformation of thought suppression functions via ‘same’ and ‘opposite’ relations. In Experiment 1 participants were given training and testing with the aim of generating same and opposite relational responding in two five-member relational networks. They then had to suppress a target word from one of the two networks, while words appeared individually onscreen including the target, and words either in the same (target) or a different (nontarget) network. They could remove any word by pressing the spacebar. Findings showed more frequent and faster removal of the target than other words and of words in the target network than other words. Experiment 2, the aim of which was to include predominantly ‘opposite’ relations in the relational networks, produced a similar but weaker pattern. Experiment 3 replicated the pattern seen in Experiment 2, while showing that the relations designated as opposite produced a more conventional transformation of functions in a context other than thought suppression.
    The Psychological record 06/2015; 65(2). DOI:10.1007/s40732-014-0113-0
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    ABSTRACT: The primary aim of this study was to determine whether different schedules of contingency management (CM), in conjunction with psychosocial treatment, produced different rates of abstinence and treatment attendance among individuals dependent on methamphetamine. Individuals were randomized into 1 of 3 conditions that sought to equate total potential reinforcer magnitude while varying the frequency with which reinforcement was delivered, and comparing these results to those obtained when psychosocial support alone was used. Results indicate that all 3 CM schedules occasioned more abstinent attendance than the group only receiving psychosocial treatment. However, the 3 CM conditions did not differ in any appreciable way. These results suggest that treatment providers may be able to decrease the frequency of reinforcer delivery in CM paradigms while retaining efficacy to treat psychostimulant use disorders.
    The Psychological record 06/2015; 65(2). DOI:10.1007/s40732-014-0110-3