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AbstractIn the dictator game, the evidence that giving is equivalent to taking is mixed. The purpose of this study was to investigate framing effects (giving/taking) on social‐discounting rates among young African adults from an informal settlement in South Africa. Employing a within‐participant design, these young adults completed a series of incentivized dictator games with an isomorphically equivalent giving and taking frame at each of eight social distances. Altruism was measured by the social‐discounting rate, and framing effects were assessed using generalized linear regression. The study provides empirical evidence that prosocial behavior among young South African adults is subject to framing because exponential, hyperbolic, and q‐exponential social‐discounting rates in all instances were lower in the taking than in the giving frame. This difference may be the result of greater “egalitarianism” and “selflessness” elicited by the taking frame, which likely is a product of the experiment's particular social and economic field context. More comparative research is required to establish the working of specific mechanics of morality that may operate differently in diverse socioeconomic contexts, thus contributing to elucidating the heterogeneous nature of findings in this area of study.

In social foraging situations, some group members tend to search their food sources (producers), while others tend to join a previously discovered food source (scroungers). Rate maximization model and agent-based models predict that the proportion of scroungers within the group should increase as the finder share decreases. We propose a novel experimental preparation to study the effects of the finder share on the proportion of scroungers in a social foraging situation by controlling the access time to the patch zones. As the access time to discovered patch zones decreased, the opportunity to join patch zones decreased too, and the finder share increased. Our results matched the models’ prediction in the sense that the proportion of producer responses decreased, and the number of scroungers increased as the access time to the patch zones increased.

AbstractSubstance use disorders (SUDs) affect millions and have substantial negative consequences for individuals and society. Social incentives that leverage social networks for reinforcement or feedback have been used to improve health behaviors such as physical activity. This study investigated the feasibility, acceptability, and usability of a novel digital social incentive system embedded into a web‐ and smartphone‐based platform for SUD recovery. The system leveraged a preexisting care team to deliver social incentives following notifications on recovery‐related goal completion and abstinence to members undergoing SUD treatment. In total, 243 notifications were sent to care‐team members, resulting in 117 social incentives, nearly all of which (99.15%) were coded as positive. Treatment members and care‐team members provided favorable endorsements on acceptability and usability measures. Some areas of improvement were identified, such as increasing personalization and transparency. This digital social incentive system was feasible, acceptable, and usable as an adjunct treatment component for SUD recovery.

AbstractSociopsychology is a multidisciplinary field study of interindividual relations, namely, a molecular segment of institutional or social practices. This area of studies has had an important developments over the last 15 years. Several experimental studies have been published in English and Spanish. However, the primary theoretical work is published in Spanish, and for this reason there is a need to connect the theoretical analysis to non-Spanish speaking audiences. We provide a conceptual analysis of sociopsychology as a scientific enterprise considering five main types of scientific descriptions: (1) the subject matter as a distinctive event; (2) levels of description of the event; (3) the factors and types of events; (4) the basic operations, methods, instruments, and experimental designs, and (5) main premises about social behavior and social contingencies. Our aim is to critically examine the sociopsychological view of social systems. Contributions of sociopsychology to behavior analytic knowledge of social relations and culture are also considered.

Abstract In 1968, a group of professionals commissioned a task force to study the issue of children being excluded from school in the city of Boston, MA (Task Force on Children Out of School, 1970). What they found shocked them: thousands of children were systematically excluded from attending school or accessing meaningful instruction based on cultural, physical, and mental and behavioral differences. However, despite the advancement of legal protections and improved methods to educate even the most complex students, many coming from behavior analysis, children across the country still face school exclusion for essentially the same reasons. Coordinated advocacy is needed urgently to address this issue. This article discusses the history of school exclusion, the advancements that should allow us to prevent it, and a description of advocacy efforts behavior analysts should engage in to prevent school exclusion from occurring.

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AbstractEquivalence‐based instruction (EBI) and transfer of function are effective with neurotypical adults and children; however, only one study to date evaluated their effectiveness with children with autism spectrum disorder (ASD). We used EBI to teach three preschool children with ASD to form three age‐appropriate classes (categories) consisting of three stimuli each. We directly taught two relations between stimuli in each class (e.g., firefighter‐doctor; doctor‐teacher), and the remaining relations between the stimuli (e.g., doctor‐firefighter, teacher‐doctor, doctor‐teacher, teacher‐doctor) emerged. Then, we taught participants to respond as listeners when asked about the function of a stimulus in each category (e.g., point to a state when asked, “Point to a place where people live”). As a result, the respective function transferred among the other stimuli in each category. This study supports the effectiveness of EBI and transfer of function with children with ASD learning age‐appropriate skills in an applied setting.

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