Near-death veridicality research in the hospital setting: Problems and promise

We attempted to conduct near-death veridicality research in the hospital setting, the rationale for which (we presented previously (Holden, 1988).) This paper describes problems, both anticipated and unanticipated, that we encountered. Based on the successes and failures of this undertaking, we present recommendations for future research of this type.At the time of this study, Dr. Holden was a candidate for the Ed.D. degree at the Northern Illinois University Graduate SchoolThis study was funded in part by a Dissertation Completion Award granted to Dr. Holden by the Northern Illinois University Graduate School. The authors also express gratitude to Robert Stromberg, Chaplain of the Lutheran General Hospital CCU at the time of this study, for his assistance in this research.     

Harry Harlow: From the Other Side of the Desk

On the basis of her personal reminiscences the author provides a picture of Harry Harlow’s personality. Harlow emerges as an unassuming and witty person. Dr. Frank C.P. van der Horst (fhorst@fsw.leidenuniv.nl) of Leiden University stands as the person to address correspondence to.

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Fallout from government-sponsored radiation research.

On December 28, 1993, Energy Secretary Hazel R. O'Leary publicly appealed to both the executive and legislative branches of the United States Government to consider compensation for individuals who were harmed by their exposure to ionizing radiation while enrolled in government-sponsored studies conducted between 1940 and the early 1970s. The call for compensation was issued three weeks after Secretary O'Leary disclosed that radiation experiments involving humans, sometimes without their consent, had occurred under the auspices of the Atomic Energy Commission (AEC), a forerunner of the Department of Energy (DOE). Secretary O'Leary directed her department to investigate the nature and extent of the experiments, report on their medical and ethical acceptability, and locate the research subjects or their families.     

A special flicker fusion frequency method for detection of the effects of gerontopharmaceuticals exemplified by the L-eburnamonine study

A clear difference between active drug and placebo is not always found when using the ascending and descending thresholds of the critical flicker fusion test (CFF). We selected a test requiring attention and concentration and performed again the CFF after this 6-minute concentration-test (reactive CFF). This reactive CFF was then used in a double-blind study in 30 ambulant patients with cerebro-vascular arteriosclerosis treated for 8 weeks with 80 mg/day cervoxan or placebo. After the treatment period the reaction of the CFF after the 6-minute concentration-test demonstrated a significantly more frequent improvement of the vigilance in the Cervoxan group compared to the placebo group.     

The Monkey as a Psychological Subject

Many species in long-term captivity have tried to kill time by playing friendly games with their warders. In the end, only rhesus monkeys (Macaca mulatta) could tolerate the tedious hide-and-seek games that their human jailers prefer to play. In this article, written many years before the Stockholm syndrome was first described, the author relates how it was eventually discovered which species is most willing to contribute to the development of a genuinely scientific human psychology. Harry F. Harlow died in 1981 and Dr. Frank C.P. van der Horst (fhorst@fsw.leidenuniv.nl) of Leiden University stands as the person to addess correspondence to.

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A behaviour modification technique for the hyperactive child

This paper describes a procedure for the conditioning of attending behaviour in a brain-injured hyperactive boy.

Observations of the behaviour of two hyperactive children were made in the classroom setting. These observations were made from an observation bootn adjoining the classroom and provided data on the frequency of occurrence of the following high rate responses: walking, talking, distraction, “wiggling”. Each child was observed for a minimum of ten minutes a day, four days a week. Following several weeks of baseline observation, the conditioning procedure was begun with the expel imental subject. The conditioning trials took place in the classroom setting. During each time interval in which one of the high rate responses did not occur, S received an auditory stimulus (secondary reinforcer). This auditory stimulus had previously been paired with the delivery of candy and pennies. The stimulus was dispensed by a radio device which activated an earphone worn by the subject. At the end of each conditioning trial, S received whatever candy or pennies he had “earned”.

The data show that the control subject showed no significant change in the frequency of occurrence of the high rate responses during the three month period. The experimental subject showed a significant decrease in non-attending behaviour. This reduction in rate was maintained over a four week extinction period.     

A comparison of objective classroom measures and teacher ratings of attention deficit disorder

Children identified as Attention Deficit Disorder (ADD) on the basis of teacher ratings using the SNAP Rating Scale were compared to non- ADD children on objective classroom measures including observations of classroom behavior, examination of the organization of children's desks, and scoring of daily academic work. Analyses provided some support for the ability of the objective measures to differentiate between teacheridentified ADD and non-ADD children, though there was considerable overlap on the distributions of most variables between groups. Six measures chosen by a discriminant analysis combined to predict teacher ratings in 83% of the cases. The inclusion of academic, observational, and desk measures in the discriminant function indicates the importance of a multivariate assessment of this construct.Portions of this paper were presented as part of a symposium, W. Pelham (Chair),Identification and diagnosis of children with attention deficit disorder/hyperactivity, at the meeting of the American Psychological Association, Washington, D.C., August 1982. We thank the director, Dr. Edward Vertuno, and the teachers and staff of the Florida State University Developmental Research School for their cooperation and efforts throughout this study. In addition, we wish to thank our observers, Susan Friedan and Stephanie Martinez, whose patience, intelligence, and dedicated effort made this study possible; Denise Gammonsly, for work on the development of the Desk Checks, and Dr. Janet Belew, whose contributions during the early phase of this research are gratefully acknowledged.     

Documentation: The challenges facing Christian‐Muslim dialogue

During his visit to Cairo in early October 1995, Dr George Carey, Archbishop of Canterbury, gave a lecture at Al‐Azhar University, the oldest and one of the most prestigious Islamic universities. Given on 4 October, the lecture was widely reported in both the Egyptian and British press. Following is the full text of the lecture as delivered, reproduced by the kind permission of Dr Carey.     

Ripple effects in memory: judgments of moral blame can distort memory for events

Can judging an individual as being morally responsible for a negative act affect memory for details of the act? We presented participants with a story describing an individual (Frank) who committed a crime (he walked out on a restaurant bill). Some participants were told that the negative act was not intentional and that Frank was essentially a good person. Others were told that the negative act was intentional and that Frank actually enjoyed it. Control participants were given no extra information. All the participants then judged Frank’s moral responsibility for walking out on the bill. When asked a week later to recall information about the event, the participants who had received negative information about Frank remembered that Frank had walked out on a larger restaurant bill than he actually had. Moreover, the degree of memory distortion was predicted by the degree of moral blame that had been attributed to Frank.     

The Albert Ellis Institute: Past,Present and Future

The Albert Ellis Institute founded in 1959 by Dr. Albert Ellis is the bedrock where Rational Emotive Behavioral Therapy (REBT) was born. During these 55 years the Institute has become the neuralgic center from where REBT develops and disseminates trough the affiliated international centers all over the world. Nowadays it is chartered by the University of the State of New York and it has a professional team directed by Dr. Kristene Doyle deeply committed to promote emotional health spreading REBT, a short-term therapy with long-term results. Dr. Kristene Doyle talks about her experience in the Institute under Dr. Ellis mentorship and also about the current activities in the Institute and the plans for the future.     

Some statistical considerations in multidimensional scaling

Some shortcomings of current methods of estimating the magnitude of perceived difference are considered. A statistical model for perceived difference is derived which avoids these difficulties and employs judgments of ratios of differences as data. Three estimators of squared difference are developed.This study was conducted while the author was a Psychometric Fellow at Princeton University and Educational Testing Service and is part of a dissertation presented in candidacy for the degree of doctor of philosophy. This research was supported by Office of Naval Research Contract Nonr 1858 and by National Science Foundation Grant GB3402. Extensive use was made of the computing facilities of Princeton University supported in part by National Science Foundation Grant NSF-GP579. The author wishes to express his appreciation to Prof. H. Gulliksen, Prof. F. Geldard, Dr. C. Helm, and Dr. F. Lord for their comments and encouragement.     

Medicine as Enlightenment cure: Benedetto Frizzi, physician to eighteenth-century Italian Jewish society

This article examines modern Jewish doctors and the Enlightenment in action through its analysis of Dr. Benedetto Frizzi (1756–1844) as an Enlightenment Jewish physician and public intellectual in Habsburg northern Italy. Frizzi sought to spread the new Enlightenment gospel of polizia medica—public health policy or social medicine—that he learned from its pioneering exponent, Dr. Johann Peter Frank, his teacher at the University of Pavia. Frizzi dispensed Enlightenment medicine for the benefit of the state and society in general, as well as Jewish society and culture in particular, for he saw himself as both public health crusader and doctor-priest ministering to his own people. His commitments to Enlightenment science and rationalism led him to criticize Jewish social practices harshly even as he creatively reinterpreted classic Jewish texts; accordingly, Frizzi was regarded in some quarters as subversive, while in others as an apologetic defender of Jews and Judaism. Situating Frizzi within the traditions of Jewish as well as European Enlightenment physicians, this article raises broader questions about religion and secularism in the modern discourse of medicalized Judaism.     

The effects of background illumination and stimulant medication on smooth pursuit eye movements of hyperactive children

Problems with visual information processing have been reported in children with the diagnosis of attention deficit disorder with hyperactivity (ADD H), and deficits in oculomotor control have been posited as an important factor in this phenomenon. To assess aspects of oculomotor performance, smooth pursuit eye movements (PEMs) were recorded electrooculographically in 20 ADD H and 20 age-matched control children and computer-analyzed for discrete (velocity arrests) and global (root mean square error) disruptions. The effects of stimulant medication (methylphenidate), together with manipulations designed to influence behavioral (attention) and physiological (cerebellar) processes involved in PEM performance, were examined. The tracking patterns of nonmedicated ADD H children contained significantly more discrete aberrations on baseline conditions. Although no single experimental manipulation significantly improved tracking performance in ADD H children, combining all experimental conditions did normalize PEMs in these subjects. Slight improvements in PEM performance in association with medication correlated positively with does of madication of with medication-related improvments of behavior. In light of these data, arguments are presented in supported of (a) hyporousal as a contributing factor underlying oculomotor difficulties in ADD H children and (b) subcortical involbment in PEM dysfunction.This research was funded in part by grants from The Hospital for Sick Children Foundation and the Ontario Mental Health Foundation (RTP). The authors thank Susan Anthony, Dr. Pamela M. Cooper, Stella Cowley, Dr. Kathy Margittai, and Ralph Nevins for technical assistance, Martin Gillett for computer programming, Dr. Phil Firestone and the staff of the University of Ottawa Child Study Centre, and Dr. B. Lena of the Family and Child Unit, Ottawa General Hospital, for subject referral.     

Physical education and fostering relationships

Rather than presenting an academic paper, I wanted to simply examine my own perspective as a physical educator and classroom teacher and the importance of creating relationships with children. As a relatively new physical educator and recent Masters of Education graduate of the University of Toronto at OISE, but experienced classroom teacher working in a Toronto public school, spirituality at first appeared to be the farthest thing that affected both my life and the life of my classes. During the last two years, I became increasingly aware of the connection between physical education and feelings of enthusiasm and perseverance that have helped my students to see themselves in positive ways. The relationship developed between teacher and student had been apparent to me but I had not realised how important until I began graduate school and reflecting on both my classroom practice and how it had extended into the gymnasium. I often thought that physical education teachers tended to focus on the physical aspects and skills, but instead I found that it was indeed making a shared connection with my students through the various physical and everyday activities as of the highest importance. The shared connections encourage feelings of perseverance, and fit together between mind, body and spirit, which also encouraged active participation and success. What I had suspected to be true for the classroom really was true anywhere in the school community. My experiences as a physical educator and classroom teacher helped me create positive learning environments for children as they struggled with academic and physical activities. With this paper, I am asking academics to help teachers such as myself to understand the correlation to something we as teachers take for granted as part of our everyday teacher–student relationship.     

A Phonological Existential Analysis to the Book of Job

This current article “A Phonological Existential Analysis to the Book of Job” explores the various ways that Job’s friends attempted to help him deal with his grief. Dr. Johnson is able to identify the various stages of grief that Job goes through and correlate each stage and the response from the friends in current psychological terms. It becomes clear that various practices of modern psychotherapy can be seen in each response from Job’s friends. It is reasonable to conclude that the responses from Job’s friends were part of the therapeutic process that moved Job to a state of rationality and wholeness. While the article approaches the Book of Job from a psychotherapeutic standpoint, it does not distract for the spiritual teachings found in the document. Fred Johnson is licensed as a counseling psychologist and is certified as a school psychologist. Dr. Johnson has worked many over 15 years as a private practicing family therapist and behavior specialist. Dr. Johnson completed his doctorate in counseling psychologist at the University of Louisville and attended Southern Baptist Theological Seminary obtaining a degree in pastoral psychology. He currently owns Educational Resource Services, a company that is dedicated to providing seminars in classroom behavior management throughout the United States and Canada. Dr. Johnson has published two books, Effective Discipline for the Difficult Child and From Chaos to Control: Managing Disruptive Classroom Behavior. He has also published several research studies, including ones dealing with the role of the ministers and a pastoral approach to divorce.     

室内照度和时间对警觉性和视空绩效的影响

本研究考察了白天室内照度和测验时间对个体视空工作记忆和视空能力及主观情绪和警觉性的影响。采用2(高/低照度水平)×2(上午/下午)混合设计,结果发现：被试在高照度水平下的柯西块任务的正确率更高,警觉反应更快,且尤其体现在下午时段;而不同照度水平对点记忆任务、视空能力测验和主观情绪无显著影响。结果表明白天室内照度能够影响个体的视空工作记忆和警觉性,主要表现在高照度照明环境的积极作用上,而对个体的视空能力及情绪变化影响微弱。     

Peer facilitation of generalization in a preschool classroom

Two 5-year-old deviant preschoolers taught each other, as peer-tutors, to identify pictorial figures describing prepositional relationships. During training sessions monitored by the experimenter, the child in the peer-tutor role presented stimulus materials and provided consequences for the responses of the child in the tutee role. An assessment of generalization by each child to an academic classroom setting occurred each day. The data showed that the peer-tutor could facilitate generalization, when the tutee was probed in the peer-tutor's presence. However, it was found that the salience of the peer-tutor's presence was critical to this effect. In particular, when the peer presented the stimuli or offered occasional consequences for some correct responses, generalization was greatly enhanced.This research was supported in part by PHS Training Grant HD 00183, Research Grant MH 11739, and a Dissertation Fellowship from the University of Kansas. Appreciation is expressed to the classroom teachers, Scott Simmons, Janet Wedel, Sue Parker, and Tena McEachern, for their patience and cooperation in the implementation of these procedures, and to Merril Stokes, for her help and encouragement during this study.     

Persistent Problems in Systematic Psychology IV. Structural versus Functional Analysis

The purpose of this investigation was to determine the effect of iris color on critical flicker frequency (CFF). CFF thresholds were obtained on 56 male subjects between the ages of 18 and 25 divided into three groups on the basis of iris color (blue, green, and brown). The results indicate that iris color is a statistically significant factor in the determination of CFF (p < .05), though it was emphasized that the effect may have been due to the correlation between iris color and other ocular pigmentation. The blue-eyed group received the highest mean CFF and the brown-eyed group the lowest mean CFF with the mean CFF threshold of the green-eyed group falling between these values.     

A comparison of techniques to affect sociometric status: A small step toward primary prevention in the classroom?

Interdependent tasks and role play were implemented as treatment conditions in three elementary classrooms (n=142) to affect the peer nominations of the subjects. Third to fifth grade subjects, 68 female and 74 male, received $\text{1}\text{2}$ hour per day of treatment or a control condition for two weeks. Sociometric measurements were obtained prior to the treatment, one week after, and six weeks after. Analysis of covariance was used to test the effectiveness of the treatments. One week following treatment, intersependent tasks was effective (p<.05) in causing subjects in all grades to pick formerly low status children. On the six weeks followup only fifth grade subjects showed the effects of interdependent tasks (p<.01). Several post hoc analyses were performed to investigate the mechanisms behind the change. The results suggest that interdependent tasks may be an effective strategy in raising the popularity of low status children if the treatment becomes an ongoing part of classroom routine. The implications for primary prevention are discussed.