Critical Notices

Memories, Dreams, and Reflection , by C. G. Jung, translated by R. F. C. Hull
Erinnerungen, Träme, Gedanken , von C. G. Jung
Freud and Psycho-analysis , by C. G. Jung, translated by R. F. C. Hull
Current Trends in Analytical Psychology , edited by G. Adler     

Criticals Notices

C. G. Jung , by E. A. Bennet
The Structure and Dynamics of the Psyche , by C. G. Jung, translated by R. F. C. Hull
The Living Symbol , by G. Adler     

Singaporean Teachers' Perception of Activities Useful for Fostering Creativity

Ninety-five beginning teachers and 116 experienced teachers rated the degree of usefulness of activities for fostering creativity on a 5–Likert scale (1 = not very useful, 5 = very useful). Three clusters (C) were elicited from their responses. C1 was featured by moderate and high ratings of teachers for all the learning activities. C2 was mainly characterized by student-centered independent and collaborative learning activities. C3 was highlighted by student-directed independent learning activities. About two thirds of the experienced teachers and one fifth of the beginning teachers belonged to C1. Nearly half and one fourth of the latter compared to one fifth of the former belonged to C2 and C3, respectively. Implications of the findings for Singaporean education were presented.     

Critical Notices

The Archetypes and the Collective Unconscious , by C. G. Jung: Translated by R. F. C. Hull
The Psychogenesis of Mental Disease , by C. G. Jung
Soul and Psyche , by Victor White     

When lust is lost: orthographic similarity effects in the encoding and reconstruction of rapidly presented word lists

A reconstructive account of memory is presented to explain the finding that report of a word (C2) appearing in a rapidly presented list is reduced when it is orthographically similar to an earlier word (C1) in the list. By this account, the effect arises when the list is reconstructed from memory, not at the time of list presentation as proposed by accounts based on failure of encoding or tokenization. The reconstructive account is supported by a series of experiments that show a retroactive effect in which report of C1 is enhanced by similarity to C2; a nonword C1 can either interfere with or enhance report of C2, depending on how accurately C1 is encoded; manipulation of reconstructive processes can eliminate or enhance the effect of orthographic similarity; and a bidirectional trade-off in the report of an orthographically similar C1-C2 pair, whereby report of one member compromises report of the other.     

Critical Notices

The Undiscovered Self , by C. G. Jung.
Psychology and Religion , C. G. Jung. Translated by R. F. C. Hull.     

Beneficial effects of docosahexaenoic acid on active avoidance performance in 1K-1C hypertensive rats

The present study evaluated the role of chronic docosahexaenoic acid (DHA) supplementation on active avoidance learning task performance in experimental hypertension. Male Wistar rats were randomly divided into five experimental groups as follows: control, sham, DHA treated, 1K-1C hypertensive, and 1K-1C hypertensive+DHA treated. Hypertension was induced in 1K-1C rats via placing a silver clip (0.20-mm ID) around the left renal artery following a right uninephrectomy. DHA (36 mg/kg/day) was given to the treatment groups for 60 days by gastric gavage. Arterial blood pressure was measured by using the tail-cuff method. Active avoidance responses were determined by an automated shuttle-box. In brain (cerebrum) and hippocampus tissues, thiobarbituric acid reactive substances (TBARS) and nitrite levels were measured by fluorometric methods. DHA supplementation decreased blood pressure in hypertensive rats. Data from active avoidance training indicated that performance of active avoidance learning tasks were significantly impaired in 1K-1C hypertensive rats, but was completely restored by DHA supplementation. Increased cerebrum TBARS levels in 1K-1C rats were abolished by DHA administration. Cerebrum nitrite levels were lower in the DHA, 1K-1C and 1K-1C+DHA treated groups compared to controls. Hippocampus nitrite levels were lower in DHA treated and 1K-1C hypertensive rats compared to controls and higher in 1K-1C+DHA treated rats compared to the 1K-1C group. Our data indicates that DHA supplementation improves the performance of active avoidance learning tasks which is impaired in experimental hypertension. These affirmative changes might be due to a DHA-induced decrease in lipid peroxidation which may in turn limit the consumption of nitric oxide (NO) which promotes active avoidance learning.     

CONDITIONAL DISCRIMINATION VS. MATCHING TO SAMPLE: AN EXPANSION OF THE TESTING PARADIGM

A subject's performance under a conditional-discrimination procedure defines conditional relations between stimuli: “If A1, then B1; if A2, then B2.” The procedure may also generate matching to sample. If so, the stimuli will be related not only by conditionality, but by equivalence: A1 and B1 will become equivalent members of one stimulus class, A2 and B2 of another. One paradigm for testing whether a conditional-discrimination procedure has generated equivalence relations uses three sets of stimuli, A, B, and C, three stimuli per set. Subjects learn to select Set-B and Set-C comparisons conditionally upon Set-A samples. Having been explicitly taught six sample-comparison relations, A1B1, A1C1, A2B2, A2C2, A3B3, and A3C3, subjects prove immediately capable of matching the B- and C-stimuli; six new relations emerge (B1C1, B2C2, B3C3, C1B1, C2B2, C3B3). The 12 stimulus relations, six taught and six emergent, define the existence of three three-member stimulus classes, A1B1C1, A2B2C2, and A3B3C3. This paradigm was expanded by introducing three more stimuli (Set D), and teaching eight children not only the AB and AC relations but DC relations also—selecting Set-C comparisons conditionally upon Set-D samples. Six of the children proved immediately capable of matching the B- and D-stimuli to each other. By selecting appropriate Set-B comparisons conditionally upon Set-D samples, and Set-D comparisons conditionally upon Set-B samples, they demonstrated the existence of three four-member stimulus classes, A1B1C1D1, A2B2C2D2, and A3B3C3D3. These larger classes were confirmed by the subjects' success with the prerequisite lower-level conditional relations; they were also able to select Set-D comparisons conditionally upon samples from Sets A and C, and to do the BC and CB matching that defined the original three-member classes. Adding the three DC relations therefore generated 12 more, three each in BD, DB, AD, and CD. Enlarging each class by one member brought about a disproportionate increase in the number of emergent relations. Ancillary oral naming tests suggested that the subject's application of the same name to each stimulus was neither necessary nor sufficient to establish classes of equivalent stimuli.     

Relational discrimination by pigeons in a go/no-go procedure with compound stimuli: a methodological note

A go/no‐go procedure with compound stimuli typically establishes emergent behavior that parallels in structure and typical outcome that of conventional tests for symmetric, transitive, and equivalence relations in normally capable adults. The present study employed a go/no‐go compound stimulus procedure with pigeons. During training, pecks to two‐component compounds A1B1, A2B2, B1C1, and B2C2 were followed by food. Pecks to compounds A1B2, A2B1, B1C2, and B2C1 re‐started the 30‐s stimulus presentation interval. The absence of pecking to those compounds for 30 s ended the trial. Subsequent tests presented these components in new spatial arrangements and/or in recombinative compounds that together corresponded to conventional tests of symmetry, transitivity, and equivalence: B1A1, B2A2, C1B1, C2B2, A1C1, A2C2, C1A1, C2A2 vs. B1A2, B2A1, C1B2, C2B1, A1C2, A2C1, C1A2, C2A1 (positive vs. negative instances of symmetric, transitive, and equivalence relations). On tests for symmetric relations, all pigeons behaved in a manner consistent with training on both positive instances (i.e., by responding) and on negative instances (i.e., by not responding). By contrast, the pigeons' behavior on tests for transitivity and equivalence was inconsistent with baseline training, thus failing to show the recombinative discrimination performance that is typical of normally capable humans when trained and tested using the go/no‐go procedure with compound stimuli.     

The influence of melodic context on pitch recognition judgment

Subjects made delayed pitch comparisons between tones that were each preceded by tones of lower pitch. The pitches of these preceding tones were so chosen that in some conditions the melodic intervals formed by the standard (S) and comparison (C) combinations were identical, and in others they differed. A strong effect of melodic relational context was demonstrated. When the S and C combinations formed identical melodic intervals, there was an increased tendency for the S and C tones to be judged as identical. And when the S and C combinations formed different melodic intervals, there was an increased tendency for the S and C tones to be judged as different. These effects occurred both when the S and C tones were identical in pitch and also when these differed, and they occurred despite instructions to attend only to the S and C tones.     

Book Reviews

Book reviewed in this article: Learning Through Games by Elliot Carlson. Washington, D.C.: Public Affairs Press Stress and Campus Response edited by G. Kerry Smith. Therapeutic Psychology: Fundamentals of Actualization Counseling and Psychotherapy by Lawrence M. Brammer and Everett L. Shostrom. Second Edition. Guidance Monograph Series 3: Testing edited by Shelley C. Stone and Bruce Shertzer. Class and Personality in Society edited by Alan L. Grey. The Motivated Working Adult by Ray C. Hackman. Pupil Personnel Administration: New Perspectives and Foundations edited by Vincent F. Calia and Bartholomew D. Wall. Springfield, Illinois: Charles C. Thomas     

A comparison of the effects of partial reinforcement schedules using a within-subject serial autoshaping procedure

Three experiments, each using a single group of pigeons, are reported. In Experiment 1 subjects were initially trained with two stimuli, one of which was always followed by food, the other being reinforced according to a 50% partial reinforcement schedule. Subsequently a serial procedure was adopted in which an additional stimulus, C, was consistently followed by the partially reinforced CS. A second additional stimulus, A, was followed on half of its occurrences by the continuously reinforced CS, its remaining presentations being followed by nothing. The rate of autoshaped keypecking was substantially greater during A than during C. In the remaining experiments subjects received first-order conditioning with a single stimulus that was either partially (Experiment 2) or continuously (Experiment 3) reinforced. The stimuli A and C were then again introduced for serial autoshaping. Stimulus A was occasionally paired with the CS and occasionally followed by nothing, whereas stimulus C was always followed by the CS. As in Experiment 1, the rate of responding during A was greater than during C. It is proposed that one influence on the rate of autoshaped keypecking during a CS is the accuracy with which the immediate consequences of that CS are predicted.     

Searching for conscientiousness on the MMPI-2

It has been argued that the revised Minnesota Multiphasic Personality Inventory (MMPI-2) fails to measure the Big Five dimension of conscientiousness (C) an assertion supported by the research finding that none of the factors underlying the MMPI correlate substantially with the C factor of the NEO Personality Inventory (NEO-PI)-a popular operationalization of the Big Five model. In this study we reconsidered the relationship between the MMPI-2 item pool and the C factor of the NEO-PI-R (Form S). Collections of MMPI-2 C markers did not correlate much higher than .5 with the NEO-PI-R factor scale in cross-validation hold-out samples. Most pervasive, however, was the finding that MMPI-2 item markers of C were also strongly (in many cases, more highly) related to the NEO-PI-R factor of neuroticism (N). Efforts to purify collections of MMPI-2 C markers, first by careful item selection and then by suppression of N variance, were met with limited success. Intercorrelations among NEO-PI-R scales suggest that the difficulty in finding markers that discriminate between N and C extends beyond any shortcomings of the MMPI-2 item pool.     

Exchange of the hematopoietic system changes chemosensory identity

It has been shown that the scent of mice changes after a bone marrow transplantation. Previously obtained results were re-examined with a new design that rules out possible avoidance learning effects. Two BALB/c mice, deprived of water for 20 hours each day, were trained in a Y-maze to discriminate two fully allogeneic mice strains (C3H = S+ and C57 = S-) via their urine odor. Reinforcement for correct choice was provided by a drop of water. Urine samples of different fully allogeneic mice strains (C3H, C57 and A/J) and bone marrow transplanted chimeras (C57----C3H and C3H----C57) were submitted to different "transfer of training" -tests. In the conditioning paradigm used, the animals learn to identify S+ and also do not avoid S- after the training. The urine odor of the C57----C3H-chimeras was found to be different from the strain-specific urine odor of C3H animals. Since this change could not be found in syngeneic transplanted chimeras, it is concluded that it is caused by the graft. The experiments failed, however to demonstrate that the urine odor of allogeneic chimeras is constituted solely by donor- and recipient-specific components.     

Searching for Conscientiousness on the MMPI-2

It has been argued that the revised Minnesota Multiphasic Personality Inventory (MMPI-2) fails to measure the Big Five dimension of conscientiousness (C) an assertion supported by the research finding that none of the factors underlying the MMPI correlate substantially with the C factor of the NEO Personality Inventory (NEO-PI)—a popular operationalization of the Big Five model. In this study we reconsidered the relationship between the MMPI-2 item pool and the C factor of the NEO-PI-R (Form S). Collections of MMPI-2 C markers did not correlate much higher than .5 with the NEO-PI-R factor scale in cross-validation hold-out samples. Most pervasive, however, was the finding that MMPI-2 item markers of C were also strongly (in many cases, more highly) related to the NEO-PI-R factor of neuroticism (N). Efforts to purify collections of MMPI-2 C markers, first by careful item selection and then by suppression of N variance, were met with limited success. Intercorrelations among NEO-PI-R scales suggest that the difficulty in finding markers that discriminate between N and C extends beyond any shortcomings of the MMPI-2 item pool.     

Relations between emotion, illusory word perception, and orthographic repetition blindness: Tests of binding theory

This study reports effects of meaning and emotion (taboo vs. neutral words) on an illusory word (IW) phenomenon linked to orthographic repetition blindness (RB). Participants immediately recalled rapid serial visual presentation (RSVP) lists consisting of two critical words (C1 and C2) containing shared letters, followed by a word fragment: for example, lake (C1) brake (C2) ush (fragment). For neutral critical words, participants often recalled C1, but not C2 or the fragment, reporting instead a nonoccurring or illusory word: here, brush (a blend of C2 and the fragment). Forward RB (defined as reduced report of orthographically similar C2s) was more common for neutral than for taboo C2s, and taboo IWs were reported significantly more often than were neutral IWs. Moreover, when both C2 and the potential IW were taboo, a new phenomenon emerged: Participants reliably reported both the IW and the intact C2. These and other results supported a binding theory of the IW phenomenon and orthographic RB.     

Learning under stress: the inverted-U-shape function revisited

Although the relationship between stress intensity and memory function is generally believed to follow an inverted-U-shaped curve, strikingly this phenomenon has not been demonstrated under the same experimental conditions. We investigated this phenomenon for rats' performance in a hippocampus-dependent learning task, the radial arm water maze (RAWM). Variations in stress intensity were induced using different water temperatures (25°C, 19°C, and 16°C), which elicited increased plasma corticosterone levels. During spatial training over three consecutive days, an inverted-U shape was found, with animals trained at 19°C making fewer errors than animals trained at either higher (16°C) or lower (25°C) stress conditions. Interestingly, this function was already observed by the last trial of day 1 and maintained on the first day trial of day 2. A long-term recall probe test administered under equal temperature conditions (20°C) revealed differences in performance according to the animals' former training conditions; i.e., platform searching for rats trained at 25°C was less accurate than for rats trained at either 16°C or 19°C. In reversal learning, groups trained at both 19°C and 25°C showed better performance than the 16°C group. We also found an interaction between anxiety and exploration traits on how individuals were affected by stressors during spatial learning. In summary, our findings confirm, for the first time, the existence of an inverted-U-shape memory function according to stressor intensity during the early learning and memory phases in a hippocampus-dependent task, and indicate the existence of individual differences related to personality-like profiles for performance at either high or low stress conditions.     

Recrystallization of amorphous ion-implanted silicon carbide after thermal annealing

Single crystals of 6H–SiC were implanted at room temperature with 4-MeV Au ions to a fluence of 10^15?cm^?2. Raman spectra showed that full amorphization was achieved. The recrystallization process was studied by micro-Raman spectrometry after isochronal thermal annealing between 700 and 1500°C. The spectra permitted the evolution upon annealing of Si–C bonds, and also of Si–Si and C–C bonds, to be followed. Amorphous phase relaxation takes place below 700°C; then recrystallization of the 6H polytype sets in at 700°C. At 900°C crystallites with different crystalline states are formed. Moreover, Raman spectra provide evidence of graphitic nanocluster formation at 1500°C.     

Causal imprinting in causal structure learning

Suppose one observes a correlation between two events, B and C, and infers that B causes C. Later one discovers that event A explains away the correlation between B and C. Normatively, one should now dismiss or weaken the belief that B causes C. Nonetheless, participants in the current study who observed a positive contingency between B and C followed by evidence that B and C were independent given A, persisted in believing that B causes C. The authors term this difficulty in revising initially learned causal structures "causal imprinting." Throughout four experiments, causal imprinting was obtained using multiple dependent measures and control conditions. A Bayesian analysis showed that causal imprinting may be normative under some conditions, but causal imprinting also occurred in the current study when it was clearly non-normative. It is suggested that causal imprinting occurs due to the influence of prior knowledge on how reasoners interpret later evidence. Consistent with this view, when participants first viewed the evidence showing that B and C are independent given A, later evidence with only B and C did not lead to the belief that B causes C.     

Training for the campus ministry

Conclusion We will finish as we started. The minister preparing himself for work on the campus is like an army chaplain entering the battlefield for the first time. Anticipatory anxiety is to be expected. This anxiety can paralyze efficient work and endanger the integration of the personality, but by careful training this same anxiety can become constructive instead of destructive and a source of great pastoral creativity instead of distress. A minister who is prepared for his task can enter a university community even when it is in great turmoil, without fear. He is free. With a realistic confidence in his abilities, with a sense of inner harmony and, most of all, with trust in the value of his service, he can be a free witness for God, strengthening hope, fulfilling love, and making joy complete.This article will be a chapter inIntimacy: Pastoral Psychological Essays by the Rev. Henry J. M. Nouwen, to be published in the spring, 1969, by Fides Publishers, Inc., Notre Dame, Indiana. (The author wishes to give special thanks to Jim Burtchaell, C.S.C., David B. Burrell, C.S.C., Ralph F. Dunn, C.S.C., and John Gerber, C.S.C., of the University of Notre Dame for their constructive criticism on the first draft of this article.)