An approach to the problem of differential prediction

A procedure for maximizing selective efficiency is developed for application to situations in which it is desired to select from a single group of applicants for several possible assignments. The problem of comparable units for the several criteria whose values must be compared to each other for differential assignment purposes is discussed. It is demonstrated that, assuming linear regressions, maximal selection is obtained if individuals in any given assignment are differentiated from those rejected according to critical rejection scores on the multiple weighted sum of the predictors and from another possible assignment by critical difference scores which are merely the differences between the two critical rejection scores. Since the relationships just indicated give no way of determining the magnitude of the critical scores required to select the required number of persons for each assignment, a successive approximation procedure for accomplishing this purpose has been devised and a computational example is worked out.The opinions expressed are those of the author and are not to be construed as official or as those of the War Department.     

An approach to the problem of meaning: Semantic networks

An approach to the problem of meaning through the postulation of semantic networks is presented. Subjects generated them for ten concrete and ten abstract nouns with two different procedures. Comparisons were made between the semantic network and the set of associations given to each concept. Finally, both the concrete concepts' and the abstract concepts' networks were compared. It was suggested that a form of meaning is given by the semantic network of the concept, by a reconstructive memory process.     

An experimental application of a social reinforcement approach to the problem of job-finding

The current conception of the employment process is that positions become available, are publicized, and are filled by the most qualified job seekers. An alternative conception is proposed that social factors play a major role in the process and that job finding can be analyzed as an exchange of social reinforcers in which the first behavioral step is to locate job openings. A questionnaire survey of 120 jobs found that two-thirds of the job leads came from friends or relatives who: (1) usually knew of a specific opening (63%); (2) were themselves employed by the hiring firm (71%); and (3) actively influenced the hiring process (53%). An experimental evaluation was made of an "Information-Reward" advertisement procedure for motivating community residents to report unpublicized openings. It was found that the Information-Reward procedure produced 10 times as many job leads and eight times as many placements as a noreward control advertisement. These findings represent a first step toward a much needed technology of job finding that is based on experimental evidence and support the notion that the employment process depends on factors unrelated to work skills.     

Responsive parenting: An approach to training parents of problem children

Two behavior modification groups for parents of problem children between the ages of two and ten were conducted along the lines of the Responsive Teaching Model. The two groups met for 10 and 8 weeks, respectively, with six families represented in each group. In Responsive Parenting (RP), parents are taught to observe and measure their children's problematic behavior. Subsequently, each parent develops a home project designed to modify this behavior; 11 of the 12 parents developed a successful home project. In addition, the attendance was approximately 90% and the completion of weekly assignments was close to 100%. Paper-and-pencil measures revealed that the parents were very satisfied with the parent-training group and rated their children as improved on a bipolar adjective checklist. These results are discussed with regard to implications for the delivery of mental health services for children. Future research directions are delineated.     

An experientially based inductive approach to learning about family therapy

Abstract

The numerous and diverse approaches to the practice of family therapy pose a critical dilemma to practicing family therapists confronted with selecting a direction of study to further enhance their own professional knowledge and skill bases. This paper describes and evaluates a five-phase training model which facilitates practitioners' choices in regard to model selection by providing them with an opportunity to compare their own therapeutic belief and action systems with those of family therapists oriented to one of three historically prominent models of family therapy.     

An intersubjective approach to entitlement.

Entitlement is an emotionally based but not necessarily pathological mode of experiencing psychic reality, one which belongs to both analyst and patient participating in the inter-subjective matrix. I use myself as an example of an analyst who initially believed he was constructively analyzing treatment-resistant entitlements. The course of the work involved identifying expressions of entitlement in myself, as well as in the patient or supervisee. I came to understand that distinctions such as normal or pathological, entitled or counterentitled, often become irrelevant. The focus of the work shifts toward uncovering the bidirectionality of entitlement experiences, revealing the varying elements of entitlement and discovering how they function in the therapeutic relationship.     

The analyst's countertransference to the psychoanalytic process1

There is countertransference, not just to individual patients, but to the process of psychoanalysis itself. The analytic process is a contentious topic. Disagreements about its nature can arise from taking it as a unitary concept that should have a single defi nition whereas, in fact, there are several strands to its meaning. The need for the analyst's free associative listening, as a counterpart to the patient's free associations, implies resistance to the analytic process in the analyst as well as the patient. The author gives examples of the self‐analysis that this necessitates. The most important happenings in both the analyst's and the patient's internal worlds lie at the boundary between conscious and unconscious, and the nature of an analyst's interventions depends on how fully what happens at that boundary is articulated in the analyst's consciousness. The therapeutic quality of an analyst's engagement with a patient depends on the freeing and enlivening quality, for the analyst, of the analyst's engagement with his or her countertransference to the analytic process.     

On dreaming one's patient: reflections on an aspect of countertransference dreams

This paper explores the phenomenon of the countertransference dream. Until very recently, such dreams have tended to be seen as reflecting either unanalyzed difficulties in the analyst or unexamined conflicts in the analytic relationship. While the analyst's dream of his/her patient may represent such problems, the author argues that such dreams may also indicate the ways in which the analyst comes to know the patient on a deep, unconscious level by processing the patient's communicative projective identifications. Two extended clinical examples of the author's countertransference dreams are offered. The author also discusses the use of countertransference dreams in psychoanalytic supervision.     

A masking approach to the problem of form perception

The effects of deletion of certain components of a dotted triangle are studied, using a masking technique. Masking interference is achieved by varying the density of randomly placed dots within which stimulus triangles must be detected. The results of the study indicate that deletion of the dots composing the corners of the triangles decreases performance no more than deletion of an equivalent number of randomly chosen dots. However, the detectability of the line of dots composing the sides is functionally related to the recognition of the orientation of the triangle. The results suggest that the relationship of the parts of such a stimulus figure may be more important than the specific parts themselves.     

A critique of the microcounselling approach to problem understanding

Microcounselling approaches involve teaching the component behaviours of effective counselling or interviewing within a problem-solving framework. Egan, Ivey and Carkhuff, as proponents of this view, stress that later action stages of the problem-solving cycle should be based on an adequate understanding of the client's problem. The relationship between the skills which comprise the microcounselling approach and the goal of problem understanding is examined. It is argued that the approach lacks any explanation of how problem understanding is reached, and that it concentrates instead on the communication techniques involved in the discovery and modification of the client's understanding. This omission leaves counsellors without a rationale for the modification of their clients' views and without a means to regulate their use of the various microskills. Information theory and recent research on complex problem-solving are introduced to explain the skills involved in reaching a high-quality understanding of a client's problem. Given that these complex cognitive processes are not addressed in the microcounselling approach, suggestions are made for its modification.     

A set-theoretical approach to the problem of hierarchical clustering

A set-theoretical formalization is developed for the problem of generating hierarchically organized collections of subsets, or to use a phrase common in the applied substantive literature, for the problem of hierarchical clustering. A number of terms are introduced to characterize those clustering methods that attempt to limit the size of the overlap between each pair of subsets constructed at a specific “compactness” level. Several examples, motivated primarily by graph theory, are discussed briefly to illustrate the various set-theoretical concepts presented.