Three-mode factor analytic reference curves for concept identification

Tucker's three-mode common factor analysis is used to explore the intrinsic individual differences in a figural, disjunctive conceptual behavior task. The results reveal differential shifts in the structure of the individual differences during concept identification. Individual patterns can be described by five factors, each of which specifies the parameter vales for the shape of the individual performance functions. A three-way core further identifies the nature of the individual differences factors. These results indicate that averaged curves for the separate response measures would not have adequately reflected the individual data in this sample. The present findings are consistent with earlier work and suggest that a better approach to the study of complex human behavior is to identify the individual differences intrinsic to the situation before mapping antecedent influences on the dimensionality of the behavior.     

Augmentation of in vivo exposure treatment for agoraphobia by the formation of neighbourhood self-help groups

The advantages of selecting agoraphobic patients for treatment by group exposure according to their residential geographic neighbourhood were evaluated in terms of facilitation of ‘homework’ practice and increased social contact. Both ‘zoned’ and ‘unzoned’ groups showed gains in ability to perform hierarchy items after 11 sessions of exposure, relative to a no-treatment control group. However only zoned subjects showed significant reductions in experienced anxiety when executing such items. Self-ratings of overall phobic severity also suggested a zoned group was superior to unzoned while assessors' ratings indicated both groups as equally improved. Only zoned subjects showed a significant increase in social range. Improvements were maintained at 3-months follow-up. No effect of treatment was found on either the Zung measure of anxious mood or on social integration.These results suggest that, where practical, zoning might offer the means for desirable continuation of intensive clinic-based group treatment as well as the benefit of extending treatment into the patients' environment as in home-based treatments. Crucial levels of group cohesion might also be increased although therapists should be prepared to negotiate resistance to a socially demanding programme from patients with significant additional social phobias.     

Independence training as a method of enhancing self-help skills acquisition of the mentally retarded

This study examined the effectiveness of independence training which involved using social reinforcement, information feedback, modeling and evaluation of self and others in teaching showering behavior to institutionalized mentally retarded adults. A treatment and a non-treatment group of 36 subjects each were used to assess training and maintenance of the target behavior. Analysis of results showed that treatment and no-treatment groups did not differ on baseline scores. However, residents in the treatment group performed significantly better than no-treatment subjects on post-test and three-month follow-up. Staff were of the opinion at post-test that treatment was perceived to be acceptable and nonpunitive.     

Psychophysiological effects of noxious imagery: Prevalence and prediction

Research suggests that people who generate psychophysiological arousal in emotive imagery therapies are likely to show the largest therapeutic gains. This study investigated the frequency of occurrence and methods of predicting this imagery skill. The effects of five fearful imagery themes on 95 undergraduate volunteers were evaluated in individual sessions by psychophysiological (SRL, EKG and EMG), self-report (anxiety and clarity ratings) and behavioral (motoric expression) measures. Additionally, four questionnaires (Betts, Gordon, APQ and STAI) were administered in a group session. EKG arousal occurred in 66% of our subjects, SRL arousal in 38% and EMG arousal in 16%. Only 9% of our subjects experienced arousal in all three psychophysiological responses and 24% experienced arousal in neither. Motoric expression (overt behavioral emoting) best predicted psychophysiological arousal, self-report ratings were a distant second, and the questionnaires were worthless in this regard. Imagery-induced psychophysiological arousal appears to be a fairly common phenomena, though it eludes convenient prediction. Some training strategies were discussed, (response proposition instructions, biofeedback and motoric coaching), which could be employed with persons deficient in psychophysiological imagery skills prior to their commencing an emotive imagery therapy.     

Couples treatment of agoraphobia: changes in marital satisfaction

Six agoraphobic women and their husbands participated in a group therapy program consisting of exposure and cognitive restructuring. The husbands acted as co-therapists. Ratings of marital satisfaction as well as severity of phobia were filled out independently by both clients and their husbands throughout the course of therapy and at follow-up. Two patterns of relationships among marital satisfaction and severity of phobia emerged. For four couples a parallel relationship was observed in that as phobia improved marital satisfaction increased. For two couples the inverse relationship was noted where improvements in phobia were correlated with decreases in marital satisfaction. The importance of the interpersonal context of agoraphobia and implications for treatment are suggested.     

Self-monitoring and self-reinforcement processes in a pre-transsexual boy

Young boys with normal male physical status who manifest feminine gender-role behavior and verbalize a cross-gender identity are high-risk for later adult sexual adjustment problems, e.g., transsexualism and homosexual conflicts (Bakwin, 1968; Lebovitz, 1972; Stoller, 1968; Zuger, 1966). In the only published experimental treatment studies on child gender disturbance in which replication procedures were used, Rekers and his colleagues empirically demonstrated external stimulus control and reinforcement control over pronounced feminine behavior in young boys with serious gender identity and behavior disturbance (Rekers and Lovaas, 1974; Rekers, Lovaas and Low, 1974; Rekers, Willis, Yates, Rosen and Low, in press; Rekers, Yates, Willis, Rosen and Taubman, 1976). To potentially minimize the previously reported stimulus specificity of the extrinsic reinforcement effects, this study introduces, for the first time, behavioral self-control strategies to decrease feminine behavior in a cross-gender identified boy. A 6-year-old boy was taught to self-monitor his own sex-role behavior, and then to self-reinforce gender-appropriate responding. A behavioral cueing procedure was used during the initial phases of the training of self-monitoring.     

The treatment of tension headache—I. Muscular abnormality and biofeedback

The specificity and efficacy of a short EMG biofeedback treatment were assessed in a selected group of chronic tension-headache cases—those having significantly elevated levels of muscle tension. The effects of training patients to raise/maintain EMG levels were compared to those obtained from patients who were trained to lower tension levels. The results showed little evidence of increased self-control of the muscle despite successful EMG control during six bio-feedback sessions. A progressive and significant reduction in resting level was found only in the groups trained to reduce EMG levels. The treatment proved ineffectual in reducing headache. The implications of the dissociation of muscle tension and headache are discussed both with respect to current views of tension headaches and the role of biofeedback in their treatment.     

The treatment of tension headache—II. EMG ‘normality’ and relaxation

A selected group of patients complaining of severe and chronic tension headache (without muscular abnormality) were given a short 3-week course of relaxation treatment. Half of the subjects received progressive relaxation instructions, while the other half received relaxation plus calming imagery. Both groups showed substantial improvements in pain behaviour and in pain experience. The improvements were synchronous and still present at the 6–8 week follow-up assessment. Although no significant differences were found between the groups, the addition of imagery appeared to produce larger improvements on a number of measures. These results were compared with those reported obtained in a previous biofeedback study and the implications of both the studies were discussed with respect to tension headache and its treatment.     

On the reciprocity of proximity relations

The degree of reciprocity of a proximity order is the proportion, P(1), of elements for which the closest neighbor relation is symmetric, and the R value of each element is its rank in the proximity order from its closest neighbor. Assuming a random sampling of points, we show that Euclidean n-spaces produce a very high degree of reciprocity, $\text{P(1) ≥}\text{1}\text{2}$, and correspondingly low R values, E(R) ≤ 2, for all n. The same bounds also apply to homogeneous graphs, in which the same number of edges meet at every node. Much less reciprocity and higher R values, however, can be attained in finite tree models and in the contrast model in which the “distance” between objects is a linear function of the numbers of their common and distinctive features.     

Self-control of smoking—I. effects of experience with imposed,increasing, decreasing and random delays

A test of a passive self-control training procedure suggested by Skinner was performed. After smoker's tolerance for delay of smoking was assessed, they were exposed to either an increasing, decreasing or random sequence of imposed delay of smoking and were then tested for tolerance to delay. Increasing delay significantly improved subjects' smoking inhibition while decreasing and random sequences had no significant effect. The results are attributed to either frustration extinction or rehearsal of coping responses to the aversiveness of delay.     

Behavioral training for myopia: generalization of effects

The present study assessed generalization of training effects using a video computer system (VCS) as a training medium for modifying acuity. Eighteen myopic volunteers were matched according to pre-training acuity and assigned to either fading and feedback training group or a practice only control. Subjects were pre- and post-tested on three measures: the Snellen Letter Chart, a Behavioral Acuity Test and a performance test with the VCS. Compared to controls, trained subjects displayed significant improvements in acuity on the Behavioral Acuity Test. These results suggest that training effects generalize to untrained stimuli. Implications for the clinical implementation of behavioral training procedures for modifying myopia are discussed.     

Self-control of smoking—II effects of cue salience and source of delay imposition on the effectiveness of training under increasing delay

Imposed increasing delay of cigarette puffs has been shown to facilitate smoking inhibition. Hypothetical mechanisms involved (frustration extinction or rehearsal of coping responses) imply that increased temptation cue salience and decreased degree of external control in increasing delay training, should facilitate smoking inhibition. After three pre-test delay tolerance trials, all subjects were cued to pace their smoking in an increasing sequence of delay. During treatment the cigarette temptation cues were either visible or hidden. Delays were either self-imposed but cued by the experimenter or the delays were physically imposed by the experimenter. Post-test consisted of three delay tolerance trials. Pre-test to post-test improvement was significantly facilitated by cue salience and reduced external control. No significant interaction effects were obtained. Cue salience significantly reduced the self-reported aversiveness and GSRs during self-control trials. Implications for treatment were advanced.     

Learning and reminiscence in the pursuit rotor performance of normal and depressed subjects

Ten depressed in-patients were compared, after careful age- and sex-matching, with 12 normal controls on a pursuit tracking task which was performed for two 5-min periods, separated by a 10-min rest. The depressives performed significantly worse than the controls, but both groups showed within and between session improvements. This suggests that the depressive state adversely affects the performance but not the learning of a motor skill. Analysis of performance into high and low frequency components showed that the patients had specific difficulty in following high frequency target movements. This inability to follow high frequency movements was significantly correlated with tapping rate for the patient group, implying that both these measures reflect slowed motor responsivity. The result suggests that factors which interfere with the execution of a motor skill (i.e. motor retardation) do not necessarily interfere with the learning of that skill.     

Antidepressant medication in the treatment of agoraphobia: A critical review

The present article critically examines research on the use of antidepressants in treating agoraphobia. A number of studies have shown certain classes of antidepressant medication, namely tricyclic antidepressants and MAO inhibitors, to have beneficial effects on certain aspects of the agoraphobic syndrome. However, these studies must be interpreted with caution in light of two major methodological shortcomings, i.e. sole reliance on paper and pencil outcome indices and the confounding of the pharmacological effects of the drug with exposure to feared situations. Recent research, aimed at correcting for these methodological problems, seriously question the efficacy of antidepressant pharmacotherapy by itself as a treatment for agoraphobia. Moreover, it is argued that the disadvantages of drug treatments namely agoraphobics' reluctance to take medication, physical side effects and relapse upon withdrawal of the medication, caution against their routine use in clinical practice.     

Biochemical correlates of personality traits in normals: An exploratory study

This study attempted to identify biochemical systems associated with the personality dimensions of Extraversion (E), Neuroticism (N), Psychoticism (P), Sensation Seeking (SS) and Impulsivity (Imp). The subjects were 43 normal volunteers who volunteered to take a battery of psychological tests and allow investigators to obtain samples of blood, urine and cerebrospinal fluid (CSF) for biochemical assessment.Substantial positive correlations were found between CSF norepinephrine (NE), MHPG (the principal metabolite of NE), DBH (an enzyme involved in the production of NE) and plasma MHPG and DBH; all of these are regarded, in some part, as putative indicators of central noradrenergic activity. After partialling out the influences of age, height and weight, a number of significant relationships were found between psychological traits and biochemical variables. Extraversion correlated positively and introversion and neuroticism correlated negatively with CSF Ca. Neuroticism also correlated negatively with plasma MHPG. Ego Strength (inversely related to Neurotic Introversion), P and Disinhibitory SS correlated negatively with CSF cort. General SS correlated negatively with CSF NE and plasma DBH, and these correlations were significant in both males and females, as well as in the total group. The results are consistent with some biological models of personality, but suggest the need for modification in others.     

A comparative outcome study of behavioral social-skills training, interpersonal-problem-solving and non-directive control treatments with child psychiatric outpatients

The purpose of the present study was to compare the short- and long-term efficacy of behavioral social-skills training and interpersonal-problem-solving with a control condition (non-directive treatment) with a clinical population of 61 socially-maladjusted outpatient boys. Treatment consisted of 12 weekly 1-hr sessions, with follow-up conducted at 12 months. A comprehensive assessment strategy was employed which included direct behavioral observations, parent, teacher, peer, self-report and academic performance measures. The results of this social-skills comparative outcome study indicated that the behavioral and interpersonal treatments resulted in changes on parent, teacher, self-report and peer sociometric ratings at post-treatment. At the 1-yr follow-up, the behavioral treatment maintained it's gains and continued to show modest improvement. Conversely, the interpersonal treatment manifested significant declines, as did the control group. These findings and implications for future research are discussed.     

Instructed versus pharmacological effects of alcohol in alcoholics and social drinkers

Twelve alcoholics and 12 social drinkers were studied in an experiment where instructions about alcohol or placebo were orthogonally crossed with administration of alcohol or placebo in a Balanced Placebo Design. Three subjects were simultaneously observed while watching soccer games on the TV together and having free access to a mixed drink, which in the alcohol conditions contained 150ml of 80% proof vodka. The assessment procedure included several aspects of drinking behavior, behavioral observations during the session, psychiatric ratings and nurse observations before and after each session, ratings for craving, self-reported state anxiety and physiological changes (heart rate and blood pressure). In general, the results showed the alcoholic's behavior to be controlled by instruction-induced expectancies rather than by the actual beverage given, whereas the social drinkers showed tendencies in the opposite direction. The implications of these results for the traditional disease conception of alcoholism and for learning theory approaches are discussed.     

Arithmetic achievement as a function of introversion-extraversion and teacher-presented reward and punishment

Following Eysenck (1967), Gray (1973) and Wakefield (1979), it was hypothesized that the arithmetic achievement of extraverts would be better than introverts in those classrooms in which teacher-presented rewards predominated, and the arithmetic achievement of introverts would be better than extraverts in those classrooms in which teacher-presented punishment predominated. Five classrooms were rank-ordered according to their ratios of teacher-presented reward to teacher-presented punishment. A total of 101 fourth and fifth grade students from the five classrooms were then administered the Junior Eysenck Personality Questionnaire (JEPQ) and an arithmetic pretest. Subsequent to 40 school days, the students were administered the arithmetic posttest. Partialling out arithmetic pretest scores, lie scale scores from the JEPQ, and total arithmetic raw scores from the Comprehensive Test of Basic Skills (CTBS), regression analysis of arithmetic posttest scores with the interaction of extraversion scores from the JEPQ and classroom rank-order of the ratio of teacher-presented reward to teacher-presented punishment yielded significant results supporting the hypothesis. Additional analysis indicated the presence of non-hypothesized interactions of the Psychoticism and Neuroticism scales of the JEPQ with reward-punishment and extraversion.     

Social skill performance among normal and psychiatric inpatient children as a function of assessment conditions

The present investigation examined the effects of varying the standard assessment conditions on performance of social skills among normal and psychiatric inpatient children. Sixty children (30 normals, 30 patients), ages 6–12, completed behavioral and self-report measures of social skills on two separate occasions. During the second assessment, half of the children received feedback and incentives for performance; the other half did not. The testing conditions consistently altered social skill performance. Children who received the incentives during assessment showed significantly higher levels of social skills, as reflected in concrete behavior (e.g. eye contact, facial expressions), and molar responses (e.g. giving compliments, responding to provocation). The results suggest that social skills performance varies considerably as a function of the assessment conditions. Training programs should not assume that persons do not have the responses in their repertoires merely because of low pretest performance unless more extensive efforts are made to evoke appropriate responses.