Cultural myopia: The need for a corrective lens

The Office for Civil Rights on May 25, 1970, issued a Memorandum to school districts designed to prohibit discrimination against national origin minority children which results from a failure school districts to the recognize the differing linguistic characteristics and cultural identify of such children in the planning and operation of education programs. Specifically, the Memorandum prohibits the assignment of children to classes for the mentally retarded on the basis of criteria which essentially measure or evaluate English language skkills. A task group was appointed by the Secretary of Health, Education, and Welfare to develop educational policy to implement this antidiscrimination provision.This task group recommended that additional policies be developed by the Office for Civil Rights to notify adequately school districts and members of the general public of the types of discriminatory practices that might be occuring and to set forth model procedures which school districts could follow in an effort to eliminate discriminatory practices which might currently exist. This paper discusses those procedures recommended by the committee.     

Hartsoeker's homonculus: a corrective note

Contrary to what is reported in many psychology texts, microscopists of the preformationist era in embryology, particularly Nicholas Hartsoeker and Antony van Leeuwenhoek, did not claim to have seen tiny homonculi, or fetuses, within human spermatozoa. This common misconception is based on the fact that both Hartsoeker and Leeuwenhoek had at one time included drawings of homonculi in their writings, but they did so only to suggest their possible appearance (Hartsoeker) or to refute allegations that they existed (Leeuwenhoek).     

Considering the opposite: a corrective strategy for social judgment

It is proposed that several biases in social judgment result from a failure--first noted by Francis Bacon--to consider possibilities at odds with beliefs and perceptions of the moment. Individuals who are induced to consider the opposite, therefore, should display less bias in social judgment. In two separate but conceptually parallel experiments, this reasoning was applied to two domains--biased assimilation of new evidence on social issues and biased hypothesis testing of personality impressions. Subjects were induced to consider the opposite in two ways: through explicit instructions to do so and through stimulus materials that made opposite possibilities more salient. In both experiments the induction of a consider-the-opposite strategy had greater corrective effect than more demand-laden alternative instructions to be as fair and unbiased as possible. The results are viewed as consistent with previous research on perseverance, hindsight, and logical problem solving, and are thought to suggest an effective method of retraining social judgment.     

Knowledge and abilities: The need for a new understanding of knowing-how

Stanley and Williamson (The Journal of Philosophy 98(8), 411–444 2001) reject the fundamental distinction between what Ryle once called ‘knowing-how’ and ‘knowing-that’. They claim that knowledge-how is just a species of knowledge-that, i.e. propositional knowledge, and try to establish their claim relying on the standard semantic analysis of ‘knowing-how’ sentences. We will undermine their strategy by arguing that ‘knowing-how’ phrases are under-determined such that there is not only one semantic analysis and by critically discussing and refuting the positive account of knowing-how they offer. Furthermore, we argue for an extension of the classical ‘knowing-how’/‘knowing-that’-dichotomy by presenting a new threefold framework: Using some core-examples of the recent debate, we will show that we can analyze knowledge situations that are not captured by the Rylean dichotomy and argue that, therefore, the latter has to be displaced by a more fine-grained theory of knowledge-formats. We will distinguish three different formats of knowledge we can have of our actions, namely (1) propositional, (2) practical, and (3) image-like formats of knowledge. Furthermore, we will briefly analyze the underlying representations of each of these knowledge-formats.     

The role of corrective emotional experiences in the counsellor-client attachment: a model for processing emotions in therapy

ABSTRACT

Even though emotions are central in many counselling modalities, how best to work with emotions has not often been clearly articulated or practically presented for counsellors. In this paper I outline a brief history of the science of emotion, highlighting the role of emotional regulation in the counsellor-client attachment and present a five-step model of working with emotions in therapy, adapted from the work of Canadian developmental psychologist, Gordon Neufeld. The paper provides a theoretical and practical framework for understanding the crucial importance of a corrective emotional experience for client healing.     

Juvenile homicide: The need for an interdisciplinary approach

Most of the empirical literature on juvenile homicide has emerged from the clinical experience of mental health professionals who have diagnosed and/or treated youngsters who killed. After a critical review of this literature, data on 787 juvenile homicide offenders are presented and discussed. These data indicate that intrafamilial killings represent but a small fraction of all homicides perpetrated by juveniles and that there are clear differences between intrafamilial and extrafamilial juvenile homicides.     

Unconscious perception: the need for a paradigm shift

According to Snodgrass, Bernat, and Shevrin (2004), unconscious perception can be demonstrated convincingly only at the objective detection threshold, provided that the conditions of their objective detection/strategic model are met, whereas both the subjective threshold model of Cheesman and Merikle (1984, 1986) and the objective threshold/rapid decay model of Greenwald, Draine, and Abrams (1996) are inconclusive. We argue on theoretical, metatheoretical, and empirical grounds that all three dual-process models, which are based on both conscious and unconscious perception, should be rejected in favor of the single-process conscious perception model.     

Beyond hypercorrection: remembering corrective feedback for low-confidence errors*

Correcting errors based on corrective feedback is essential to successful learning. Previous studies have found that corrections to high-confidence errors are better remembered than low-confidence errors (the hypercorrection effect). The aim of this study was to investigate whether corrections to low-confidence errors can also be successfully retained in some cases. Participants completed an initial multiple-choice test consisting of control, trick and easy general-knowledge questions, rated their confidence after answering each question, and then received immediate corrective feedback. After a short delay, they were given a cued-recall test consisting of the same questions. In two experiments, we found high-confidence errors to control questions were better corrected on the second test compared to low-confidence errors – the typical hypercorrection effect. However, low-confidence errors to trick questions were just as likely to be corrected as high-confidence errors. Most surprisingly, we found that memory for the feedback and original responses, not confidence or surprise, were significant predictors of error correction. We conclude that for some types of material, there is an effortful process of elaboration and problem solving prior to making low-confidence errors that facilitates memory of corrective feedback.     

Adaptive behavior inventory for children: The need for local norms

This study investigates the need for local and/or separate racial-ethnic group norms on the Adaptive Behavior Inventory for Children (ABIC). A random sample of 420 children from the Corpus Christi (Texas) Independent School District, was stratified according to gender, age, racial-ethnic group (Black, Mexican-American, and Anglo), and low or middle socioeconomic status. The parent of each child was interviewed with the ABIC. Results indicated a need for local norms for only the low SES Mexican-Americans.