Subliminal psychodynamic activation: methodological problems and questions in Silverman's experiments.

Analyses of procedures in Lloyd H. Silverman's subliminal psychodynamic activation experiments identify problems and questions. Given the information provided, none of his experiments can be replicated, and none of his positive results were found under luminance conditions he reckoned in 1983 were typical of such outcomes. Furthermore, there is no evidence in any of his experiments that all stimuli were presented completely within the fovea, a condition critical to the production of positive findings (Silverman & Geisler, 1986). These considerations and the fact that no experiment using Silverman's procedures can yield unambiguous positive results (Fudin, 1986) underscore the need to start anew research in this area. Such research should be undertaken with a greater appreciation of methodological issues involved in exposing and encoding subliminal stimuli than that found in all but a few experiments on subliminal psychodynamic activation.     

Human psychobiology in Scandinavia: I. Psychophysiology—theory, method and empirical research

The present paper reviews Scandinavian contributions to the field of psychophysiology in a fifteen year perspective (1968–1983). Psychophysiology is defined as that domain within psychobiology where the investigator uses a physiological measure to indirectly assess a psychological construct, e.g. heart-rate to index anxiety. Only research that fit this definition is reviewed. Thus, research belonging to physiological psychology and behavior pharmacology is excluded. The paper is divided into several areas covering studies related to attention and the orienting response (OR); classical autonomic conditioning and biofeed-back learning; clinical psychology and behavior medicine; emotion and motivation, and methodological contributions. The review of studies related to attention and OR is focussed on the work by Näätänen and by Öhman who both have made distinguished contributions to this area of research. The so-called "prepared-learning" project is described as an example of Scandinavian conditioning studies. Other examples include Bohlin's research on attention and habituation, and the work by Schalling and by Fredrikson in clinical psychology and psychopathology. Norwegian research on muscle tension and respiratory activity done by Svebak is also reviewed. A total of 114 papers written by about 95 different researchers are reviewed. Thus, psychophysiology may be regarded as a firmly rooted research tradition in Scandinavia, both qualitatively and quantitatively. It is concluded that Scandinavian psychophysiology research is at the front line internationally concerning problem areas and methodology.     

Some dubious premises in research and theory on racial differences. Scientific, social, and ethical issues

The scientific premises for looking for statistical differences between groups designated as races (on somewhat arbitrary grounds) are questionable. The explanation of such differences in strictly biological-evolutionary terms is even more dubious. Studies of temperament, basic personality traits, disorders (such as antisocial personality), and specific genetic markers show that there is much more variation within groups designated as races than between such groups. Investigators and theoreticians interpreting such differences on the basis of limited sampling within the three broad racial groups should be careful to avoid selectivity and misrepresentation of data that serve racist ideology, and should be cautious about presenting their theories to the public through inappropriate media forums.     

Practice and some methodological problems in unidimensional information transmission

Fifty circular lights differir.g in diameter from 4 to 53 cm and increasing by 1 cm were presented 135 times each to five Ss who were asked to identify each circle. Presentations were in random order. Indices of information transmission (T), response equivocation H S(R), and response uncertainty H(R) were calculated for different phases of the experiment for individual and pooled (across Ss) responses. Results have shown systematic rising of transmission and lowering of H S(R), while H(R) remained almost constant. All transmission indices calculated from pooled responses were systematically lower than comparable indices calculated from individual responses. Individual and pooled T values calculated from all responses given during the experiment were not representative for the level of identification performance at the end of the experiment. Conclusions were reached that (1) channel capacity indices should not be calculated from all individual responses given during the experiment or from pooled responses of different Ss, and (2) indices of channel capacity should be calculated only after the performance of Ss has reached a final and stable level, which means after enough repetitions of each stimulus.     

Theoretical and methodological directions in mindset intervention research

Growth mindset interventions directed at students aim to change students' beliefs about the malleability of ability. These interventions have had mixed results, with some showing impressive findings (e.g., improving grades and persistence in science and closing performance gaps), while other implementations have shown null findings. This heterogeneity suggests that growth mindset interventions should not be viewed as a sole solution for improving educational outcomes for students and that further research is needed to identify the contextual factors that influence their effectiveness. We propose new theoretical directions in mindset research that adopts an anti-deficit model and moves away from focusing exclusively on students and their belief systems. Instead, we encourage a new wave of mindset research that considers the institutional, cultural, and contextual environment that either corroborates or negates students' mindset beliefs. We propose a new approach to mindset research that emphasizes innovative approaches to better understand the conditions under which mindset interventions are effective.     

Matching behavior: Some methodological problems

Two classes of problems associated with specifying the controlling stimuli in matching experiments were discussed. The first class-control of matching behavior by cues other than the standard stimuli-was demonstrated by the results of a pseudomatching experiment. The second class related to the “effective” sample or standard stimulus set and to changes in the S’s matching strategy that may occur in a matching experiment.     

Considering methodological integrity in counselling and psychotherapy research

Within the field of counselling and psychotherapy research, qualitative methods have been a longstanding tradition of inquiry due to the mutual interest of therapists and researchers in both internal experiences and intersubjective processes. Methodological integrity is a conceptual framework that has been advanced to increase the rigor of these methods. In this paper, we consider the value of this concept for counselling and psychotherapy researchers and reviewers. This framework guides investigators and reviewers to consider how procedures can be adapted to meet the goals of specific studies, given their characteristics and approach to inquiry. In this brief article, we exemplify the relevance and application of this concept to this field by describing the decision‐making process within the designing of a qualitative research project to investigate clients' needs within rape crisis counselling. Through this exemplar, we also provide guidance to counselling and psychotherapy researchers on considerations during the process of research review and reporting.     

Some epistemological and methodological issues in clinical research

Epistemological realism was postulated as a prolegomenon to clinical research. Observation of single cases must precede any effort for generalization. Observation of men by men is always a field process. In clinical research the experimenter exercises a great amount of power over the subject, thus a naive empirical approach and operationism may be misleading. Clinical theory must be coated in a language different from empirical data and enable the formation of causal chains of events.     

Invalid assumptions and methodological difficulties in early memory research

Invalid assumptions in the methodologies of recent early memory studies were noted and discussed. The writers offered several principles that may help future workers to avoid design flaws which may have weakened previous studies. The need for pilot studies appropriate to the population under study was particularly stressed.