Analogical modification in the creation of contemporary art

The goal of this study was to propose a framework to describe the analogical process in the context of creation. We conducted retrospective interviews with two contemporary artists in their forties using portfolios of their past works so that they could recall their creation processes in detail. We found that the artists often use analogical modification to produce new series of artwork. Analogical modification is a cognitive process used to generate a new target, in the context of creation, by changing values of a source to make differences during analogical mapping. We found three types of analogical modification, namely, subject modification, structure modification, and concept modification. Creative vision, which is formed through many years of creative activity and consists of long-term intentions or goals for creation, plays an important role in guiding the use of analogical modification. The process of artistic creation can be better understood using the framework of the interaction between activities in different time spans, such as analogical modification and creative vision.     

A test of the distraction explanation of disfluency modification in stuttering

The distraction explanation of changes in stuttering rate was examined in the present experiment. Twelve stutterers were compared with 12 nonstutterers who were matched for age, sex, and level of education. Subjects were tested for disfluency production under conditions designed to reflect the dimension of distraction. These conditions were: (a) over attention to speech (counting speaking errors). (b) “normal” conditions (no additional task), and (c) distraction (pursuit tracking of an irregular target). The results showed no effect on stuttering rate that could be attributed to the distraction conditions. However, stutterers rated the difficulty of these conditions in concordance with the distraction theory. It was suggested that, while stutterers' perceptions may account for the popularity of the distraction explanation, evidence supporting the theory is lacking.     

A modification of Feldt's test of the equality of two dependent alpha coefficients

The available statistical tests of the equality of nonindependent alpha reliability coefficients require that the product of the number of test parts times the number of subjects be quite large—1000 or more. A modification of one of these tests is derived which avoids this limitation. Monte Carlo studies indicate that the modified test effectively controls the Type I error rate with as few as 2 or 3 test parts and 50 subjects. This means the modified test can be safely employed in comparisons between interrater reliabilities.     

Stepnicka's modification of the brace test: an investigation of dimensionality

Stepnicka's modification of the Brace Test is used to assess body coordination of athletes in the Czech Republic. This test has 10 tasks and indicates physical proficiencies, i.e., flexibility, balance, and kinesthetic perception. The purpose of this study was to examine the structure of Stepnicka's modifications of the Brace Test through Rasch analysis. The structure of physical proficiency was investigated as well. Volunteers included 62 men and 42 women (19 to 24 years old) who were undergraduate students in physical education and sport science. For Rasch analysis, the dichotomous model was employed. Analysis confirmed unidimensionality of the test, and this dimension was named Neuromuscular Ability. On the basis of this Rasch analysis, changes to Stepnicka's modification of the Brace Test were suggested.     

Experimental modification of beliefs in obsessive-compulsive disorder: a test of the metacognitive model

Metacognitive beliefs about the threatening meaning and significance of intrusions are fundamental to the development and maintenance of obsessive-compulsive disorder (OCD) in the metacognitive model (Cognitive therapy of anxiety disorders: a practice manual and conceptual guide, Chichester, UK, Wiley, 1997; Emotional disorders and metacognition: innovative cognitive therapy, Chichester, UK, Wiley, 2000). This predicts that reductions in metacognitive beliefs about intrusions will result in decreased anxiety and compulsions. It was hypothesized that brief (5min) exposure and response prevention configured as a behavioural experiment to challenge metacognitive beliefs would lead to reductions in anxiety, thought fusion beliefs and the urge to neutralize. Furthermore, these reductions would be greater than the effects observed in the same exposure and response prevention task, accompanied by a habituation rationale. The results were consistent with the hypotheses. The clinical implications for the treatment of OCD are discussed.     

A modification of the method of successive intervals

A modification of the method of successive intervals is presented which yields scale values correlating .995 with those from Thurstone's method described by Saffir. Values yielded by the present method can be obtained in 25 per cent of the time required by the older method and are shown to be, on apriori grounds, more reliable as well.     

A modification in scoring the ABC Scale

The scoring procedures for the Articulation of the Body-Concept (ABC) Scale to use with three-, four- and five-year-old children were modified to determine their degree of field-dependence-independence. A total of 300 children, who obtained a score of one or better on the ABC Scale, were administered the Preschool Embedded Figures Test (PEFT) and the ABC Scale. The ABC Scale was scored using its scoring procedures and the scoring procedures for the Goodenough-Harris Drawing Test (GHDT). Scores on the PEFT, ABC Scale and GHDT were correlated with each other. Correlations among all cognitive measures ranged from .88 to .99, which were high and statistically significant (p < .0001). Therefore, the scoring procedures for the GHDT can be substituted in scoring the ABC Scale in assessing young children's field-dependence-independence.     

A behaviour modification technique for the hyperactive child

This paper describes a procedure for the conditioning of attending behaviour in a brain-injured hyperactive boy.

Observations of the behaviour of two hyperactive children were made in the classroom setting. These observations were made from an observation bootn adjoining the classroom and provided data on the frequency of occurrence of the following high rate responses: walking, talking, distraction, “wiggling”. Each child was observed for a minimum of ten minutes a day, four days a week. Following several weeks of baseline observation, the conditioning procedure was begun with the expel imental subject. The conditioning trials took place in the classroom setting. During each time interval in which one of the high rate responses did not occur, S received an auditory stimulus (secondary reinforcer). This auditory stimulus had previously been paired with the delivery of candy and pennies. The stimulus was dispensed by a radio device which activated an earphone worn by the subject. At the end of each conditioning trial, S received whatever candy or pennies he had “earned”.

The data show that the control subject showed no significant change in the frequency of occurrence of the high rate responses during the three month period. The experimental subject showed a significant decrease in non-attending behaviour. This reduction in rate was maintained over a four week extinction period.