Classes,collections, and distinctive features: Alternative strategies for solving inclusion problems

This study analyzed the strategies that children ages 5 through 8 years used on two modified versions of Inhelder and Piaget's (The early growth of logic in the child. New York: Norton, 1964) class inclusion task. In two experiments, children were tested on Wilkinson's (Cognitive Psychology, 1976, 8, 64–85) “percept” inclusion task in which distinctive features marked both supraordinate and subclasses. It was hypothesized that children who fail standard Piagetian inclusion tasks succeed on the “percept” task by counting and comparing mutually exclusive features rather than using features as markers for classes and subclasses. The hypothesis was supported by children's performances on “percept” tasks in which solutions based on feature counting conflicted with solutions based on consideration of class inclusion relations. In two other experiments, children answered part-whole and part-part comparison questions in which both terms were described as classes and/or subclasses, or in which one of the two terms was described as a collection (e.g., a bunch of grapes). These experiments contrasted Markman and Seibert's (Cognitive Psychology, 1976, 8, 561–577) “organization” hypothesis that the greater psychological integrity of collections facilitates reasoning on part-whole comparison problems with the hypothesis that the faciltative effect results from the “large number” connotation of collective nouns. Results on collection problems in which parts were described as collections supported the “large number” hypothesis. Results were discussed in terms of their implications for Piaget's theory.     

An information processing system for the psychiatric emergency room

An information processing system for a psychiatric emergency room is described. Several studies are presented that show the utility of the system. In the first study, variables involved in diagnosis are explicated. The second study attempts to determine the characteristics that distinguish recidivists from nonrecidivists at an emergency room. The third study attempts to find patient variables related to success in short-term treatment programs. The final study is aimed at discovering whether there are psychopathological effects related to the use of inhalants. Together, these studies show the potential of a mental health information system for learning more about the nature of mental disorders and their treatment.     

Component analysis of the type A coronary-prone behavior pattern in male and female college students

Two studies investigated the psychological dimensions encompassed by the Rosenman Structured Interview (SI) method of assessing the Type A behavior pattern. In Study 1, female students completed the SI and Jenkins Activity Survey (JAS). Factor analysis of the verbal stylistic and answer content components of the SI yielded a 5-factor solution, with one factor--Clinical Rating--accounting for most nonerror variance in Type A ratings. The remaining factors were derived from answer content and correlated more substantially with JAS Type A ratings than with SI Type A ratings. In Study 2, male and female college students completed the SI and JAS and a battery of questionnaires that tap trait dimensions implied by the conceptual definition of Type A. For both males and females, SI ratings of Type A could almost be completely predicted by scores on the Clinical Rating factor. For both sexes, content dimensions of the SI related to other measures of Type A and to Type A-consistent traits, whereas the Clinical Rating factor was only modestly associated with such traits. Moreover, sex differences were observed in the trait constellations composing SI and JAS definitions of Type A. These results suggest that a discrepancy exists between conceptual and operational definitions of the Type A pattern.     

Task-specific strategies of mental “rotation” of facial representations

The effects of task demands on the visual comparison of facial patterns and of comparable nonfacial patterns were explored in two studies. The studies yielded two primary findings. First, faces, despite their holistic properties, are not rotated faster than comparable non-face-like patterns, although subjects’ judgments of them were uniformly more rapid than judgments for nonfaces. Second, the nature of the same-different judgment task required of subjects had a large effect on the pattern of results obtained: When stimuli were compared to their mirror images, results indicative of mental “rotation” were obtained. When stimuli were compared on the basis of similarity of individual features, the pattern of results was very different. This one manipulation produced effects that exceeded those of all of the other manipulations, including that of rotation.     

Stress,coping, and life change in the single-parent family

Self-perceived competence in three roles (parent, social participant, self-supporter) was examined in relation to life satisfaction in a sample of 47 divorced, employed, single parent, middle-income women. Parenting was found to be the role of greatest perceived competence, and self-supporter the role of lowest perceived competence. Competence as a self-supporter was the strongest predictor of life satisfaction. Life satisfaction did not differ significantly between groups defined by length of time as single parents. For women separated less than 3 years, the social participant was the role of least perceived competence and the best predictor of life satisfaction. For those separated more than 3 years, the three roles were nearly equal in perceived competence, but competence as self-supporter was the best predictor of life satisfaction.     

A case report of pathological rule-governed syllable intrusion

A detailed analysis of a unique speech disturbance, marked by the frequent appearance in the speech stream of a meaningless intrusive syllable, is presented. Following a lengthy thoracic surgery, an American English speaking patient began to speak with non-English prosodic patterns, which evolved to a conspicuous intrusion in his speech of the syllable /sis/. This syllable and its variants were attached to words in a manner which conformed to the regular phonological rules in English (for formation of plural, possessive, and third person singular morphemes). The distribution and frequency of the intrusive syllable are described, and possible explanations for the abnormal occurrence of this particular syllable are discussed.     

Programmed stuttering therapy for children: Comparison of four establishment programs

Four different establishment programs (programmed traditional, delayed auditory feedback, pause, and gradual increase in length and complexity of utterance) for improving the fluency of school-age children who stutter were compared. The programs were carried out by eight public school clinicians with 16 children (eight elementary and eight junior-senior high school) in their respective schools. All four programs produced important improvement in the speech fluency of the 16 children. All the children demonstrated transfer of fluency to extratraining settings. The delayed auditory feedback program required the least therapy hours, but it was difficult for the clinicians to operate correctly. The gradual increase in length and complexity of utterance programs produced the best overall results. The transfer and maintenance programs provided for additional generalization and permanency of fluency. Follow-up revealed that the children continued their increased level of fluency.