Educational Success in High-Risk Settings: Contributions of the Chicago Longitudinal Study

I provide an overview of the Chicago Longitudinal Study. This prospective study traces the educational and social success of a large sample of low-income children (over 90% of whom are African American) from high-poverty neighborhoods in the Chicago Public Schools. In 1985–1986, the sample participated in the Child–Parent Centers and other early childhood programs. The four studies reported in this special issue highlight the contributions of school mobility, parent involvement, educational expectations, and other family and school experiences in preventing learning problems and promoting educational success.     

Induction, Grue Emeralds and Lady Macbeth's Fallacy

This paper does not purport to offer yet another 'solution' to the much discussed 'new riddle' of induction. The focus, instead, is on the genesis of Goodman's paradox and its relation to the classic problem of induction. In the arguments which led Goodman from the dissolution of Hume's problem to the discovery of the new riddle, I reveal a fundamentally flawed assumption about the nature of inductive inference which undermines Goodman's contention that the genuine problem of induction consists in distinguishing between projectible and non-projectible regularities. I further show that if the same set of observations may indeed support an indefinitely large number of inductive predictions, then the rationale for dismissing the classic problem of induction disappears. Stripped of its erroneous assumptions, the new riddle becomes nothing more than a special case of Hume's problem.     

The Predictive Validity of Parent and Teacher Reports of ADHD Symptoms

The objectives were to evaluate the ability of the Inattention and Hyperactivity–Impulsivity factors of the ADHD Rating Scale-IV to differentiate children with ADHD from a control group and to discriminate children with different subtypes of ADHD. Also, we sought to determine optimal cutoff scores on the teacher and parent versions of this scale for making diagnostic decisions about ADHD. In a sample of 92 boys and girls 6 to 14 years of age referred to a regional ADHD program, we assessed ADHD diagnostic status using categorical and dimensional approaches as well as parent- and teacher-report measures. Logistic regression analyses showed that the Inattention and Hyperactivity–Impulsivity factors of the ADHD Rating Scale-IV were effective in discriminating children with ADHD from a control group and differentiating children with ADHD, Combined Type from ADHD, Inattentive Type. Although both teacher and parent ratings were significantly predictive of diagnostic status, teacher ratings made a stronger contribution to the prediction of subtype membership. Using symptom utility estimates, optimal cutoff scores on the Inattention and Hyperactivity–Impulsivity scales for predicting subtypes of ADHD were determined.     

Parent Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms: Factor Structure and Normative Data

Changes in the diagnostic criteria for attention-deficit/hyperactivity disorder (ADHD) have necessitated the creation of new measures for clinical assessment. The factor structure of a parent rating scale containing the 18 symptoms of ADHD was examined in this study. Factor analyses and assessment of differences in ADHD ratings across sex, age, and ethnic group were conducted using a sample of 4666 participants ranging in age from 4 to 20 years old who attended kindergarten through 12th grade in 22 school districts across the United States. Two factors (Inattention and Hyperactivity–Impulsivity) were derived and normative data for a nationally representative sample are presented. A higher frequency of ADHD symptoms was found for boys, younger children, and African-American participants. Potential uses of this scale in clinical practice and research are discussed.     

REBT and Rationality: Philosophical Approaches

This paper argues that philosophical critiques of concepts in psychotherapy are inappropriate unless the context in which they are used is taken into account. In the case of REBT it is misleading to try to evaluate Ellis' use of rationality by matching it with the concept which has developed in modern philosophy of science. There is no pure essence of rationality which could enable it to be applied normatively in all contexts. The pitfalls of attempting this are illustrated by analysing two recent attempts to criticise rationality in REBT, by Erwin (1997) and O'Donohue and Vass (1996). We argue that Rationality in REBT can only be understood by seeing it as part of a network of categories and practices (a discursive formation) that has evolved over the last 45 years.     

Our Eyes Do Not Always Go Where We Want Them to Go: Capture of the Eyes by New Objects

Observers make rapid eye movements to examine the world around them. Before an eye movement is made, attention is covertly shifted to the location of the object of interest. The eyes typically will land at the position at which attention is directed. Here we report that a goal-directed eye movement toward a uniquely colored object is disrupted by the appearance of a new but task-irrelevant object, unless subjects have a sufficient amount of time to focus their attention on the location of the target prior to the appearance of the new object. In many instances, the eyes started moving toward the new object before gaze started to shift to the color-singleton target. The eyes often landed for a very short period of time (25–150 ms) near the new object. The results suggest parallel programming of two saccades: one voluntary, goal-directed eye movement toward the color-singleton target and one stimulus-driven eye movement reflexively elicited by the appearance of the new object. Neuroanatomical structures responsible for parallel programming of saccades are discussed.     

Sex,sin, and the church: The dilemma of homosexuality

A parallel is suggested between the way blacks have been treated in this country with the way some people view homosexuality. A critique of the origins of the homosexuality taboo and of the argument that homosexual persons are uniquely pathological follows. Though the Judeo-Christian tradition seems to have played a negative role in the past, the contemporary church, in concert with other institutions, can generate a moral force to help overcome homophobia.This paper is based on a presentation to the annual meeting of the Association for the Scientific Study of Religion: Southwest, Dallas, Texas, March 1986.     

The role of visual interference in producing the long-term modality effect

Typically, recall of the last of a list of auditory items greatly exceeds recall of the last of a list of visual items. This modality effect has been found in serial recall, free recall, and recall using the distractor paradigm in which each to-be-remembered item is preceded and followed by distractor activity. One source of the auditory advantage may be visual interference that reduces recall of visual stimuli. In three experiments, sources of visual interference were minimized. Although this manipulation reduced the modality effect, it did not eliminate the effect.     

The rise and (surprisingly rapid) fall of psycholinguistics

Psycholinguistics re-emerged in an almost explosive fashion during the 1950s and 1960s. It then underwent an equally abrupt decline as an independent sub-discipline. This paper charts this fall and identifies five general factors which, it is argued, were responsible for its demise. These are: (a) an uncompromisingly strong version of nativism; (b) a growing isolation of psycholinguistics from the body psychology; (c) a preference for formal theory over empirical data; (d) several abrupt modifications in the Standard Theory in linguistics; and (e) a failure to appreciate the strong commitment to functionalism that characterizes experimental psychology. In short, what looked like a revolution two decades ago turned out to be merely a local reformation that occurred along side of and largely independent from the real revolution in the cognitive sciences.