Measures of self-concept, attitudes, and achievement motivation of primary grade children

Semi-projective measures (suitable for small group testing) of Self-Concept and Attitutes toward School, Home, Peers, and Society along with a teachers' rating instrument of Achievement Motivation have been developed for preschool and primary grade children. National norms for disadvantaged children are reported along with correlations of these measures with standardized achievement tests.     

Overlearning in the conditioning treatment of enuresis: A long-term follow-up study

V studies have reported high rates of relapse following the otherwise highly successful conditioning treatment of childhood enuresis nocturna (Young, 1969). Relapse would seem to be a hazard inherent in this form of treatment, and to be independent of patient variables (Young and Morgan, 1972a). Use of the technique of intermittent reinforcement schedules (Lovibond, 1964; Turner, Young and Rachman, 1970) and of CNS stimulant drugs (Young and Turner, 1965; Turner and Young, 1966) to counteract the problem of relapse have failed to achieve satisfactory results.

Young and Morgan (1972b) have demonstrated the success of overlearning therapy in reducing the relapse rate. This regime requires the child to maintain or regain his learned nocturnal bladder control, to a success criterion of 14 consecutive dry nights, while drinking up to 2 pints of liquid in the hour before retiring. The present paper reports the experience gained in the counteraction of relapse by the use of overlearning therapy over approximately 4 yr at the Vale Drive Clinic, at which enuresis is treated by conditioning techniques (Young, 1965; Morgan and Young, 1972).     

A precise and valid measure of behavior and behavior change in the classroom

A method for the direct and continuous observation of behavior as it occurs in the natural environment (classroom) is suggested as an alternative to individual testing and other observational techniques, especially those which use predetermined time segments and chart behavior in percentages. The method-behavior rates-using a base of movements per minute is seen as increasing the information obtained per unit of assessment time and providing daily, accurate feedback concerning the efficacy of a behavioral strategy.     

Treatment of nocturnal enuresis by conditioning techniques

One hundred and fifteen enuretic children were assigned to five treatment groups. Three groups received Mowrer-type continuous signal (C.S.), Twin-Signal (T.S.) or intermittent Twin Signal (T.S.-I.R.) conditioning treatment, and two groups were given “placebo” or “arousal” control treatments. Over a one-month period, there was no difference between conditioning and control procedures, and it was concluded that further research is needed to determine the basis of treatment response. There was no evidence in support of the escape training hypothesis, and the twin-signal modification to standard bell-and-pad treatment is not recommended. The investigation confirmed the success of conditioning treatment in bringing about the initial arrest of enuresis (i.e. in 81.4 per cent of the cases) but the relapse rate was high. The investigation provided tentative evidence that intermittent conditioning treatment offers one way of reducing the frequency of relapse. The problem of obtaining satisfactory parental co-operation in a badly housed working-class population was apparent, and ways of reducing the demands that treatment imposes on parents are indicated. The results are discussed with regard to theories of conditioning treatment of nocturnal enuresis, and possible improvements in this technique of treatment.     

A factor analytic study of the Stanford Binet with young children

Seven factors were found as the result of a factor analysis of year IV-6 through year VI of the 1960 Revision of the Stanford Binet Intelligence Test. No factor had a sufficient number of high loadings to justify interpretation as ‘g’, a general intelligence factor. The test protocols used were of 152 children from three to seven years of age who attended a University nursery school or Head Start day care centers. The group included 107 white and 45 Negro children who had been tested as part of a routine intellectual evaluation. The socioeconomic level, as measured by occupation of the parent, was higher than that of the standardizing population of the Binet, as was the mean IQ (109.4 ± 14.7). The results of this study were compared with the logical analysis of Meeker & Bonsall based upon Guilford's factors of the intellect, and with Valett's profile analysis.     

High school psychology in the rocky mountain region

Over 40% of the high schools in a five-state Rocky Mountain region reported offering courses in psychology. A significant portion of students entering college classes have had such courses. With but 15% of teachers claiming a major in psychology and the rest scattered through 20-some other subjects, adequacy of teacher preparation is questioned. Areas for effort are suggested to enhance teacher preparation and to develop high school courses whivh might be appropriatet to advanced placement or enriched introductory study at the college level. These developments should have added benefits for psychology's recruitment efforts and the spread of public knowledge about psychology.     

Pedagogy as a Framework for a Proper Dialogue between Science and Literature

An aim of science is to find truths about reality. These truths are collected together to form systematic knowledge structures called theories. Theories are intended to create a truthful picture of the reality behind the study. Together with all the other fields of science we get a (complete) scientific picture or a world view. This scientific world view is open in the sense that not all truths are known by scientists and not all present day theories are true. So, there is no reason to assume that any field of science has been or will be completed; science is essentially progressive, or an open ended approach. Science is not the only method of picturing, but the view that science is the best human method for knowledge acquisition is well justified. Knowledge is not all we humans are looking for; we need to make our lives meaningful. The meaningfulness may be achieved through science, art, or practical activity. It is interesting to compare literature and science. Both are expressed linguistically, but the aims of literature and science seem to be very different. We are looking for the theoretical interconnection between science and literature, but the proper dialogue can be found not through science, literature or philosophy, but through pedagogy.     

Human Genome Editing and Ethical Considerations

Editing human germline genes may act as boon in some genetic and other disorders. Recent editing of the genome of the human embryo with the CRISPR/Cas9 editing tool generated a debate amongst top scientists of the world for the ethical considerations regarding its effect on the future generations. It needs to be seen as to what transformation human gene editing brings to humankind in the times to come.     

Response to Stuart Kauffman: The Paradox of Divine Action and Scientific Truth

We three authors compare and contrast Stuart Kauffman's concept of the “cosmic mind” with similar ideas developed in our recent book, The Unity of Truth: Solving the Paradox of Science and Religion (IUniverse, 2012). Albert Einstein was known to have said: “Science without religion is lame, religion with science is blind.” We authors make use of the “paradox resolution” methods of physics to find a non-conflicting method by which God's actions communicate with human beings without violating any of the laws of science. The “communications paradox” is resolved by hypothesizing non-causal quantum-mechanical measurements as the way God communicates. the quantum-mechanical resolution of the “communications paradox” is completely consistent with both theist belief and the laws of science, whereas Kauffman's “cosmic mind” concept is seen to be consistent with pantheism.