Research in Consultation: Toward Better Analogues and Outcome Measures

Recommendations for improving consultation research include (a) strengthening consultation analogue research by incorporating “boundary” conditions into research designs and (b) extending the outcome measures used.     

Disordered Communication and Grieving in Deaf Member Families

When a deaf child is born to hearing parents, a grieving process is initiated in the parents. Unresolved grieving over their child's deafness often makes it difficult for hearing parents to accept the importance of signing, thus increasing the child's problems — further source of grief for these parents. Clinical illustrations are provided of (1) the reciprocal relationship between disruption of the mourning process and disturbance of communication between family members, and (2) the transmission of the dysfunctional relationship between hearing parents and deaf children to the subsequent relationship between the deaf children, when they reach adulthood, and their hearing children.     

Relevant consequence and empirical inquiry

A criterion of adequacy is proposed for theories of relevant consequence. According to the criterion, scientists whose deductive reasoning is limited to some proposed subset of the standard consequence relation must not thereby suffer a reduction in scientific competence. A simple theory of relevant consequence is introduced and shown to satisfy the criterion with respect to a formally defined paradigm of empirical inquiry.Research support was provided by the Office of Naval Research under contract No. N00014-89-J-1725 to Osherson and Weinstein, Swiss National Science Foundation under contract No. 21-32399.91 and by a Siemens Corporation grant to Osherson.     

Twenty-five basic theorems in situation and world theory

Conclusion The foregoing set of theorems forms an effective foundation for the theory of situations and worlds. All twenty-five theorems seem to be basic, reasonable principles that structure the domains of properties, relations, states of affairs, situations, and worlds in true and philosophically interesting ways. They resolve 15 of the 19 choice points defined in Barwise (1989) (see Notes 22, 27, 31, 32, 35, 36, 39, 43, and 45). Moreover, important axioms and principles stipulated by situation theorists are derived (see Notes 33, 37, and 38). This is convincing evidence that the foregoing constitutes a theory of situations. Note that worlds are just a special kind of situation, and that the basic theorems of world theory, which were derived in previous work, can still be derived in this situation-theoretic setting. So there seems to be no fundamental incompatibility between situations and worlds — they may peacably coexist in the foundations of metaphysics. The theory may therefore reconcile two research programs that appeared to be heading off in different directions. And we must remind the reader that the general metaphysical principles underlying our theory were not designed with the application to situation theory in mind. This suggests that the general theory and the underlying distinction have explanatory power, for they seem to relate and systematize apparently unrelated phenomena.This research was conducted at the Center for the Study of Language and Information (CSLI). I would like to thank John Perry for generously supporting my research both at CSLI and in the Philosophy Department at Stanford. I would also like to thank Bernard Linsky, Chris Menzel, Harry Deutsch and Tony Anderson for many worthwhile and interesting suggestions for improving the paper. An earlier version of the paper, more narrowly focused on situation theory, has appeared in Zalta (1991).     

Dynamic spatial performance and general intelligence

A computerized video-game-like dynamic spatial ability measure and a paper-and-pencil group test of intelligence were administered to 94 university students. The purpose of the study was threefold: (a) to evaluate the reliability of the dynamic spatial measure; (b) to investigate the extent to which the dynamic spatial measure is saturated with variance associated with traditional measures of fluid and crystallized intellectual ability; and (c) to explore the possibility that dynamic computer based performance measures define factors that are distinct from those associated with traditional paper-and-pencil measures. The number of times the participant hit a moving target served as the dependent variable for the dynamic spatial measure. Number of hits proved to be correlated with Performance IQ, but was not significantly correlated with Verbal IQ. Maximum likelihood factor analysis revealed that the dynamic spatial measure did not load substantially on a factor of general intellectual ability but provided additional evidence that it is related to a performance component.     

Why Religion Should Be an Integral Part of Public School Education

Studies of classroom climates completed in the 1980s concluded that religion, even broadly defined, is seldom discussed in public schools. This situation is inconsistent with important precedents of our society, and therefore, public schools ought rightly to provide opportunities for students to discuss religion, broadly defined, in a scholarly fashion throughout their normal school routine. This article delineates 10 logical and cultural underpinnings for religious instruction in public schools.     

Panic disorder: cognitive-behavioral treatment

The effectiveness of an integrated treatment program utilizing cognitive-behavioral therapies for Panic Disorder was examined. Treatment was comprised of Cognitive Model of Panic-derived procedures, Cognitive Therapy and Applied Relaxation Training. Subjects meeting DSM-III-R criteria for Panic Disorder received thirteen 2.5-hr sessions of outpatient therapy in small groups, over a 12-week period. Subjects were given an extensive rationale of the etiology, development and maintenance of Panic Disorder, within the framework of the Cognitive Model of Panic, and controlled behavioral experiments in panic evocation to internal panicogenic cues, cognitive reappraisal of somatic and ideational cues, breathing retraining, Applied Relaxation Training and Cognitive Therapy to identify and remediate maladaptive beliefs and dysfunctional cognitive schemas. A comprehensive assessment battery was given at pre-mid-post-treatment which included measures of tripartite functioning, global severity, panic, fear, anxiety, depression and psychiatric symptomatology. Analyses indicated statistically significant improvements across all outcome domains. All subjects were free of spontaneous (uncued) panic attacks at post-treatment, and all met operationalized criteria for high endstate functioning. These findings are discussed, with recommendations for future research.     

CULTURE AND WORK ALIENATION: WESTERN MODELS AND EASTERN REALITIES

This paper argues that the existing theoretical explanations of work alienation and corrective management practices developed in the Western world have limited cross-cultural applicability. This argument is supported first by identifying the cultural bias inherent in the Western explanatory models of alienation and then by indicating how such a bias fails to adequately explain work alienation and its opposite work involvement phenomena in Eastern societies like India. Finally, the paper probes into the role of some critical indigenous variables responsible for the development of alienation among workers in India. The case of Indian workers provides an illustrative example of what is needed for alienation research in a developing country context: to avoid the folly of uncritically accepting the Western explanatory models and to encourage the discovery of indigenous explanations.