Stability of the Peabody Picture Vocabulary Test--revised for emotionally handicapped middle-school-age children

In this pilot study, 20 middle-school-age children classified as emotionally handicapped were administered Forms L and M of the Peabody Picture Vocabulary Test--Revised in test-retest fashion. Pearson correlations for Form L were .90, for Form M, .69, and these dependent correlations were significantly different from each other. As triennial school psychological evaluations typically contain tests which have been administered previously, e.g., WISC-R, WRAT-R, we suggest that psychologists use caution when using Form M to test or retest the receptive vocabulary of emotionally handicapped or disturbed middle-school-age children.     

WORK LOAD, TENSION, AND COPING: MODERATING EFFECTS OF SUPERVISOR SUPPORT

This research investigated the buffering role of social support in the relationship of work load to both tension-anxiety and coping for police radio dispatchers ( N = 60). Each dispatcher was observed throughout an entire 8-hour work shift by a trained observer. Objective load consisted of the hourly rate of incoming telephone calls, police radio transmissions, and face-to-face or written communications from superiors, co-workers, and others. At the end of each shift, measures were taken of dispatchers' perceived load, felt tension-anxiety, and coping actions. Hierarchical regression revealed that support from superiors moderated the effects of both objective and perceived loads; no main effects of support were found. Statistically significant interactions confirmed the hypothesized buffering role of support: under high perceived load, dispatchers with high social support engaged in more coping actions and felt less tension-anxiety than did low-support dispatchers. No differences were found when perceived load was low. Support also buffered effects of objective load on tension-anxiety but not on coping.     

Cloze analysis in schizophrenic speech: scoring method and raters' education

This report examines two methodologic concerns pertaining to use of the cloze procedure in studying the predictability of schizophrenic speech, scoring criteria and raters' education (at or below college level). We find that two strategies for scoring the predictions of raters, one requiring the exact word, the other permitting a reasonable synonym, do not appear to differ in distinguishing groups of patients. The accuracy of raters' guessing is, however, correlated with raters' education: the more educated the rater, the more accurate the guessing. Thought-disordered schizophrenic speech is significantly less predictable than that of nonthought-disordered schizophrenics and normal controls when scored by less educated raters. These differences diminish when more highly educated raters are used. We conclude that raters' education can influence the sensitivity of cloze analysis.     

Eyeblinking during autokinetic movement observed by a subject living in the up-down inverted visual world

Eyeblinking during autokinetic movement observed by one subject living in the up-down inverted visual world, was investigated. The subject wore frame-spectacles (without prisms) for the first two days and then wore up-down inverting spectacles (with prisms) for the next four days, followed by the resumption of the former frame-spectacles for one day. Eyeblinks during autokinetic movement were measured by using vertical EOG. Analysis showed (1) the occurrence of eyeblinking during autokinetic movement was not influenced by living in the up-down inverted visual world; (2) the frequency of eyeblinking during autokinetic movement significantly decreased with successive days of observation.     

Effects of up-down visual inversion on motor skills

The movement of a hand or fingers and locomotion of the body by a subject wearing prisms which inverted his visual world were investigated. A subject wore frame-spectacles (without prisms) for the first two days and then wore up-down inverting spectacles (with prisms) for the next four days, followed by wearing the former frame-spectacles again for one day. Measurements were made of skill on star-drawing, pegboard tests, and on zigzag-walking and walking up and down stairs. There were no differences on the five measures during acquisition for the four tasks, which suggests smooth progress of prism-adaptation by this man.     

Effects of living in the up-down inverted visual world on apparent movement

The purpose of this study was to examine whether a change of perceptual framework may affect the occurrence of apparent movement. Apparent movement was observed by one subject living over four days in the prismatically inverted visual world, because this situation was considered as the operation in which the subject was forced to change the perceptual framework to adapt himself to the novel environment. Apparent movement with two points was measured in vertical and horizontal configurations before wearing and after removing the prism as well as while wearing it. Analysis showed significant effects of prism-wearing on the occurrence of apparent movement in both vertical and horizontal configurations. Although further elaboration is required, an hypothesis was suggested from the viewpoint of the loss of visual position constancy.