Characteristics of Schizogenic Families During a Joint Story-Telling Task

For a joint family story-telling task, families with a schizophrenic offspring were compared to normal families on the completeness and clarity of the final composite stories and on their interactional behavior. The composite stories from schizogenic families were more “vague and confused”, fragmented, and less complete as to the five components required to satisfy the task instructions. Schizogenic families displayed more conflict, failure, and confusion during the interactional task than control families, and, fathers and mothers of schizophrenic offspring displayed more “anxiety and tension”, “depressive mood”, “evasiveness” and “lack of interest” than fathers and mothers of normal families. Mothers of schizophrenic offspring were also described as more “hostile” than control mothers. Comparing schizogenic families from which the patient was absent during the task with schizogenic families with the patient present, and with control families, indicated that the central findings were not attributable to the immediate presence and participation of the schizophrenic member.     

A NOTE ON THE POSSIBLE DETERMINANT OF “SPLIT REPRESENTATION” AS AN ARTISTIC STYLE

L'A. fait L'hypothèse que le dédoublement de la représentation, qui est caractéristique du style graphique de certaines cultures, provient d'une préférence universelle pour ce type de dessin chez les tout jeunes enfants de toutes cultures; mais dans la plupart des cultures, cette préférence serait supprimée parce que, paradoxalement, les dessins doubles ne permettent pas de reconnaître les objets dessinés aussi facilement que les dessins conventionnels qui sont plus proches de la projection rétinienne des objets. Les dessins avec enchaînement ou dédoublement de la représentation seraient conservés chaque fois qu'ils sont appréciés en tant que code utilisé à d'autres fins que L'information sur les objets peints et pour leur valeur esthétique.     

The relative effects on math performance of single- versus multiple-ratio schedules: a case study

This series of four experiments sought to assess the comparative effects of multiple- versus single-ratio schedules on a pupil's responding to mathematics materials. Experiment I, which alternated between single- and multiple-ratio contingencies, revealed that during the latter phase the subject responded at a higher rate. Similar findings were revealed by Exp. II. The third experiment, which manipulated frequency of reinforcement rather than multiple ratios, revealed that the alteration had a minimal effect on the subject's response rate. A final experiment, conducted to assess further the effects of multiple ratios, provided data similar to those of Exp. I and II.