Differential thermometer for studying cerebral asymmetry

A device for measuring differences in temperature between the two sides of the head is described. The unit can be used for studying individual differences in cerebral asymmetry.     

An investigation of the normative and factor analytic composition of six questionnaires used for subject selection

Six self-report instruments which have been widely used for subject screening were administered to large samples of males and female college students. Normative information and bivariate correlations between scales were derived. Principal components analysis was applied to the individual scales to determine substructures. Finally, factor scores from the scales were examined in terms of second-order factors from an additional principal components analysis. The results are discussed in terms of comparisons with the results of previously published reports and implications for the discriminant validity of the scales and factor scores. The use of factor scores for more homogeneous subject selection is suggested.We wish to thank Arnold Holzman, Cynthia Volinsky, Ellen Tuckner, and Patricia Tolchin for their assistance in administering the questionnaires. Appreciation is also extended to Paul Malloy for his aid and suggestions concerning data analysis and to an anonymous reviewer for insightful comments which improved the quality of the final report. This study was conducted while the first author was at the State University of New York at Binghamton.     

Organizational school psychology: Issues and considerations

School psychologists have been encouraged to become actively involved in facilitating organizational change in public schools. Activities such as organization development, administrative-centered consultation, training of multidisciplinary teams, program planning, and program evaluation have been considered as important aspects of school psychology. However, when the practice of school psychology at the organizational level of public schools is considered as a distinct area, a range of conceptual and practical issues become apparent: (a) What is the nature and scope of organizational-level practice of school psychology? (b) Under what conditions may this kind of professional effort be useful, to whom, in what ways? (c) What are the knowledge and skills necessary for effective organizational-level practice? These issues are addressed in this article through delineation of the emerging area of “organizational school psychology (OSP),” an approach to school psychology practice which complements more established approaches that focus directly on the individual child or on groups of children.     

Reviews

W olff , T oni . Studien zu C. G. Jungs Psychologie
D avis , M.; W allbridge , D. Boundary and Space
B ox , S ally ; C opley , B eta ; M agnana , J eanne ; M oustaki , E rrica (Eds). Psychotherapy with Families: An Analytic Approach
H ill , G. et al. (Eds). Sandplay Studies: Origins, Theory and Practice     

Study habits and Eysenck's theory of extraversion-introversion

Predictions derived from Eysenck's theory of personality were tested in two samples by relating extraversion scores to library study locations, frequency of study breaks, and self-report of factors which influence study location. The predicted main effects for study location were found, with extraverts occupying locations that provided greater external stimulation. Positive correlations were consistently found between extraversion and preferred level of noise, preferred level of socializing opportunities, and rated importance of socializing opportunities. The prediction that extraverts would take more frequent study breaks was supported in Sample 1 but not replicated in Sample 2. The data are interpreted as providing direct support for Eysenck's theory of behavioral differences and mixed indirect support for his theory of neurological differences between introverts and extraverts.     

Self-consciousness, outcome expectancy, and persistence

A study investigated persistence as a function of two variables: the disposition to be self-attentive (called private self-consciousness) and outcome feedback on a prior task that was described as closely related to the target task. More specifically, subjects first completed a concealed-figures test and were told that their performances were either very good or very poor. The second test, which ostensibly measured the same abilities, was an insolvable design problem that is commonly used to measure persistence. Feedback concerning prior outcomes had a direct influence on expectancies for the second task, but persistence on that task was a joint function of feedback and self-consciousness. That is, favorable feedback led to greater persistence than did unfavorable feedback, but only among subjects high in self-consciousness. This finding replicates and extends the results of several previous studies. Discussion centers on the relationship between the present research and an earlier experiment which yielded apparently different results.     

A software system for real-time control of psychological experiments

This paper describes an all-purpose experimental system, “APES,” for use in a microprocessor-controlled behavioral pharmacology laboratory. APES is an assembly language program that can run on any of the DEC PDP-11 family processors under an RT-11 single-job operating system. Its main purpose is the real-time control of psychological experimentation. The capabilities of the system are: (1) system generation of all operant or Pavlovian conditioning paradigms, (2) collection and storage of both behavioral and physiological data in a machine-readable format for later statistical analysis, and (3) operation that can be accomplished by individuals who have no computer programming experience.