Personality and problem-solving: The nature of individual differences in planning,scanning and verification

This study investigated the nature of individual differences in the time spent on different stages of a perceptual problem-solving task and the extent to which two task parameters (item complexity, goal setting) affected performance. A group of 24 Ss completed four sets of perceptual maze items as well as the EPI and AH5 tests. Perceptual mazes at two levels of item complexity were presented both with and without a computer-automated version. In addition to recording the overall solution time for each item, the program also records the time spent on the search, tracking and checking phases of maze-solving. The results indicated that the overall response speed is more closely related to intellectual ability (AH5 score) than to personality. In contrast, extraversion appeared to be more important in determining the relative amount of time spent on certain phases of maze-solving, particularly the initial period of scanning prior to making a response. The extent of these effects was found to depend on task parameters since the most striking differences were found on the most complex items presented without information as to the maximum solution obtainable.     

Some limitations on therapeutic effectiveness: the "burnout syndrome" in psychoanalysts

Problems of maintaining psychoanalytic therapeutic effectiveness during a professional lifetime are discussed. Psychoanalysts are subject to paradoxical emotional and characterologic demands, uncompensated by the usual gratifications available in the healing professions. Problems arising from the analyst's character and the paucity of data in the field are discussed. "Burnout" syndromes are liable to occur in those working in a setting of great emotional intensity demanding high degrees of affective awareness and control, empathy and tolerance of uncertainty. Masochistic and narcissistic forms of "burnout" syndrome are described as they occur in psychoanalysts. The profession, as well as the individual, can help to prevent these syndromes.     

Recent contributions to the theory of defense mechanisms: a comparative view

Some of the most recent contributions to the theory of defense mechanisms are critically reviewed including theories of complex motivational properties of the ego (Schafer, 1968; Kris, 1984), a functional theory of defense (Brenner, 1982), an object-representational theory of defense (Kernberg, 1976), a "two-person" theory of defense (Modell, 1984) and a self-psychologically based theory of defense (Kohut, 1984). These recently proposed theories of defense mechanisms utilize differing levels of analytic observation and theoretical discourse. One of the major differences among theorists involves the variety of referents of defense mechanisms (i.e., what is being defended against) including impulse, drive derivative, object loss, or environmental failure. Another fundamental difference involves the variety of ways theorists regard the relation between internal homeostasis and the external world. Questions are raised about the recent tendency in psychoanalytic theory to develop or invoke different theories of defense to explain a broad range of clinical phenomena.     

The language environment of the young infant: implications for early perceptual development

The purpose of this article is to review recent research on the young infant's use of voice-specific as well as voice-nonspecific auditory information during early language processing, to suggest a possible mechanism that biases the young infant towards this information, and to discuss potential implications of the early saliency of this information for later language development. Auditory preferences expressed by young infants are of interest because they demonstrate which properties of complex auditory events are effective in capturing the infant's attention. Moreover, the presence of such auditory preferences has led to speculations about their possible origins in both pre- and postnatal auditory experience. Research examining the role of early auditory experience in the formation of preferences is presented, along with a discussion of how the constrained nature of early auditory experience (particularly prenatal) may bias the young infant towards specific features of maternal as well as nonmaternal speech.     

To what extent do interactive pictures promote recall?

In four experiments, a total of 352 subjects viewed word pairs alone or accompanied by pictures, after which they were given a cued-recall test. Although Exps. 1 and 2 showed that recall of brand names was similar with separate and with interactive pictures, it was argued that the latter provided a cue enabling subjects to combine the separate components mentally. In Exp. 3, recall of both low concrete nouns and brand names was enhanced with interactive pictures and the effect was replicated in Exp. 4 with subjects who were learning English. These results offer hope to advertisers who wish to use interactive pictures whose relationship to their names is indirect.     

Using group therapy to foster the psychosexual development of patients with eating disorders

When eating-disordered patients participate in long-term eating-dis-order groups, they move through phases of group development that parallel phases of psychosexual development. In the trust (oral) phase, members have an opportunity to experience a positive symbiosis, a suitable holding environment, and optimal frustration. In the control (anal) phase, members learn to identify and express anger constructively. In the intimacy (oedipal) phase, members learn to compete and be intimate. Individual and group movement is facilitated by the group leader being able to identify stages of group development and being able to utilize phase-related techniques.Many thanks to Anne Alonso, Ph.D., Robert Dies, Ph.D., and Geraldine Alpert, Ph.D., for their critiques of the first draft of this paper.     

Radical behaviorism: A productive and needed philosophy for education

Radical behaviorism is the philosophy of the science of behavior originating in the work of B. F. Skinner and elaborated over the years by a community of researchers, scholars, and practitioners. Radical behaviorism is a complete, or thoroughgoing behaviorism in that all human behavior, public and private, is explained in terms of its functional relations with environmental events. Radical behaviorism is often misrepresented in the literatures of education and psychology. Two fundamental misconceptions of radical behaviorism are that its followers (1) are logical positivists who require that a phenomenon be observed by two or more people before it qualifies for scientific analysis, and (2) either will not or cannot incorporate private events (e.g., thoughts, feelings) into their analyses of human behavior. This paper offers an advocacy perspective on contemporary radical behaviorism. In particular, we define radical behaviorism and briefly outline the history of the term's use in psychological literature, discuss the scientific practice of behavior analysts, explain the intolerance exhibited by radical behaviorists, and comment on the use of popularity as a criterion for good science. The paper concludes with a discussion of the recent shift in educational research and practice from empiricism and outcome-oriented intervention toward a holistic/constructivist philosophy described by its advocates as incompatible with behaviorally-based instruction.     

The Past,Present, and Future of Student Affairs: A Professional Profile of Theodore K. Miller

Theodore K. Miller began his career in 1957 as the counselor for men at the University of Florida and then worked as a counseling psychologist at the State University of New York at Buffalo starting in 1962. He left there 5 years later to start a student personnel program at The University of Georgia. During his 30 years at Georgia, Miller established a nationally recognized graduate professional preparation program and became one of the most prominent figures in the field of college student development. This profile focuses on the professional influences in his life and on his role in developing quality assurance measures for counseling and human development programs and for student affairs functional areas.