Effects of diagnostic classification systems on clinical hypothesis-generation

In this study it was determined whether (a) classification as opposed to absence of classification has an effect on the quality of clinical hypotheses (b) the DSM-III-R and the CBCL have a different effect on the quality of clinical hypotheses, and (c) the potential difference between the DSM-III-R and the CBCL is moderated by the different number of syndromes identified by these systems. To investigate these questions, an experiment was conducted in which 86 clinicians generated hypotheses for six cases. The clinicians were divided into a DSM-III-R, a CBCL, and a control group. Of the six cases, two were classified by both classification systems as one syndrome, two were classified as one syndrome by the DSM-III-R but as two syndromes by the CBCL, and two were classified as two syndromes by the DSM-III-R but as one syndrome by the CBCL. The quality of the hypotheses was determined by means of four dependent variables selected from an overview of qualitative criteria: explanatory value, redundancy, possibility of operationalization, and specificity. No differences between the CBCL and the control groups were found. The DSM group performed better than the control group regarding explanatory value and redundancy. The DSM-III-R group also scored better than the CBCL group regarding explanatory value, particularly when the number of identified syndromes was two for the CBCL and one for the DSM-III-R.     

Boundary regulation in family and personal systems: Perceptions of late adolescents

Examination of boundary regulation can provide family therapists with a framework to describe both the functioning of family systems and personal systems (i.e., the intrapsychic functioning of individual family members). In the present study, late adolescents' perceptions of boundary regulation within their family systems (i.e., ratings of family health, communication, leadership, expressiveness, cohesion, and family conflict) were related to regulation of their personal boundaries (i.e., self-reported personal competence, distress, and patterns of defense mechanism use). In addition, personal system variables reliably discriminated between adolescents who described their families as psychologically healthy versus psychologically unhealthy.     

An injection olfactometer for humans and a new method for the measurement of the shape of the olfactory pulse

An injection olfactometer for human psychophysical experiments is described. The olfactometer is capable of presenting, either mono- or birhinally, single odorants and binary mixtures. The pulse form of the olfactory stimulus at the exit of the olfactometer approaches a rectangular form, which makes the olfactometer well suited for olfactory reaction time measurements. Since stimulation periods are independent of the subject’s inhalation, time-intensity measurements over prolonged periods of time are possible as well. In the second part of this paper, a new technique is described for the measurement of the stimulus pulse form at the exit of the olfactometer.     

The effects of memory load and the contrast of the rod signal on partial report superiority in a Sperling task

Subjects participated in a Sperling task. The independent variables included delay of report cue, dark background field vs. a light background field intense enough to nearly saturate the rod system (duration of rod icon), and whether or not subjects were required to retain a list of letters or words (memory load) while performing in the Sperling task. Partial report superiority is normally taken as an indication of iconic memory. However, the main result was that memory load, which presumably does not affect the duration of the icon, increased partial report superiority. The effect of luminance of the background field was to reduce the partial report superiority. The results show that the existence of a partial report superiority and/or a decaying partial report curve does not necessarily imply the existence of an icon or visual storage.     

Decoding effects of cognitive complexity,tolerance of ambiguity,and verbal–nonverbal inconsistency1

The effects of inconsistency between the verbal and nonverbal components of a message were investigated. Subjects were 72 females who rated the attitudes of encoding confederates who communicated either consistent or inconsistent messages. Verbal and nonverbal components were varied as either positive or negative and each of the four possible combinations served as an experimental condition. The nonverbal cues of amount of eye contact, postural orientation, forward–backward lean, and head nodding were found to influence the judgment of the total message. Verbal and nonverbal components were found to have interactive rather than additive effects. Inconsistent nonverbal cues had a stronger effect when accompanying a positive verbal message than when accompanying a negative verbal component. The effects of decoders' levels of cognitive complexity and tolerance of ambiguity were also assessed. Evidence suggests that both complexity and ambiguity tolerance have effects on the utilization of inconsistent nonverbal cues. Low complexity/low tolerance subjects were less influenced by nonverbal cues in the positive verbal–negative nonverbal condition. These subjects were also found to differentiate less between supplied rating dimensions than other groups.     

Reinforcement and punishment in a closed system

Children chose between toys freely and with various restrictive contingencies. Sometimes play with a preferred toy was contingent on play with a nonpreferred toy. Sometimes play with a nonpreferred toy was contingent on play with a preferred toy. Another toy (free toy) was always available during contingency sessions. Because toy playing occupied the entire session the response system was closed. When one response increased in duration others had to decrease. An analysis of closed-system responding revealed that the restrictions of the closed system together with the restrictions imposed by the contingencies forced subjects to alter the proportion of time devoted to the three responses. A geometrical model representing the closed system and an analytical method based on distance are presented to describe the data.     

Field dependence and the effect of REM deprivation on thirst.

Recently a number of studies have concerned the possible function of rapid eye movement (REM) sleep and the mastery of stress. The present study was designed to explore the possibility that REM sleep might play a function in reducing the potency of a stressful physiological stimulus, thirst, as well as the possibility that such a function might be specific to individuals falling at different points along the field-dependence dimension. While there was no difference between REM deprivation and non-REM awakening nights in subsequent morning thirst, there was a significant interaction between field dependence and night on morning thirst measures for 10 college students. These results are discussed in light of previous work on stylistic differences in dreaming and their possible role in adaptation to stress.     

The integration of motivational information: A conjoint measurement analysis

Within Anderson's (1974a, b, c, 1978b) information integration theory, the integration of motivational information was investigated by means of conjoint measurement techniques. Eighteen university students were asked to judge hypothetical co-students characterized by three features (intelligence, motivation and the extent to which they study) according to their chances to pass. Both rank order data and ratings were obtained. The orderings of most subjects could be represented very well by an additive model. A polynomial regression procedure was applied to determine the shape of the response function for the ratings. As this function was quite linear for all subjects, the ratings could be said to form an interval scale.     

TRANSITIONS IN CHILDREN'S ROLES AND CAPABILITIES*

Stage theories and empirical studies have concentrated on a few periods of childhood (e.g., age 5 to 7 years) as important times of transition. On the basis of ethnographic suggestions that the age period 8 to 10 years also involves interesting changes, the authors carried out a search of published empirical studies for findings of transitions in capabilities at 8 to 10 years. An annotated bibliography is provided summarizing the studies found in a 5-year period in three journals. The authors discuss possibilities for characterizing the transition at age 8 to 10, as well as how such a transition meshes with the concept of stage.