Stimulus correlates of tachistoscopic discrimination-recognition performance: Compactness,jaggedness, and areal asymmetry

The utility of three physical dimensions (compactness, jaggedness, and areal asymmetry) of four-sided random forms on discrimination-recognition performance was examined. Six experimental conditions were defined by constructing discrimination-recognition problems wherein forms were paired on the basis of a high or low value on each of the three physical dimensions. Twenty-six Ss were randomly assigned to each experimental condition and were tested on five problems, four times at each of five single form duration times. Each problem presentation consisted of selecting which of two forms had been previously exposed at the selected duration. Analyses of the number of correct responses indicated support for the existence of a selective attention process and the utility of the compactness physical dimension.     

Pastoral counseling for homosexuals

Pastoral Psychology -     

The varimax criterion for analytic rotation in factor analysis

An analytic criterion for rotation is defined. The scientific advantage of analytic criteria over subjective (graphical) rotational procedures is discussed. Carroll's criterion and the quartimax criterion are briefly reviewed; the varimax criterion is outlined in detail and contrasted both logically and numerically with the quartimax criterion. It is shown that thenormal varimax solution probably coincides closely to the application of the principle of simple structure. However, it is proposed that the ultimate criterion of a rotational procedure is factorial invariance, not simple structure—although the two notions appear to be highly related. The normal varimax criterion is shown to be a two-dimensional generalization of the classic Spearman case, i.e., it shows perfect factorial invariance for two pure clusters. An example is given of the invariance of a normal varimax solution for more than two factors. The oblique normal varimax criterion is stated. A computational outline for the orthogonal normal varimax is appended.Part of the material in this paper is from the writer's Ph.D. thesis. I am indebted to my committee, Professors F. T. Tyler, R. C. Tryon, and H. D. Carter, chairman, for many helpful suggestions and criticisms. Dr. John Caffrey suggested the namevarimax, and wrote the original IBM 602A computer program for this criterion.I am also indebted to the staff of the University of California Computer Center for help in programming the procedures described in the paper for their IBM 701 electronic computer. Since their installation is partially supported by a grant from the National Science Foundation, the assistance of this agency is acknowledged.     

Distortions in immediate memory

A series of five pairs of abstract geometrical figures were presented to each subject. Unknown to the subjects, the members of each pair were identical. The second member was presented 10 seconds after the first member and the subject then judged whether a specified feature of the figure had changed in one of two possible directions. One group of 32 subjects were not told which feature of the figure would be critical until presentation of the second member: a further group of 32 subjects were given this information before presentation of the first member. Subjects in both groups were significantly consistent with one another in some of their judgements, thus indicating that distortions in remembering had occurred. It is argued that memory distortions of this type (for which previous evidence has been unsatisfactory) are of particular interest since, unlike other memory changes, they are difficult to ascribe to the constructive or inferential character of recognition and recall.     

Comparative Effectiveness of Student and Professional Counselors

A sample of 160 beginning freshmen, half males and half females, received six and one-half hours of academic adjustment guidance from same-sex professional counselors. Upperclassman student counselors gave equivalent guidance to all other beginning freshmen at Southwest Texas State College. A matching sample of 80 men and 80 women was subsequently drawn from the 316 freshmen receiving student-to-student counseling. Age, sex, measured scholastic ability, measured study orientation, and high school academic achievement were employed as matching variables. The four professional and eight student counselors completed 50 clock hours of identical pre-counseling training, used identical guidance materials, and followed identical counseling activity sequences. Equivalent counseling facilities were provided for all counselors. Test, questionnaire, and scholarship data were employed to evaluate the comparative effectiveness and acceptability of counseling given the professional counseled and the student counseled groups. Student counselors were found to be as effective as professional counselors on all criteria of counseling effectiveness. Furthermore, freshmen counseled by student counselors made significantly greater use of the information received during counseling, as reflected by first-semester grades and residual study problems. It was concluded that carefully selected, trained, and supervised student counselors provide a practical and productive addition to the college's guidance program.