Michael Balint's Group Approach: The Boston Balint Group

Michael Balint was a physician/psychoanalyst who trained in Hungary and emigrated to England in 1939 when Nazi Germany began to dominate Europe. At the Tavistock Clinic, he and his wife met with social workers and physicians around case discussion seminars. With his strong interest in medicine and his curiosity about the patient-physician relationship, he initiated research/training groups with interested physicians, which ultimately led to publication of the now-classic The Doctor, His Patient, and the Illness, a rich text that has become a virtual staple of family practice residencies, along with Balint Groups for training. Balint refrained from considering his groups psychotherapy in order to minimize resistance of his physician-students. But because the groups lasted sometimes for years and explored transference and countertransference in patient-physician relationships, he acknowledged that the result was personal growth of the participants. His techniques are described and an example of a Balint Group (Boston Group) are presented here.     

USING NUMBER LINE PROCEDURES AND PEER TUTORING TO IMPROVE THE MATHEMATICS COMPUTATION OF LOW-PERFORMING FIRST GRADERS

Recommendations for mathematics instruction frequently include the use of manipulatives as a critical component. There are few experimental analyses of teaching strategies involving the use of manipulatives (e.g., the number line). This investigation used a multiple baseline design across three groups of students to examine the effectiveness of an experimental procedure for improving low-performing children's skills in solving missing addend arithmetic problems using the number line. To address concerns about inadequate time for instruction and insufficient practice in most mathematics instruction, trained peer tutors implemented the procedure. The results suggest that student performance improved when trained tutors taught the students number line procedures and gave them feedback on accuracy. Further, social validation data indicate that the students, their tutors, and their classroom teachers liked the procedures.     

Accuracy and Confidence in Person Identification: The Relationship Is Strong When Witnessing Conditions Vary Widely

We hypothesized that both accuracy and confidence in suspect identifications depend, in part, on participants' ability to identify the target, and that both accuracy and confidence therefore tend to be higher under conditions that lead to good memory for the target than under conditions that lead to poor memory for the target. Furthermore, we hypothesized that a substantial correlation between accuracy and confidence will be observed if, because of variations in conditions, there is considerable variability across participants in ability to identify the target. Consistent with these hypotheses, manipulations that affected accuracy also affected confidence in the same direction, and when data were collapsed across conditions the accuracy-confidence correlation was substantial (mean r = .59).     

Effects of same-category and different-category extraneous memory sets on item recognition

In a study designed to distinguish between parallel and serial models of performance on Sternberg’s item recognition task, Krueger (1975) presented subjects with a memory set (the “added” set) followed by a second (“core”) set, a probe to the core set, and finally a probe to the added set. Response latency (RT) to both the core- and added-set probes initially increased with the size of the extraneous set. Over successive blocks of trials, the effect of the size of the extraneous set diminished. In Experiment 1 of the present study, Krueger’s basic procedures were replicated with results similar to those he reported for early trials. Experiment 2 was a variation on the added-set procedure. Rather than the memory sets’ being drawn from different categories (letters and digits), both sets consisted of digits. On half of the negative trials for both the core and the added tasks, the probe was drawn from the extraneous set, forcing the subjects to separate the two sets. Although RT on the core task did not increase with the size of the added set, there was an increase in RT to the added set with increases in core-set size, a finding inconsistent with the serial search model     

Visual word recognition of three-letter words as derived from the recognition of the constituent letters

Word recognition is one of the basic processes involved in reading. In this connection, a model for word recognition is proposed consisting of a perceptual and a decision stage. It is supposed that, in the perceptual stage, the formation of possible words proceeds by separate identification of each of the letters of the stimulus word in their positions. Letter perception is taken to be conditional on position because of interaction effects from neighboring letters. These effects are dependent on both position in the word and retinal eccentricity, which are of particular relevance in reading. The letter-based approach rests on the strong relationship between the results from single-letter recognition in meaningless strings and in real words. Next, in the decision step, the many alternatives generated in the perceptual stage are matched with a vocabulary of real words. It is supposed that the final choice from among the remaining words is made in accordance with the constant ratio rule; frequency effects are not separately incorporated in the model. All predictions of the model are generated by means of data from earlier experiments. Despite being not optimally suited for this purpose, the predictions compare favorably with responses in word-recognition experiments.     

Accessing lexical memory: The transfer of word repetition effects across task and modality

Reading by literate adults is generally assumed to represent skill acquired years earlier. However, the present experiments show that aspects of that skill can be readily modified. In two experiments, pronunciation of visually presented common words speeded later recognition of those words. This facilitation of recognition occurred although subjects did not expect word repetition and the task was changed from pronunciation to recognition. In contrast, naming pictures did not facilitate later recognition of visually presented picture names. The occurrence of facilitation when the task was changed and the lack of facilitation when stimulus format was changed suggest that facilitation occurs in the processes of encoding and accessing memory, processes that may change little across tasks but may change substantially with stimulus format changes. This facilitation of recognition occurs automatically without mediation by subjects’ expectations. A third experiment indicates that this facilitation of recognition shows little relation to episodic memory.