Decision Control and Process Control Effects on Procedural Fairness Judgments1

Process control, the capacity to influence the content of a conflict resolution hearing, has been found repeatedly to affect disputants' judgments of the fairness of conflict resolution procedures, but never has there been an unambiguous test of the effect in nonbinding procedures. It was hypothesized that disputants experiencing nonbinding conflict resolution procedures, as well as those experiencing binding conflict resolution, would judge as more fair procedures high in disputant process control. One hundred nineteen undergraduate males and females were placed in apparent conflict with other suhjects. The procedure used to resolve the conflict was either high or low in disputant process control and was either binding or nonbinding. The outcome of the conflict resolution procedure was either favorable or unfavordblc to the subject. High disputant process control procedures were judged more fair than low disputant process control procedures regardless of whether the decision was binding, confirming the hypothesis. The results support new applications of procedural fairness theory and research and encourage testing of process control-like variables in nonlegal settings.     

Rational stage-directed therapy: A cognitive experiential system using hypnosis,imagery, cognitive restructuring,and developmental staging

Conclusion Although RSDT is a relatively new form of therapy, we believe there is reason for great optimism regarding the efficacy of the RSDT model. Communications from our colleagues using the model in a variety of settings have been very favorable. We believe the experimental studies that have been conducted on the RSDT model demonstrate that it has generated significantly better outcomes when compared with other therapeutic models and those results obtained from no therapy controls. We think the effectiveness of RSDT has been admirably demonstrated through comprehensive research designs In comparison with outcome studies conducted on other forms of therapy. We look toward the future with optimism as more practitioners begin to use the RSDT model and additional evaluation studies are conducted.     

The generalization of the effects of a cognitive-behavioral treatment program for aggressive children

A cognitive-behavioral treatment program for aggressive children was assessed using 12 outcome measures classified into five categories which reflected a continuum of generalization of treatment effects. From a summer daycamp 41 children, ages 7 through 12, were selected based on aggressive behavior displayed during the first week of camp. They were randomly assigned to either a treatment group or a nontreatment control group. Treatment consisted of four weeks of coping-skills training using behavioral rehearsal and self-instruction training. Considering all 12 measures, treatment was found effective (F=2.90, p < .01). The most meaningful results included improved interpersonal problem-solving skills and a decrease in being disciplined for fighting. No changes were found, however, in physical or verbal aggression and in peer rating of aggression. Modest support for the effectiveness of these treatment procedures was identified, although caution is needed in considering their clinical utility. Further research and application appear justified.     

Hemiplegic writing in severe aphasia

Three patients with severe aphasia and right hemiplegia are described who could write to dictation with the right arm using a limb prosthesis though agraphic with the "intact" left hand. The phenomenon of "hemiplegic writing" is explained as an access to submerged or preprocessing levels in language and action structure, through the use of older proximal motor systems. This interpretation has implications for our understanding of language and brain function, as well as for approaches to the treatment of patients with severe language disorders.     

Time-interval acquisition on a 6502-based microcomputer

A versatile machine language subroutine and accompanying interface circuitry enable a 6502-based computer to collect time intervals between data events that can be represented by voltage transients. Intervals within the range of 150 microsec to 13.98 min can be collected with a resolution of ±25 microsec. Electrical interface circuitry includes signal conditioning and optical isolation and also allows user-specification of threshold levels on the data line. The machine language software timing routine and sequential interval handler include a 24-bit interval timer, a 16-bit interval counter, user-specified number and length of acquisition periods, and an out-of-memory tester. Although presented for implementation on the Apple II series of microcomputers, the transportability of the routine to other 6502-based machines is addressed.     

Control of CRT intensity via Apple II software

An inexpensive, easy-to-build device for the Apple II microprocessor is described. The modification permits software control of four levels of relative screen intensity (contrast) settings for any video monitor. The relationship of the technology to choice reaction time and perception research is briefly indicated. Principles governing operation of the modification are also discussed. Finally, a set of step-by-step instructions for building the device is provided.     

Feature-positive effect in adults and attention to portion of stimulus array

In three experiments, adult humans were tested in a feature-positive or feature-negative simultaneous symbol task. In Experiment 1, some persons focused on the correct side of the stimulus cards, whereas other persons focused on the not-correct side of the stimulus cards. The feature-positive group learned faster than the feature-negative group did in the correct side condition; the feature-negative group learned faster than the feature-positive group did in the not-correct side condition. In Experiments 2 and 3, all persons focused on both the correct and not-correct sides of the stimulus cards. Under these circumstances, feature-positive and feature-negative performances were comparable. These results indicated that the usual superiority of feature-positive over feature-negative learning results from a tendency to attend to only a portion of the stimulus array.