Mathematics performance in left and right brain-lesioned children and adolescents

Children and adolescents with unilateral left- or right-hemisphere lesions were administered a standardized test of mathematics ability and a battery of experimental tests that examined the components of numerical and arithmetic processing. All lesioned groups showed at least marginally lower scores on the standardized test than the controls. More importantly, lesion-related deficits in performance were observed, especially for younger left-lesioned subjects (ages 7-12), on the verbal counting, digit matching, speeded addition, and written subtraction tasks; deficits among younger right-lesioned subjects were similar in nature, yet less pronounced than in the left-hemisphere group. Older left-lesioned subjects showed differences from their controls only on complex verbal counting and speeded addition. Correlations among the various measures indicated two further points. First, earlier onset of left-hemisphere lesion is associated with more serious disruption of mathematical processing. Second, these disruptions are not well assessed by a typical standardized test of mathematical performance, but are clearly in evidence with more precise, focused tasks.     

Empirical bayes estimation of coefficients in the general linear model from data of deficient rank

Empirical Bayes methods are shown to provide a practical alternative to standard least squares methods in fitting high dimensional models to sparse data. An example concerning prediction bias in educational testing is presented as an illustration.The authors would like to thank the referees for several useful comments.The analysis of the data discussed in this report was part of a study funded jointly by the Graduate Management Admission Council and Educational Testing Service.     

Measurement of fear of the conditioned stimulus and of situational cues at several stages of two-way avoidance learning

In Experiment 1, subjects were trained in a signaled two-way avoidance task to a criterion of either 2, 10, or 20 consecutive avoidance responses. Subsequently, they were allowed to escape, in the absence of shock, from one compartment of the avoidance apparatus to an adjacent safe box. For one group at each criterion level, the conditioned stimulus (CS) was presented during these trials; for another group, it was not (NCS). The rate and level of learning of the escape response were taken to reflect the amount of fear of the CS and situational cues present at the end of avoidance training for the CS groups and the amount of fear of the situational cues alone for the NCS groups. Under the CS condition, all groups learned equally well; under the NCS condition, learning occurred only in the two-criterion group. This pattern of results suggests that, as avoidance training continued, differential reinforcement led to the formation of a discrimination so that a substantial amount of fear was elicited by the CS plus situational cues but only a minimal amount by the situational cues alone. Such a loss of fear of situational cues would, according to effective reinforcement theory, serve to maintain or even increase reinforcement as avoidance training progressed. The results of Experiment 2, by ruling out some alternative explanations, supported the interpretation that the learning of the instrumental escape response in the first experiment was based on prior fear conditioning.     

Lonely Women in a Friendship Club

Unattached women in their fifties and sixties who are lonely and in search of friendship tend to gravitate towards social clubs, set up to introduce people to potential friends. Such clubs require of their members social skills which are, unfortunately, often lacking. The women described here operate, furthermore, with concepts of friendship which make the establishment and maintenance of satisfactory relationships difficult. Friendship clubs, it appears, do not fulfil their promise; and women in search of friendship need help in developing more realistic attitudes to personal relationships.     

Group member contacts without the group therapist

After presenting some of the arguments against patients having contact with one another outside the regularly scheduled group psychotherapy sessions with the therapist, we present our counterarguments. Rather than forbidding extragroup socializing, thereby assuming the role of moralistic, punitive parental authorities to be deceived or challenged, we accept that such socializing is likely to happen and then establish beforehand the rule that information about extragroup contacts is to be shared with the entire group during regular therapy sessions with the therapist. In this way, the extragroup behaviors are dealt with just as any other material in group, i.e., searching for the underlying dynamics. Some positive aspects of extragroup socializing, as well as some negative aspects, are discussed, with examples taken from clinic groups and private practice groups.     

THE EFFECTS OF TARGETING IMPROVEMENTS IN URINE GLUCOSE ON METABOLIC CONTROL IN CHILDREN WITH INSULIN DEPENDENT DIABETES

A treatment program designed to increase the percentage of negative urine tests was implemented using a multiple-baseline across groups design in a sample of 19 families of children with insulin dependent diabetes. The treatment involved instructions in insulin adjustment, decrease in intake of simple sugars and saturated fats, and increase in exercise, along with teaching the parents to support improvements in children's self-regulatory behaviors using a point economy and praise. New proocedures designed to measure and reinforce adherence to the urine testing regimen were developed. Results showed significant increases in percentage of negative urines consistent with implementation of treatment across the three treatment groups, which were maintained over the follow-up period. Metabolic measures of control, including glycosylated hemoglobin and serum glucose did not show improvements even though the relationship between the percentage of negative urine tests and glycosylated hemoglobin was very high during treatment.     

Characteristics of consultants and consultees and success in mental health consultation

Selected attitudinal and value characteristics of high and low successful consultants were considered. Twelve consultants and 15 consultees completed six measures. Consultants were categorized as high or low success consultants based on the coding of consultants' logs. Results indicate high and low success consultants do not differ on the selected characteristics. Also, the results indicate that more successful consultants have consultees who are more authoritarian and dogmatic and are more dissimilar to their consultees in level of dogmatism and reported need for assistance. Future investigations will indicate whether the results can be replicated on a more representative consultee sample.     

Research workshop on methodological issues in evaluating preventive interventions using mutual support

The Prevention Research Branch, Division of Clinical Research, of the National Institute of Mental Health held a research workshop on the methodological issues in evaluating preventive interventions using mutual support. This workshop, held in June 1989, was part of an effort to stimulate high-quality research on preventive interventions using mutual support. These interventions include but are not limited to naturally occurring self-help groups. Participants reviewed methodological problems, generated strategies for dealing with these problems, and made recommendations for future research in this area.     

Stage factors relating alienation and self-role diffusion

A study, controlling for age, sex, and vocational commitment of 290 adolescents (ages 17–19 and 20–22), was conducted to determine the relationship between self- and social alienation attitudes and the identity-role crisis of the adolescent stage.Specific subscale differences due to age and sex for social alienation were found. Younger adolescents expressed greater self-alienation than older males, who were significantly more self-satisfied than both younger and older females and younger males. The hypothesis suggesting that self-alienation reflects conflict and dissatisfaction emerging from identity-role discrepancies during the adolescent stage of psychosocial development, and would decrease with vocational commitment was supported for males but not females.