Correspondence in children's self-report: Tacting and manding aspects

Four boys and 4 girls (3 to 5 years old) played with as many as three toys chosen from a set of six, and were then asked whether they played with each of the toys. After a baseline in which all children showed high levels of correspondence between reported and actual behavior, reports of play were differentially reinforced, first in an individual and then in a social context. Two children in the individual condition began to report play with all six toys, even though no more than three toys had been played with. When reports of play were reinforced in a group context, 5 children reported play with all six toys. When correspondence was subsequently reinforced, virtually complete correspondence returned and was maintained in a third noncontingent reinforcement condition. Correspondence and lack of correspondence were discussed in terms of self-tacting and distorted tacting or manding.     

Treatment of adjustment disorders: a comparative evaluation

With the aim of assessing four forms of therapy with adjustment-disordered outpatients, we randomly assigned 70 subjects to the following treatments: supportive psychotherapy (psychoanalytically oriented), viloxazine (an antidepressant), lormetazepam (a benzodiazepine), and S-adenosylmethionine (a methyl donor with antidepressive properties). A further group of 15 subjects received a placebo, orally administered. The trial lasted 4 wk. None of the treatments had clearly superior effects over others on scores on the Zung Self-rating Depression Scale. All produced a significant improvement. However, groups given S-adenosylmethionine and supportive psychotherapy had the highest mean scores.     

Effect of short lateralized signals on arousal versus activation on tasks requiring visuospatial or elementary semantic stimulus processing, a replication with a modified experimental design

In this experiment, which is basically a replication of an earlier experiment done in 1988, we tested the hypothesis that the brain self-regulates its own arousal and activation. When subjects perform a putative right-hemisphere task (visuospatial), the effect of a supplementary information-processing load is supposed to lead to a delayed reaction. The opposite is supposed to be true in a putative left-hemisphere task (semantic). The former effect is supposed to be the result of increased arousal, the latter is that of increased activation. In the present experiment the reactions subject to experimental treatment are compared with control reactions of the same subject. This was not the case in the earlier experiment. Still other improvements of the experimental design were made. The results clearly confirm the earlier findings. Additional evidence is offered to strengthen the plausibility of the basic hypothesis.     

A rating scale for assessing dysphoria in youth

A rating scale (RSD) for children and adolescents was developed consisting of 12 items from the Peer Nomination Inventory of Depression (Lefkowitz & Tesiny, 1980) converted to a Likert- type format for obtaining self- ratings or ratings by significant others of dysphoria. The measure was administered to 784 mothers whose children's modal age was 10 years. Longitudinal data were gathered for 124 of these mother- child pairs after an interval of 2 years and for 133 mother- child pairs after an interval of 4 years. At the second interval, 82 of the 133 children's fathers also contributed RSD data. Analyses of reliability and validity indicate that the RSD possesses adequate psychometric properties and may be used for purposes of research and screening, and, experimentally, for clinical assessment.A preliminary version of this paper was presented at the Annual Meeting of the American Association for the Advancement of Science, Los Angeles, May, 1985. This research was supported in part by grant No. 326 from the New York State Health Research Council, by grant No. R01MH29788 from the National Institute of Mental Health, by a grant from the Ittleson Foundation to Monroe M. Lefkowitz, and by a Long Island University Research Faculty Award.     

A preferred route for substantive theorizing

Wicker (1989) urges the ecologyically-oriented psychologist to be more cognizant of the decision points implicit in the scientific enterprise. He describes what he calls substantive theorizing and urges us to give greater precedence, conceptually and methodologically, to context-specific phenomena. In this rejoinder, I: (1) underscore the thrust of the choices Wicker has clarified and the p references he has recommended; (2) suggest an alternative route for the ecologically-oriented research process, one in which the conceptual and substantive "paths" have coequal and interdependent importance in determining the nature and direction of the research process; and (3) discuss in greater depth the search for universal laws. Though universal laws per se may be fictional goals, I argue that our principles will have greater generalizability to the degree to which we are successful in redirecting the research enterprise to focus upon structural, as opposed to content, principles.     

The role of expectancy in comparative judgments

Researchers interested in the processing of relational information have sought a satisfactory explanation for the congruity effect in linear orders. It is relatively easy to select either the greater of two objects that are high on a dimension or the lesser of two objects that are low on a dimension, but it is relatively difficult to determine the greater of two objects that are low in magnitude or the lesser of two objects that are high in magnitude. One explanation of the congruity effect is the expectancy hypothesis that claims that the choice of the comparative primes objects of particular magnitudes. We present two experiments that demonstrate that a congruity effect of equivalent magnitude is obtained when the comparative is presented after the stimulus pair. Moreover, this equivalence cannot be attributed to the salience of the dimensions we employed, because this equivalence held for stimuli that were classified as salient and for those classified as nonsalient. These findings are interpreted in the context of some current explanations of the congruity effect.     

Social network therapies and society: An overview

In this overview of the preceding papers, the author points to common themes: the complex nature of social network intervention; positive and negative effects; and different network constellations that vary with different clinical problems. The author raises the variables of ethnicity and social change as important variables of network effects which remain to be explained.     

Self-monitoring effects in a four-year-old child: An ecological behavior analysis

This study, using an ABABA design, investigated the effects of a self-monitoring (SM) procedure on the sustained schoolwork (SS) behavior of a four-year-old child. The results indicated that SM resulted in an increased rate of SS behavior in the absence of a clear functional relation between ecological variables (e.g., teacher attention) and SS behavior. Increased SS was accompanied by an increase in compliance (C) behavior. The observed co-variation between SS and C was discussed in terms of Wahler's (1975) response-class hypothesis.     

A transpersonal critique of behaviorism

Behavioral psychology has been neglected by pastoral psychologists to the hurt of both. An examination of the principles of behaviorism and some of the data on the behavioral treatment of the neuroses is followed by an analysis of B.F. Skinner's philosophy of science. A critique is developed from the perspective of transpersonal psychology, concluding with a possible reconciliation of the opposites of behavioral and transpersonal ways of knowing.     

Real and ideal self-images in second- and fifth-grade children: Reliability,validity and factorial structure

The reliability, construct validity, and factorial structure of three self-image instruments were assesses in a total of 80 second- and fifth-grade children. Both real self-images (children's current views of themselves) and ideal self-images (the self views to which children aspire) were assessed. the split-half and test—retest reliabilities of the instruments were adequate even for children's as young as second graders. Stronger evidence of construct validity was found for the older children, although the intercorrelation patterns for both age groups were characterized by larger correlations between assessments of real and ideal self-images using the same instrument than between assessments of the same component of the self-image across the three instruments. Contrary to predictions gener ated by developmental theory, the factor analyses provided non evidence of increasing differentiation of the self-image with age. They did, however, reveal that second and fifth graders distinguish distinctly different functional domains within their self-images.