Visually discriminated behavior in a "blind" adolescent retardate

A 16-yr-old retarded male, diagnosed organically blind and treated by those around him as a blind person, was given practice in discriminating visual stimuli. After training, he responded with significantly better than chance accuracy in a choice situation in which stimuli were as small as 18 pt Futura Medium type. In addition, he was trained to look at the experimenter's eyes when instructed to do so. Control procedures revealed that it was the reinforcement contingency that functioned to establish and maintain eye contact. Eye contact with the experimenter generalized in a limited way to situations in which this behavior was not reinforced, though not to a neutral individual. When the boy was required to use visual cues to help himself in a cafeteria line, he soon emitted the necessary behaviors, where formerly he had been assisted by others. Resumption of assistance markedly decreased self-help, suggesting that continued use of any newly learned skills would depend on the response of the individuals in his environment. The boy also learned eating behavior that appeared to require the use of visual cues.     

Case Study: New Directions For the College Counselor at CCNY

Community mental health concepts suggest that college counselors may move towards preventive activity rather than remaining focused primarily on response to established symptoms in troubled students. Preventive activity views the college, its policies, and its administration as legitimate areas of counselor-involvement. Experience indicates there is room on the campus for both functions: (a) traditional one-to-one interactions within the counseling office; and (b) outreach programs affecting large numbers of students and administrators. Outreach has shown itself effective in reaching students who might not spontaneously seek out the counseling office. Several areas of counselor involvement at City College in which the staff has experimented with the outreach philosophy are discussed.     

Guidance of the College-Bound

This paper discusses the paradox which exists between counselor education and counselor practice as related to counseling and guidance of the college-bound. Theory and research about higher education, the school counselor mandate concept, and implications for strengthening counselor education are explored. The position is taken that the gap between counselor education and counselor practice in guidance services for the college-bound is too great but that correctives exist which must be examined and implemented.     

The semantics ofR4

The LogicR4 is obtained by adding the axiom (A vB(AvB) to the modal relevant logicNR. We produce a model theory for this logic and show completeness. We also show that there is a natural embedding of a Kripke model forS4 in eachR4 model structure.We are indebted to several people for discussions relating to the topic of this paper, in particular, Kit Fine, John Slaney, J. M. Dunn, Jacques Riche, M. A. McRobbie, and Jill LeBlanc. We would also like to thank the Automated Reasoning Project for material assistance. Mares would like to thank The Social Sciences and Humanities Research Council of Canada for fellowships 456-89-0128 and 457-90-0081, which supported him while writing this paper.