The Role of Imagery in the Production of Written Definitions

This study of a literacy course begins with methodological approaches useful in the historical study of the literacy profession, its practices, beliefs, and participants. A model course is presented via “moments” in the history of literacy. Results from implementations of the model course are also presented.     

The Transcendent Function: The Numinosum in Gene Expression,Neurogenesis, and Healing

The process of coming to terms with the unconscious is a true labor, a work which involves both action and suffering. It has been named the “transcendent function” because it represents a function based on real and “imaginary,” or rational and irrational, data, thus bridging the yawning gulf between conscious and unconscious. It is a natural process, a manifestation of the energy that springs from the tension of opposites, and it consists in a series of fantasy-occurrences which appear spontaneously in dreams and visions, (p. 80) —C. G. Jung, 1943/1966     

The Perception of Low Tones and the Resonance-Volley Theory

To investigate the effect of two analgesic dosages of acetophenetidin and of Anacin upon the latency of the pricking-pain sensation under conditions of single and repetitive stimulation of the skin, each of six trained male subjects participated in 12 120-minute sessions (each subject had two sessions with 1.0 gm and with 0.5 gm dosages of each drug, placebos, and no capsule). Threshold (latency) determinations were made every five minutes, each time on a different one of 24 numbered spots on the volar surfaces of the forearms. Concomitantly, Spot A on the left forearm was stimulated repeatedly every five minutes, and Spot B, on the right forearm, every 10 minutes. No analgesic effects were observed on pricking-pain latency. Analyses of variance showed no significant interaction, no consistent time effect, and no significant conditions effect that could be interpreted as resulting from drug action. Repetitive stimulation at five- and 10-minute intervals was thus alone responsible for the latency elevations observed on Spots A and B respectively. It was suggested that such repetitive stimulation may have contributed to an indeterminate extent to the positive results with analgesics reported by Hardy, Wolff, and Goodell (7).     

Reinforcement and Inhibition of Eyelid Reflexes

Taste preferences, as measured in 48-hour, Richter-type drinking tests (test solution opposite distilled water), were determined for northern grasshopper mice (Onychomys leucogaster, ssp. breviauritus). The Ss were nine males and nine females which were individually housed within an environmental chamber. The test solutions were prepared from five sugars (fructose, glucose, lactose, maltose, sucrose), three salts (magnesium sulfate, potassium chloride, sodium chloride), and two acids (citric acid and hydrochloric acid). In randomly assigned order, each sugar and each salt solution was presented at five molar concentrations, and each acid was paired with distilled water at six levels of pH. Strong drinking preferences were shown for all concentrations of the sugars above .05?.10 M, and sugars ranked in order of preference as follows: Maltose = sucrose > glucose = fructose > lactose. Preferences were also shown for hypotonic concentrations of NaCl. The other salts and both acids, however, were indifferently preferred at low concentrations and were rejected at the higher concentrations. Taste preferences by grasshopper mice for these chemicals were similar to those exhibited by Mongolian gerbils tested with the same items. The similar patterns of preference shown by New World cricetid rodents (grasshopper mice) and Old World cricetid rodents (gerbils) suggest that conclusions concerning disparity in taste sensibilities among animal forms may be premature.     

Discussion — reviews

Sociology of Faith

Werner Stark: The Sociology of Knowledge. The International Library of Sociology and Social Reconstruction, Routledge and Kegan Paul, London, 1958. 36s. net. 356 pp.

Carnap Introduces Symbolic Logic

Rudolph Carnap: Introduction to Symbolic Logic and its Applications, Dover Publication, New York 1958, $1.85, 241 pp.     

Ipsilateral Loudness Adaptation Over Multiple Intensity Levels

Three mirror tracing experiments were conducted to investigate the connection between perception and motor behavior. In the first experiment, some subjects traced a hex-maze, other subjects traced a hex-maze after observing a model trace, others traced a hex-maze after reading instructions on mirror images, and others traced a hex-maze after having observed a model and heard the instructions. There were no significant differences between the groups' error scores, but their time scores differed significantly, although not always in the predicted direction. In Experiment 2, the subjects were to trace selected letters of the alphabet. Error scores for the second experiment did not differ much from those for the first experiment. In Experiment 3, the experimenter gave each subject commands for the correct directions of movement, using the subject's body as a frame of reference. There was little improvement in motor performance. These results suggest that the visual information presented in the mirror captured the subjects' attention and blocked their motor tracing program.     

The Incremental Validity of a Short Form of the Ideational Behavior Scale and Usefulness of Distractor,Contraindicative, and Lie Scales

This article describes an empirical refinement of the Runco Ideational Behavior Scale (RIBS). The RIBS seems to be associated with divergent thinking, and the potential for creative thinking, but it was possible that its validity could be improved. With this in mind, three new scales were developed and the unique benefit (or “incremental validity”) of each was assessed. The three validity scales contained (a) distractor items, (b) contraindicative items, or (c) items constituting a lie scale. Step‐wise analyses using the three validity scales indicated very little incremental validity: They were interpreted in the light of psychometric theory, which suggests that their contribution may have been on a behavioral rather than on a statistical level. One additional analysis explored the possibility that a short form could be constructed. The short form of the RIBS was highly correlated with the long form (r = .94). Thus, most decisions made by the short form will be entirely compatible with decisions that would have been reached using the long form. A second significant result was that the RIBS was highly correlated with a check list of creative activities, supporting its concurrent validity.     

Collective student characteristics alter the effects of teaching practices on academic outcomes

The goal of this study was to examine the influence of collective student characteristics (academic skills and task persistence at the beginning of first grade) and different teaching practices (child-centered, teacher-directed, and child-dominated) on the development of academic skills and task persistence during the first two years in school. We hypothesized that teaching practices would differentially impact the development of academic skills and task persistence depending on the collective needs of the classroom. Participants were 523 students (273 boys) from 32 classrooms across Estonia. By using multilevel modeling, we found several interactions indicating that both contextual influences are important in determining subsequent academic functioning and task persistence but that some teaching practices are more beneficial depending on the collective starting point of students. These findings highlight the importance of studying different contextual influences hand in hand when trying to understand what enhances young children's academic development.     

Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual‐Task Study With Preschoolers

Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how to manipulate symbolic math and thus before any formal math instruction. It has been assumed that nonsymbolic approximate math tasks necessitate the allocation of Working Memory (WM) resources. WM has been consistently shown to be an important predictor of children's math development and achievement. The aim of our study was to uncover the specific role of WM in nonsymbolic approximate math. For this purpose, we conducted a dual‐task study with preschoolers with active phonological, visual, spatial, and central executive interference during the completion of a nonsymbolic approximate addition dot task. With regard to the role of WM, we found a clear performance breakdown in the central executive interference condition. Our findings provide insight into the underlying cognitive processes involved in storing and manipulating nonsymbolic approximate numerosities during early arithmetic.