An Assessment of Ethnocultural Beliefs Regarding the Causes of Birth Defects and Genetic Disorders

With the expansion of genetic services to various cultural groups, genetic counselors encounter clients who hold diverse beliefs inscribed by their culture about health conditions. Thus, clients may attribute the cause of a birth defect or genetic condition to a culturally-based health belief. This present study was conducted as a pilot study in order to assess the beliefs about the causes of birth defects and genetic disorders held by women of different ethnocultural backgrounds. This study proposed that women who do not have a family history of a disorder will differ in their knowledge about the cause of a birth defect or genetic disorder compared to women who have an affected child. In addition, this study determined to what extent culturally-based health beliefs are attributed to being the cause of a birth defect or genetic disorder in the 1990s.     

A Simple Solution to the Liar

Philosophical Studies -     

Teacher perceptions of stuttering

The attitudes of 521 teachers in the Tuscaloosa, Alabama City School (82% of the teacher population) toward stuttering were assessed using the Teachers' Perceptions of Stuttering Inventory (TPSI). The TPSI consists of five teacher identification questions and 10 attitudinal statements about which teachers are asked to indicate their strength of agreement. Results indicated that a significant number of teachers hold unsubstantiated beliefs concerning the etiology of stuttering and the personality characteristics of stutterers. Teachers having experience with stutterers or having had course work in speech disorders indicated more realistic attitudes toward stutterers and expressed more demanding attitudes toward stutterers in the classroom situation. In view of the potential positive role teachers can play in assisting stutterers, the results were interpreted as suggesting a need for teachers to receive either preservice or inservice instruction with respect to the problem of stuttering.     

THE TRAINING AND GENERALIZATION OF A CONVERSATIONAL SPEECH FORM IN NONVERBAL RETARDATES1

Differential reinforcement and imitation were used with two retarded children to train three sequential verbal responses associated with the display of a picture and questions related to that picture. Each response consisted of a three-word chain in sentence form; combined with verbal responses from the experimenter, this trained sequence formed a short conversational unit. Three experimenters measured the use of each sentence in settings different than the one in which training took place, and with pictures different than those used during training. Two types of generalization sessions were used: (1) General sessions, during which 10 pictures never used during training were displayed to the subject with reinforcement delivered on a noncontingent basis, and (2) Intermixed sessions, during which 10 pictures never used during training were displayed to the subject, but a picture having received training was also displayed, and correct responses to this picture were reinforced on a variable schedule. Both subjects learned the sentences being trained. However, little generalization was evident from this training when all experimenters conducted General probe sessions. Generalization occurred with one experimenter only after that experimenter conducted Intermixed probe sessions. Generalization to a third experimenter was then observed (i.e., after the first two experimenters had conducted Intermixed probe sessions) without the use of Intermixed probe sessions by this third experimenter.     

Foreground and background in dynamic spatial orientation

The dependency of visually induced self-motion sensation upon the density of moving contrasts as well as upon additional stationary contrasts in the foreground or background was investigated. Using two different optokinetic stimuli, a disk rotating in the frontoparallel plane, and the projection of horizontally moving stripes onto a cylindrical screen, it was found that: (1) visually induced self-motion depends upon the density of moving contrasts randomly distributed within the visual field and, with a single contrast area of 1/4 %, is saturated when about 30% of the visual field is moving; (2) additional stationary contrasts inhibit visually induced serf-motion, proportional to their density; and (3) the location in depth of the stationary contrasts has a significant effect upon this inhibition. Their effect is considerable when located in the background of the moving stimuli but weak when appearing in the foreground. It is concluded that dynamic visual spatial orientation relies mainly on information from the seen periphery, both retinal and depth.     

Range estimates of distant visual stimuli

Os made magnitude estimations of the range of visual targets located at physical distances from a few hundred yards or less to more than 5 miles. The targets were at different elevations in different experiments so that O’s gaze varied from 0 to 90 deg. The targets were presented against the empty sky or against water. The Os were stationary in most experiments, but were in motion in one. Results show that the psychophysical functions are power functions whose exponents range from ca. 1.25 to 0.8, depending on the angle of the target above the horizontal. Background texture or O motion had no effect.     

Individual commitment to risky and conservative choices as a determinant of shifts in group decisions1

The consistently positive relationship between initial riskiness and perceived influence obtained in past work led us to speculate that (1) the deliberative effort involved in making a choice increases with its riskiness, as a result (2) individuals who select a risky course of action will be more committed to their choice than conservative individuals, and (3) the former will be more influential in group decisions. The following support was obtained for these conjectures When individuals had to select a reaction time interval to beat, those who were risky, that is, who selected a short interval, were more confident in having chosen wisely, were less likely to feel they might change their choice given the opportunity, and took longer to make their choice than those who were conservative, that is, who selected a long interval The first two of these measures were assumed to reflect commitment to the choice, and the third was taken as a rough indication of the amount of effort involved in choosing A group decision was also made regarding the reaction time interval It tended to be riskier than that preferred by the average individual prior to the decision if the riskiest member was more committed and/or expended more effort in choosing than his partners, on the other hand, it tended to be more conservative than the average prior preference if the most conservative member was more committed and or expended more effort