Kinetic attraction during bimanual coordination

Two experiments examined the effects of independent variations in kinetic and kinematic requirements on interlimb coupling during a bimanual task. The goal of the investigation was to provide preliminary evidence regarding one general class of physical variables that constrains discrete bimanual movements. Subjects attempted to execute a smooth unidirectional movement with the left arm, along with a three-segment reversal movement with the right arm. The first experiment manipulated the torque required to produce the reversal action, while movement duration and average angular velocity were held constant for both limbs. Several indications of increased interlimb coupling, due to the kinetic variation, were evident. The converse manipulation was used in the second experiment, with movement time and kinematics (velocity, acceleration) changed independently of joint torque requirements for the reversal limb. No clear effect of kinematics on coupling strength was noted. The results suggest that one variable influencing interlimb attraction toward common spatiotemporal trajectories may be kinetic in nature.     

Identification of vowels in “vowelless” syllables by 3-year-olds

The ability of 3-year-old children to perceive the identity of vowels in full-vowel and silentcenter, consonant-vowel-consonant (CVC) syllables was investigated using a two-alternative pointing procedure. Silence replaced the middle 10%, 35%, 65%, or 90% of the steady-state formants of synthetic “bad” and “bud” syllables. Identification of the two full-vowel syllables was 87% correct, whereas performance for the silent-center syllables was somewhat lower (72%, 70%, 67%, and 66% correct for the 10%, 35%, 65%, and 90% deletion stimuli, respectively). The performance of individual children fell into two subgroups: (1) those who performed like adults by maintaining correct vowel identification for all of the silent-center syllables, and (2) those who identified the full-vowel syllables correctly but performed at chance for all of the silent-center syllables. Three additional experiments showed that none of the children performed poorly when noise replaced the gap in the silent-center syllables. These results demonstrate that many 3-year-olds can identify vowels correctly in CVC syllables in the absence of the full spectral properties of steady-state formants.     

Sensory and conceptual representations in memory: Motor images that cannot be imaged

Summary The paper argues for a distinction between sensory-and conceptual-information storage in the human information-processing system. Conceptual information is characterized as meaningful and symbolic, while sensory information may exist in modality-bound form. Furthermore, it is assumed that sensory information does not contribute to conscious remembering and can be used only in data-driven process reptitions, which can be accompanied by a kind of vague or intuitive feeling. Accordingly, pure top-down and willingly controlled processing, such as free recall, should not have any access to sensory data. Empirical results from different research areas and from two experiments conducted by the authors are presented in this article to support these theoretical distinctions. The experiments were designed to separate a sensory-motor and a conceptual component in memory for two-digit numbers and two-letter items, when parts of the numbers or items were imaged or drawn on a tablet. The results of free recall and recognition are discussed in a theoretical framework which distinguishes sensory and conceptual information in memory.     

Individual differences as predictors of preference in visual art

A study was conducted to determine the value of personality and background variables (e g, emotional responsivity, anxiety, parental memories, art training) as predictors of painting preferences One set of 24 paintings was selected, holding theme (sexual or aggressive) constant while contrasting Idealized (12) with Expressionist (12) styles Another set contrasted paintings on the Representational vs Abstract (12) and Linear vs Painterly (12) stylistic dimensions Contrasting pairs of paintings were presented to 48 subjects who rated preference under two instructional sets (objective interest and subjective pleasing) Questionnaire measures of personality and background were entered into step-wise multiple regression analyses, one for each type of preference and each stimulus contrast (8 altogether) Affective characteristics of the viewer (e g, anxiety, emotional responsivity) and parental memories (e g, of maternal affection or expressivity) predicted subjective preference For example, subjects who remembered their mothers as either expressive or affectionate preferred Idealized versions of sexual and aggressive paintings Artistic training and background emerged only in relation to objective preferences     

The psychosomatic family model. A critical analysis of family interaction concepts

The psychosomatic family model of Minuchin and his colleagues is one of the best known and influential viewpoints in the field of family therapy. This article critically analyses this model and related concepts, focusing on the lack of clear definitions, especially with regard to the interactional concepts: enmeshment, rigidity, overprotectiveness, and lack of conflict resolution. Each concept is discussed, concluding with the recommendation of a new definition, so that the model can be empirically verified. The authors suggest that Minuchin's model can be reduced to three fundamental interactional dimensions : the intensity of intrafamilial boundaries, the degree of the family's adaptability, and the family's way of handling conflicts. A research method is presented in which the way of assessing these interactional dimensions is demonstrated.     

The effects of interactive staff training on staff programing and patient aggression in a psychiatric inpatient ward

Interactive staff training (IST) uses principles of organizational psychology to help line-level staff members design and implement social learning programs for severely mentally ill inpatients. IST is a training package that includes assessment of staff perceptions regarding programatic needs, selection of appropriate social learning strategies to meet these needs, appointment of a program committee from within the ward to champion development of the social learning strategy, and participative decision making about aspects of the social learning strategy. Staff on an extended care ward at a state hospital participated in IST for 15 months as part of a pilot study of its effects. Ongoing examination of ward programing showed that IST significantly increased staff and patient participation in rehabilitation programing and decreased the rate of physical restraints and aggression-related. Changes in staff attitudes about rehabilitation programing were noted on a subsample of IST participants. Implications for more controlled research into IST are discussed.     

The Adult Persistence in Learning Model: A Road Map to Counseling Services for Adult Learners

The Adult Persistence in Learning (APIL) model focuses on personal issues of the individual adult learner, learning process issues, and environmental issues related to the particular institution to guide counseling services for adult leaners. Factors that facilitate a realistic approach to adult learning provide the focus: self-awareness, willingness to delay gratification, clarification of career and life goals, mastery of life transitions, sense of interpersonal competence, educational competence, intellectual and political competence in learning, information retrieval from the institution, awareness of opportunities and impediments in the environment, and perceptions of the compati-bility of the learning environment. Counseling interventions for individuals and groups based on the factors in the model can aid retention of adult learners.     

The Passage of Counselor Legislation in the 1991 Arkansas State Legislature

In the summer of 1990, the Board of Directors of the Arkansas Associationfor Counseling, Guidance, and Development (now the Arkansas Counseling Association) committed to proposing a legislative package to the 1991 Arkansas General Assembly that included bills to grant privileged communication to school counselors; a third-party payment bill for licensed professional counselors; and a resolution calling for the reduction of noncounseling-related duties for school counselors. This article details the legislative efforts of the Arkansas Association for Counseling, Guidance, and Development in the 1991 Arkansas General Assembly and provides insight for other American Association for Counseling and Development (now the American Counseling Association) state affiliates in planning and implementing a successful legislative program.     

Attitudes Toward Rape Among African American Male and Female College Students

The purpose of this study was to investigate how African American male and female college students differ in their attitudes concerning rape. Two-hundred and ten college students completed a 12-item questionnaire designed to measure their views toward this issue. A 2-group multivariate analysis of variance (MANOVA) revealed statistically significant differences between African American men and women, with men being more accepting of stereotypes and myths about rape. These differences are discussed in the context of sexism and rape myths. Strategies for changing students' attitudes toward rape are proposed.     

You Can't Lose What you Ain't Never Had: A Reply to Marquis on Abortion

Philosophical Studies -