Bender Gestalt signs as indicants of conceptual impulsivity.

Sixty children were individually administered the Matching Familiar Figures Test and the Bender Gestalt Test. The mean age of the subjects was 10 years, 11 months. A significant relationship was found between errors on the Bender Gestalt test and impulsivity. More specifically, increased or decreased loops (figure four or six), change in angulation, loops for circles and circles for dots or dots for circles were all significantly related to children's impulsivity.     

The temporal stability of some Rorschach features

One hundred nonpatient adults, screened for evidence of personality disorganization, were retested after a three-year interval to study the temporal consistency of the Rorschach. In general, the correlational analysis for 19 basic variables studied, and a directionality analysis for five ratios, illustrate a considerable sturdiness over time. It is postulated that these variables can be separated into situational related indices (state variables), and more stable scores indicative of durable response styles (trait variables), based on the assumption that variables with lower correlations would identify state variables, while the higher correlations would signify the trait features. Nine of the 19 variables yield retest correlations in excess of.     

Retention characteristics of movement rate information

The retention characteristics of fast and slow movements were investigated in two experiments. Experiment 1 examined the reproduction of either fast or slow preselected movement rates after 0-sec rest, 15-sec rest or a 15-sec filled delay. Both fast and slow movement rates were rehearsable. Experiment 2 examined reproduction accuracy after subjects were required to perform a competing secondary task during the production of fast and slow movements. Although the secondary task degraded the reproduction of slow movements, it had no apparent effect upon the reproduction of fast movements. These results were interpreted as indicating partial support for Jones' (1974) notion of central monitoring of efference, and suggested that the contribution of proprioceptive feedback to movement control varies as a function of movement rate.     

The relationship between frontalis muscle activity and self-reports of headache pain

The relationship between levels of frontalis muscle activity and self-reports of pain was evaluated in two studies. In Study I frontalis muscle activity and self-reports of pain collected during biofeedback treatment of muscular contraction headache clients were correlated. In Study II frontalis EMG activity was increased and decreased using biofeedback techniques while concurrent reports of headache pain were recorded. The results of Study I indicated a significant relationship between EMG activity and reported headache pain for only two of the five subjects studied. The biofeedback procedures in Study II were associated with reliable increases and decreases in EMG activity. Concordance between EMG and pain reports occurred only during the EMG increase condition. Overall correlations were significant for one of the 2 subjects. The results suggest that EMG activity may not be sufficient to account for pain reports in all chronic headache clients, and variables other than EMG activity may be influencing reports of pain in some patients.     

Individualized behavior therapy for alcoholics: a third year independent double-blind follow-up.

An independently conducted double-blind study providing third year follow-up data for 53 of 70 male alcoholics who served as subjects in an experiment evaluating “Individualized Behavior Therapy (IBT)” techniques is reported. In the original study, subjects were initially assigned to either a controlled drinking or non-drinking (abstinence) treatment goal, and were then randomly assigned to either an experimental group receiving IBT or a control group receiving conventional state hospital treatment oriented towards abstinence. Previously reported results showed that IBT subjects functioned significantly better than control subjects throughout the first year of follow-up. Second year follow-up results found that IBT subjects treated with a controlled drinking goal functioned significantly better than their respective control subjects on a variety of measures, including drinking behavior. Differences between IBT subjects treated with a non-drinking goal and their control subjects did not retain statistical significance during the second year of follow-up. The independently determined follow-up data showed that during the third post-treatment year, subjects in the experimental groups generally functioned better than their respective control subjects. Comparison of the controlled drinking experimental group with its control group showed the significantly better functioning of subjects in the experimental condition on a number of drinking and other life functioning measures. Comparison of the non-drinking groups indicated only one possible difference on the drinking related measures involving a trend for subjects in the experimental condition to abstain more than those in the non-drinker control group. On other life functioning measures, however, subjects in the non-drinking experimental condition showed consistent improvement over their respective control subjects. Both of the controlled drinking groups reported more controlled drinking days than the non-drinking groups throughout the third year follow-up period.     

The development of ethnic identity and ethnic role taking skills in children from different school settings

The current studies were designed to investigate the influence of variations in type of school setting on the development of role-taking skills and ethnic identity. We were interested in groups of school children in grades 1 to 5 inclusive from three different types of language programs: (1) instruction in the native language (English in this case); (2) total instruction in a second language (French); and (3) partial instruction in a second language (French). All children were native-English speaking, and came from perdominantly middle class families with monolingual English-speaking parents. The children from each program were equated at each grade level on age, and verbal and non-verbal I.Q. It was expected that (1) children in the second language programs would develop identity with their native language reference group later and less consistently than children in the native language programs; because (2) the second language children would identify more with the second language ethnic group; (3) the second language children would be able to understand at an earlier grade level than the native language group the principle of reciprocity in role-taking; and (4) these difference would be more pronounced for the totally than for the partially immersed second language children. The children were required to rate a number of ethnic dolls on a 20 point rating scale according to (1) how much each would be desired as a personal friend, (2) how much each would be desired as a friend for a member of another specific ethnic group, and (3) how similar each doll was to the child. The results indicated general support for hypotheses (1), (2) and (4), particularly among the primary school samples (1, 2), but a lack of support for hypothesis (3). These results demonstrate the influence of socio-cultural factors on the development of ethnic identity and ethnic role-taking skills.