Client dogmatism and perceived counselor attitudes

This study examined the relationship between client dogmatism and perceptions of the counselor's empathy, level of regard, congruence, and unconditional positive regard. Counselor dogmatism was held constant. It was hypothesized that the client's dogmatism would be negatively related to his perceptions of these four counselor attitudes. The analysis revealed small but significant negative correlations between client dogmatism and three of the four counselor-expressed attitudes (congruence, empathy, and unconditional positive regard).     

Power spectral density changes in the EEG during mental arithmetic and eye-opening

Summary The effect of mental arithmetic (standard multiplication, with eyes closed) and eye-opening on the power spectral density of the EEG (recorded bipolarly from occipital and parietal regions) have been compared. The EEG was recorded on magnetic tape from normal subjects, (medical students) in a constant environment and subsequently analysed by an analogue computer (Noratom Instrument for Statistical Analysis and Computation, ISAC).Absolute measurements made from 15 subjects with eyes closed have shown that peaks of power at 10 Hz vary from 9 to 46 V² per Hz. Qualitatively, suppression of power at 10 Hz is greater due to eye-opening than mental arithmetic.Analysis of pooled power spectral density functions from 11 subjects showed that the effect of eye-opening differed significantly from the effect of mental arithmetic at 2.5 and 12.5 Hz. Suppression of lower frequency alpha activity was more pronounced during calculation than during eye-opening. Compared with the eyes closed condition, eye-opening showed a highly significant suppression at 10 and 12.5 Hz (alpha activity) and from 15 to 25 Hz (beta activity). Mental arithmetic induced significant suppression at 7.5 and 10 Hz and from 15 to 30 Hz. Eye-opening enhanced lower frequency activity which calculation suppressed.Variation was greater between first, second and third calculations in pooled power spectral densities than between corresponding eye-opening epochs. It is suggested that these differences in effects of eye-opening and mental arithmetic reflect differences in underlying cerebral activity, rather than that an underlying factor common to both effects may be orbital in origin.     

A Four-Day Diagnostic-Therapeutic Home Visit in Turkey

The author has presented his experiences during a four-day home visit in Istanbul, where he was invited for the purpose of making a diagnosis and recommendations for the care of a 20-year-old English-speaking Turkish patient.
His preparations are described, as are the details of his conduct of the evaluation. His findings and recommendations have been presented. Emphasis is placed throughout on the importance of the examiner acquainting himself in detail with his patient's cultural, social, and ethnic milieu. The way in which such information contributed to a clearer understanding of the patient's psychological difficulties is demonstrated.
A Greek and a Turkish psychiatrists' comments on the article are published together with a final note by the author.     

The relative effects on math performance of single- versus multiple-ratio schedules: a case study

This series of four experiments sought to assess the comparative effects of multiple- versus single-ratio schedules on a pupil's responding to mathematics materials. Experiment I, which alternated between single- and multiple-ratio contingencies, revealed that during the latter phase the subject responded at a higher rate. Similar findings were revealed by Exp. II. The third experiment, which manipulated frequency of reinforcement rather than multiple ratios, revealed that the alteration had a minimal effect on the subject's response rate. A final experiment, conducted to assess further the effects of multiple ratios, provided data similar to those of Exp. I and II.     

Reinforcement of visual attending in classrooms for deaf children

The efficacy of immediate tangible reinforcement in increasing appropriate visual attending for entire classes of deaf children was examined. The subjects were three classes (seven children each) in a residential school for the deaf. Boxes were installed on each child's desk, with lights that were flashed immediately contingent upon 10 sec of visual attending. Light flashes were backed up by M & M's, cereal bits, or tokens. In two of the classes, extinction sessions were also scheduled. For all classes, the reinforcement procedure increased visual attending by 50% or more, maintaining it at rates above 82%. Withdrawal of tangibles decreased attending back to baseline levels. The results support analysis of attending as operant behavior and demonstrate the applicability of reinforcement procedures in modifying these behaviors for young deaf children in a classroom setting.