The unimportance of experimenter-bias in sensory deprivation research.

3 graduate student experimenters' expectations about the stress reaction of 24 subjects to sensory deprivation or to an ambulatory control condition were factorially manipulated. No significant differences were found for experimenters' expectation, directly or through interaction. Results were interpreted as a refutation ofthe assumed pervasiveness of experimenter-bias effects.     

The role of anionic, imidic and amidic forms in structure-activity relationships. Conjugation and bacteriostatic activity in sulphonamides.

The electronic structures of anionic, imidic and amidic forms of sulphonamides were investigated and compared by means of I.R., Raman and U.V. spectroscopy. Indices reflecting the electronic situation of the common moiety p-H2N-C6H4-SO2 was a whole, although not necessarily related, physically, to any event taking place in the biological processes, were found to correlate with the in vitro bacteriostatic activity of the specific individual forms. The influence of N1-substituents both on the SO2 electronic features and on the coupling between the para amino group and the phenyl ring was discussed. It resulted that the most active chemical species, in this class of compounds, are characterized, electronically, by the most electron-rich common moiety and, in particular, by the most negative oxygens in the SO2 group and the most available (less engaged) lone-pair in the rho-amino group. These conclusions give a new settlement both to the problem of resonance and to the relation between resonance effects and bacteriostatic activity in this class of compounds.     

Pastoral psychotherapy and the symbolic

The author points out and illustrates the interrelatedness of the capacity to think symbolically and a sense of self. Through a case study he describes the disclosure of hidden and unresolved personal concerns by symbolic references and the correspondence between personal myth and emotional concerns. A perspective of therapy is suggested—that it is a process of clarifying and demythologizing self-perceptions, conscious and unconscious, so that a person can move on to other representations of self and be liberated from restrictions imposed by undisclosed myths. Finally, the author examines what is pastoral or religious about a psychotherapeutic process and offers questions for further study.     

Quantitative difference in the experience of state-trait anxiety in emotionally disturbed and normal children

In order to investigate the state-trait anxiety distinction in emotionally disturbed and normal children, the responses of 120 emotionally disturbed children and 126 normal children to the State-Trait Anxiety Inventory for Children (Spielberger, 1973) were factor analyzed separately. For the emotionally disturbed group two A-State and two A-Trait factors were found with the A-State factors accounting for significantly more of the variance than did A-Trait factors. For the normal group four A-State and two A-Trait factors were found, but there was not a significant difference between the amount of variance accounted for by A-State and A-Trait factors. Results were discussed as supporting the state-trait distinction and as having several implications for future research on anxiety.     

Recognition memory for words and pictures at short and long retention intervals

In two experiments, subjects studied a long series of words and pictures for recognition. Retention intervals varied from several minutes to a few months. The complicated testing procedures in Experiment I required the use of a traditional correction for guessing to obtain estimates of subjects' memory performance. A comparable, but simpler, design in Experiment II permitted the calculation of sensitivity and bias measures. In both studies, pictorial memory was superior to verbal memory at all retention intervals tested, and this advantage was essentially constant over time. In addition, the experiments identified an increasing tendency to call verbal test items "old" over time. Bias scores in Experiment H revealed that subjects adopted a more lenient criterion in responding to words than to pictures, and increased leniency was noted for both item types over time. Explanations of the results are offered in terms of differences in initial encoding and of a loss of discrimination between experimental and extraexperimental materials.     

Capacity limitations in human information processing

The nature of processing demands during a letter-match task was investigated in an extension of the Posner and Boies (1971) paradigm. In Experiment I, a visual probe was employed in addition to an auditory probe in two different experimental conditions. The shape of the auditory probe reaction time (RT) function was similar to that found by Posner and Boies. However, in contrast to their findings, RT was greatly increased shortly after presentation of the first letter for the visual probe function. It was concluded that perceptual as well as postperceptual limitations on processing capacity exist. A second experiment provided further support for this hypothesis.     

Invariance of the weight parameter in information integration

The relative effect of each informational dimension in an information integration task is a joint function of its weight and the range of values over which it is varied. A method is developed for separating these two factors. Weights obtained by this method were compared across variations of stimulus range. Subjects rated the performance of students on the basis of midterm exam scores and final exam scores. For some subjects, the range of scores on the final exam was twice that on the midterm and the reverse was true for other subjects. An averaging model was shown to describe the results, and weights did not differ for different stimulus ranges. This was true for each of two instructional conditions: one in which a particular weighting strategy was prescribed and one in which there was no prescribed weighting. Students who were instructed to use a 2∶1 weighting were found to assign more than twice as much weight to the final as to the midterm.