Task demand and cardiovascular response magnitude: further evidence of the mediating role of success importance

The interactive effects of success importance and task demand upon cardiovascular reactivity were investigated in 2 experiments. In Experiment 1, Ss learned that success on an easy or difficult memory task would allow them to avoid a mild or severe noise. As expected, pretask and task elevations in heart rate and systolic blood pressure increased with difficulty only when the noise was to be severe. In Experiment 2, Ss listened to a victim, attending either to how she must feel or to technical features of the presentation. Then they were given the chance to earn a donation by succeeding on an easy or difficult memory task. Pretask cardiovascular data accorded with predictions predicated on the assumption that the need to help would be greater among victim perspective Ss. For them, systolic elevations increased with difficulty, whereas for technical perspective Ss systolic elevations were low regardless of task demand.     

Disruption of conditioned taste aversion: evidence that ECS weakens the gustatory engram

Two experiments are reported concerning the neural substrate of conditioned taste aversion (CTA) and the amnesic mechanisms involved when such learning is disrupted by electroconvulsive shock (ECS). Subjects were adult male rats. In the first experiment it is demonstrated that an aversion established to a 2.5% sucrose solution can simulate the learning loss reported in earlier studies which was caused by interpolating ECS between tasting and illness when the aversion was established using a 10% sucrose cue. It is concluded that if ECS acts to disrupt the memory of the taste cue, it possibly reduces it to only about one-quarter of its original strength, a substantial deficit not readily apparent simply from the degree of aversion displayed. In the second experiment, CTAs were established using either a 2.5% sucrose cue or a 10% cue with ECS interpolated during the taste-illness interval. Animals in the two groups were subsequently confronted with a range of sucrose stimuli and their respective aversions were compared. Near identical responses were observed under all conditions tested. These findings are consistent with the theory that ECS disrupts CTA by weakening the gustatory engram.     

The salience of sex role instructions to mental health professionals

This experiment was concerned with the question of how gender might affect clinical judgment. Mental health professionals (MHP) were asked to rate a protocol (varied for gender) describing a depressed pseudopatient who displayed stereotypically masculine behaviors. The major hypothesis was that, when subjects were aware that the experimental purpose was to measure how patient gender affected clinical ratings, they would suppress bias. If awareness were not present, then bias would be apparent in the ratings. The results failed to support this hypothesis. However, serendipitous results had meaningful relevance for the methodology of gender research. Data from subjects, given a credibility check to determine whether they had guessed the intent of the research, showed that aware subjects were more likely to make incorrect guesses about the study when they rated a male pseudopatient, whereas unaware subjects were more likely to make correct guesses when they rated a female pseudopatient. The interpretation of the data indicated that MHPs differed in their vigilance concerning women's issues. As a result, there may exist a woman's role within the context of psychological experimentation.Thanks to Drs. Tom Morgan, Ed Fischer, and John Turner for their help and support in statistical analyses.     

WIEMAN'S MISUNDERSTANDING OF DEWEY: THE CHRISTIAN CENTURY DISCUSSION

Abstract. An important issue in the development of the American school of philosophy known as critical naturalism was whether the naturalistic vision implied a humanistic or a theistic interpretation of religion. Is the divine a creativity within nature but more than human effort, or is it the human vision of ideal possibilities and the effort to realize them? This issue is clarified through a study of the concept of the divine developed by the leading naturalist John Dewey in A Common Faith, the misunderstanding of this book by Henry Nelson Wieman, and the discussion of this misunderstanding in the pages of Christian Century. The essay concludes that Wieman's misunderstanding of Dewey is instructive in that it reveals unintended possibilities in Dewey's thought.     

Parental conflict and other correlates of the adjustment of school-age children whose parents have separated

In this study, several factors related to psychological adjustment of schoolage children were examined in a sample of 40 lower-class families in which the parents were separated. It was hypothesized that parental conflict and other indices of family adversity, including maternal depression, income, and the length of time past since parental separation, would be important predictors of children's behavioral adjustment. Parental acrimony was found to be a significant correlate of children's behavioral problems, even when other family variables were taken into account. In addition, independent and additive effects on children's functioning were found for parental discord and maternal depression, with some support found for an additional variable, family income. In contrast to some prior investigations, the length of time since parental separation was unrelated to children's functioning. Results are discussed in terms of Rutter's cumulative stress hypothesis and previous research on parental discord.This research was supported in part by a grant to Robert E. Emery from the William T. Grant Foundation.     

Perception of relative and absolute age in facial photographs

Longitudinal series of photographs of faces of secondary school students were used to evaluate observers’ ability to perceive age. Information in individual stimuli was manipulated by masking out parts of the photographs, while information provided by the relations among stimuli was manipulated by task conditions. The ability to perceive relative age was assessed in two tasks requiring subjects to order photographs by age. Absolute age perception was studied in a third task requiring age estimates in years to photographs presented one at a time. While judgments were beyond chance accuracy in all combinations of masking and task conditions, a decrease in either type of information generally produced a decrease in accuracy.

     

A phonological interpretation of two acoustic confusion matrices

Multidimensional scaling and principal component analysis methods are used to examine two acoustic confusion matrices. It is suggested that three of the dimensions isolated by means of these techniques can be identified with phonological phenomena which could have contributed to the confusions.

     

Simple kinetic information for transparent depth

The present paper reports three investigations of new kinetic information for transparent depth using computer-generated dot patterns. An initial demonstration showed that separation in depth could be obtained by translating rectangular lattices of dots through one another like intersecting columns of marching soldiers. The first two experiments showed that diagonal interactions between lattices created significantly stronger separation than did horizontal or vertical interactions (horizontal was, in turn, stronger than vertical) and that patterns which translated through one another without any of the individual elements intersecting were better separated than those whose rows or columns intersected in register. The third experiment showed that random patterns interacting in any direction created the strongest separations of all the patterns observed. Results were taken to indicate that a unified theory of depth information, developed in the context of James Gibson’s ecological optics, must incorporate both spatial and kinetic structure in its specification of necessary and sufficient stimulus conditions.     

A Focus for Public School Guidance Programs: A Model and Proposal

This article represents an attempt to provide an adequate theoretical basis for the development of guidance programs. Three important questions essential to any planning of guidance programs are discussed: (1) scope of responsibility, (2) developmental timing, and (3) focus of guidance activity. A model is proposed in an attempt to conceptualize the relationship between these three important questions of emphasis. The basic problem of the purpose of guidance programs is discussed, and a proposal relevant to the model and the assumed purposes is made. The proposed objective focuses on the environment of the learner, in an effort to prepare him to actively and effectively appropriate and apply new knowledge and skills. The implications that such an objective has for the role of the guidance specialist, as well as for education in general, are discussed.