Field dependence as a limiting factor in solving a complex learning problem

Subjects in a prior study of complex learning often experienced difficulty in mastering the task because of an apparent reluctance to release one perceptual field and reconstrue the task on a higher cognitive level. It was hypothesized that were this the correct explanation, the faster learners would be more field independent on a measure of field dependence, since independence has been defined in terms of ease in releasing one's attention from the immediate perceptual field. This hypothesis was tested with 22 undergraduate subjects for whom Group Embedded Figures Test scores were correlated with the number of trials to completion on the complex learning task. A moderate but significant correlation supported the hypothesis.     

Physical exercise, social background, and the well-being of older adult women

28 older women participating in an exercise program were compared to 30 older women not participating in an exercise program on two behavioral measures. There were no significant main effects for participation-nonparticipation in an exercise program. Significant main effects were found, however, for each of three social variables.     

What can it mean to know?

This paper offers a critique of the prevailing epistemological assumptions which undergird modern Pastoral Care and Counseling education. By drawing upon emerging insights in Transpersonal Psychology and Consciousness disciplines, along with the ontological perspectives of Martin Heidegger and John Macquarrie, the attempt is made to reclaim the modes of knowing of William James and Anton Boison. This paper includes practical and concrete examples of how one supervisor is attempting to put a new paradigm into practice.     

Frequency of neurologic-psychiatric findings in the late phase following minor and medium severe blunt craniocerebral injuries

The authors present a short review of the pertinent literature and report on their own neuropsychiatric findings following internal craniocerebral injuries, at the same time drawing attention to the necessity of psychological examination. Statistical comparisons with the international literature are complicated owing to the different classifications used for craniocerebral injuries.     

THE EFFECTS OF PSYCHOLOGICALLY BASED INTERVENTION PROGRAMS ON WORKER PRODUCTIVITY: A META-ANALYSIS

A meta-analysis of the effects on worker productivity of 11 types of psychologically based organizational interventions showed that such programs, on average, raised worker productivity by nearly one-half standard deviation. The strength of effects was found to vary by type of intervention, criterion of productivity, contextual factors in organizations, and features of research design. Also discussed in the paper are comparisons of conclusions reached through meta-analysis versus traditional methods of literature review.