Developmental versus sensory deficit effects on perceptual processing in the reading disabled

Thirty children and 5 adults participated in two experiments designed to compare visual processing in normal and reading disabled children. The children were aged 8, 10, and 12 years. In Experiment 1, subjects were asked to detect the temporal order of two briefly presented stimuli. In Experiment 2, subjects sorted cards containing bracket stimuli that did or did not produce perceptual grouping effects. Poor readers required more time to make accurate temporal order judgments and showed stronger perceptual grouping effects. For both good and poor readers, the amount of time necessary to make a correct temporal order judgment decreased, and perceptual grouping effects became weaker with age. However, the magnitude of the difference between the groups did not lessen with age. These results suggest that there are visual processing differences between good and poor readers that do not appear to correct by age 12.     

Differences in school behavior and achievement between children from intact, reconstituted, and single-parent families.

Differences in school behavior and achievement between students from intact, reconstituted, and single-parent families were analyzed. Students from intact two-parent families had fewer absences and tardies, higher grade point averages, and fewer negative and more positive teacher behavioral ratings than did those from reconstituted and single-parent families.     

Individual differences in afterimage persistence: relationships to hypnotic susceptibility and visuospatial skills.

To investigate the moderating role of individual differences in hypnotic susceptibility and visuospatial skills on afterimage persistence, we presented a codable (cross) flash of light to 40 men and 46 women who had been dark adapted for 20 min. In an unrelated classroom setting, subjects had previously been given two standardized scales of hypnotic susceptibility (Harvard Group Scale of Hypnotic Susceptibility, Shor & Orne, 1962; Group Stanford Hypnotic Susceptibility Scale, Form C, Crawford & Allen, 1982) and the Mental Rotations Test (Vandenberg & Kuse, 1978). The first afterimage interval and the afterimage duration correlated significantly with hypnotic responsiveness, supporting Wallace (1979), but did not show the anticipated relationships with mental rotation visuospatial skills. Individuals in the high hypnotizable group had (a) significantly longer afterimage intervals between its first appearance and first disappearance than did those in medium or low groups, as well as (b) significantly longer afterimages between the first appearance and the final disappearance than did those in low groups, but those in medium groups did not differ significantly from the other groups. Discriminant analysis using the afterimage persistence measures classified correctly 65.2% of high hypnotizables, 37.5% of medium hypnotizables, and 54.8% of low hypnotizables. Hypothesized cognitive skills that assist in the maintenance of afterimages and underlie hypnotic susceptibility include abilities to maintain focused attention and resist distractions over time and to maintain vivid visual images.     

Psychoanalytic ecumenism and varieties of psychoanalytic experience.

Using the metaphor of ecumenism, the current status of psychoanalysis and the American Psychoanalytic Association is examined. The dialectical tendencies to oppose and to unify are noted in psychoanalytic theory, technique, and practice, as well as in the administrative and political life of our organization. Fostering tolerance for new hypotheses without sacrificing empirical discrimination, and promoting broad participation without lowering standards confront us as major tasks demanding continuing vigilance and effort.     

The association between teacher attitudes, behavioral intentions, and smoking and the prevalence of smoking among seventh-grade students.

Seventh-grade students and teachers from twenty-three middle and junior high schools were surveyed to determine the association between teacher attitudes, behavioral intentions, and smoking behavior and the prevalence of student smoking. Teacher attitudes toward smoking policies were found to be strongly related to the current smoking behavior of the teacher but not consistently related to student smoking. In addition, teacher likelihood of intervening showed a modest association with teacher smoking status, with current smokers generally indicating being the least likely to intervene for student possession or use of cigarettes. Teacher intentions to intervene were strongly associated with the prevalence of smoking among boys but not girls.     

Psychopathology in incarcerated juvenile delinquents: does it extend beyond externalizing problems?

The present study attempted to delineate factors that are associated with and may contribute to juvenile delinquency. Delinquents were compared to a matched control group of nonoffenders on a measure of mental health problems. Twenty-four male and female incarcerated juvenile offenders and 24 nonoffending adolescents were evaluated on the Revised Behavior Problem Checklist (RBPC). As expected, the offenders scored higher (an indication of more psychopathology) on the subscales of the RBPC which represent externalizing types of problems. The offenders also scored significantly higher on the subscales reflecting internalizing problems and psychotic behavior. The results of this study point to the importance of assessing and treating offenders, especially those who are incarcerated, for difficulties other than externalizing problems.     

Hypnosis, reporting bias, and suggested negative hallucinations.

We examined the role of reporting bias in hypnotic negative hallucinations by using a paradigm in which reporting bias was assessed independently of perceptual change. In Experiment 1, highly hypnotizable subjects reported significant loudness reductions when tested for hypnotic deafness. Later, however, these subjects biased their reported loudness reductions in the absence of perceptual change, and their reporting bias scores were almost as large as their hypnotic deafness reports. Subjects also biased their ratings of strategy use. In Experiment 2, ratings of blindness given in response to a hypnotic negative visual hallucination suggestion were significantly correlated with reporting bias scores obtained in this paradigm. Although hypnotic blindness and hypnotic deafness correlated significantly, the partial correlation between these variables was nonsignificant when reporting bias scores were statistically controlled. Theoretical implications are discussed.     

Depression and social problem solving.

Twenty depressed patients with major depressive disorder, 20 nondepressed matched control subjects, and 17 patients with anxiety disorders were compared in different measures of social problem solving. Problem solving was assessed with the Means-Ends Problem-Solving Test (Study 1), the solution of personal problems, and a problem-solving questionnaire (Study 2). Results showed that, as predicted, depressed subjects suffered from a deficit in problem solving in all three measures. The majority of these deficits were also displayed by the clinical control group rather than being specific to a diagnosis of depression. However, depressed subjects produced less effective solutions than did normal and clinical control subjects. The results suggest that depressed and anxious patients may have difficulties at different stages of the problem-solving process.