Friendship patterns of overseas students: A functional model1

The respondents were 30 foreign students at the University of Hawaii (6 each from Japan, Korea, the Philippines, Taiwan, and Thailand), and 6 host national (American) students, balanced for sex. The subjects identified their 5 best friends, and the 5 people with whom they spend most of their time. The subjects were then presented with a list of 15 activities, and identified a preferred companion for each of the situations. The data were used to test a functional model of the academic sojourn, which predicts that foreign students will belong to three social networks, in descending order of salience: a) a conational network whose function is to affirm and express the culture of origin; b) a network with host nationals, whose function is the instrumental facilitation of academic and professional aspirations; and c) a multinational network whose main function is recreational. The results confirmed the existence, predicted differential function, and salience hierarchy of these three social networks, and reconciled previous conflicting reports regarding the social relations of foreign students.     

COMPARING TREATMENT TACTICS WITH A HYPERACTIVE PRESCHOOL CHILD: STIMULANT MEDICATION AND PROGRAMMED TEACHER INTERVENTION1

Two treatment tactics, food and praise contingent on appropriate play and varying doses of methylphenidate (Ritalin), were evaluated for their effects on a preschool child's activity changes. In addition, other social, verbal, and academic behaviors were monitored to examine possible side effects of the two treatment tactics. Fewer free-play activity changes occurred during contingent reinforcement phases while medication had variable effects: increasing attention to tasks but, at higher doses, decreasing intelligibility of speech and responsiveness to mands. The study outlines a replicable model for comparing medication with alternative behavioral strategies to control hyperactivity and enhance skill development.     

Language and disfluency variables in normal speaking children from discrete chronological age groups

Thirty male and female children from three chronological age groups were compared on Developmental Sentence Score, total words spoken in a language sample, total disfluency, and eight specific disfluency subtypes. Analyses were performed to determine in differences existed among the three age groups, between sexes, and whether language and disfluency were related. No sex differences in either language or disfluency were found. Total disfluency showed only a slight decrease with an increase in chronological age between 4 and 8 years. This suggests that the major disfluency decrease must occur subsequent to age 8. Although the total disfluency changed minimally between ages 4 and 8, some of the disfluency subtypes shifted considerably. Older children were almost as disfluent as younger children, but the topography of their disfluency was different. No significant relationship was found between the disfluency and language variables studied.     

Listener ratings of severity for specific disfluency types in children

This study investigated whether some types of disfluency are perceived as more severe than others and if listener groups differ in their perception of severity for some disfluency types. Three normal speaking children were trained to produce eight types of disfluency and one sample of fluency. The experimental tape, consisting of three examples for each of the eight disfluency types and of fluency, was presented auditorily to 40 judges divided into four groups of 10 each: parents of stutterers, parents of nonstutterers, speech clinicians, and elementary school teachers. The judges rated the disfluency and fluency on a 15-point severity continuum, divided into four nominal categories of Fluent, Normal Disfluency, Mild Stuttering, Moderate Stuttering, and Severe Stuttering. Results showed that although listener groups did not significantly differ in their severity ratings, the specific types of disfluency did differ significantly. The type of disfluency emitted by a speaker is apparently more salient in perceiving and judging disfluency than the type of listener making the judgment.     

Some uses of simulation in an in-service counselling training programme

In an in-service, pre-professional training programme offered in Gwent, a variety of simulation techniques are used to promote an understanding of the core facilitative conditions of counselling and to enable participants to experience their importance in counselling situations. In this paper, eight specific simulation techniques are described in terms of their objectives and procedures. The advantages and disadvantages of each technique are explored. Teaching and ethical issues raised through the use of such simulations in training programmes at this level are also discussed.     

Is the discrimination of motion-path length unique?

Discrimination of the extent of a motion path may present a special problem since the discrimination calls on memory for changing position and involves pursuit movements of the eye. To determine how these factors affect judgment, discrimination of extents represented by motion paths, successively appearing endpoints, and simultaneously present endpoints was compared under a variety of eye-movement conditions: fixation, pursuit, and saccadic. Discrimination was assessed by the method of adjustment and also by the method of magnitude estimation. Discrimination of motion path extent was found to be as accurate as discrimination of an interspace demarcated by simultaneously presented points or by successively presented points. This was true for brief single presentations of the extents as well as for repeated exposures to the extents. The findings were applied to the analysis of the perception of velocity and the perception of extent.     

Re:Views

Adventures in Therapy Part I: Actualizing Therapy: Foundations for a Scientific Ethic. Everett L. Shostrom, Lila Knapp, and Robert Knapp. Adventures in Therapy Part I: Handbook for the Personal Orientation Inventory. Robert Knapp. Adventures in Therapy Part I: Individual Psychology in Counseling and Education, Parts I and II , (Distinguished Contributors to Psychology series). Adventures in Therapy Part I: Psychotherapy: The Hazardous Cure. Dorothy Tennov. Adventures in Therapy Part I: R. D. Laing: The Man and His Ideas. Richard I. Evans. Adventures in Therapy Part I: Four Psychologies Applied to Education: Freudian, Behavioral, Humanistic, Transpersonal. Thomas B. Roberts, Editor. Adventures in Therapy Part I: A Complete Guide to Therapy From Psychoanalysis to Behavior Modification. Joel Kovel. Adventures in Therapy Part I: Evaluation of Psychological Therapies—Psychotherapies, Behavior Therapies, Drug Therapies and Their Interactions. Robert L. Spitzer & Donald F. Klein, Editors. Adventures in Therapy Part I: Primer for the Nonmedical Psychotherapist. Joyce A. Bockar. Adventures in Therapy Part I: Cognitive Therapy and the Emotional Disorders. Aaron T. Beck. Adventures in Therapy Part I: Biofeedback Applications in Counseling and Education. David G. Danskin and Timothy J. Lowenstein.