Time for auditory processing of object names by aphasics

Ten Wernicke's and ten Broca's aphasics were compared with normal controls and brain-damaged nonaphasics with respect to the time required for the auditory decoding of object names. This value was obtained by using a subtraction method with two reaction time determinations, one of which included an auditory processing phase while the other did not. The overall mean of approximately 200 msec for Broca's aphasics did not differ significantly from the normal, while the mean of 650 msec for the Wernicke aphasics was much slower. All groups responded more quickly to high-frequency than low-frequency words and all but the Wernicke aphasics improved in the second trial block over their performance in the first trial block.     

The Challenge of Authentic Behavior

The goal of authentic behavior is postulated as an important factor in greater understanding of man as well as in more effective utilization of his potential, particularly in interpersonal relationships. The purposes and criteria for authentic behavior are described. The philosophical and psychological origins of authentic behavior are examined with particular reference to existentialism and humanistic psychology. Suggestions are offered for individual attainment of more authentic behavior. The core concern is the need for seeking greater implicit awareness of experiencing by deriving more felt meaning from experiences that involve both feeling and events or concepts. Such an expanded awareness can lead to the discarding of perceptual distortions and a greater accord between man's nature and the being of the world itself. Emphasis is placed on the serious responsibility for decisions resulting from authentic conduct. Implications of authentic behavior for personal living, for professional functions and for social action are outlined.     

Operant behavior and the galvanic skin potential under DRL schedule

Motor and galvanic skin potential (GSP) activity were investigated during the conditioning, extinction, and reconditioning of motor responses under a differential reinforcement of low rate (DRL) schedule of reinforcement. Interresponse time (IRT) distributions for motor responses during conditioning and reconditioning gradually stabilized at a peak just beyond the minimal IRT required for reinforcement. Few unreinforced motor responses and "bursts" of motor responses were observed during conditioning and reconditioning. Relative to conditioning and reconditioning, extinction effected larger IRTs and smaller GSP amplitudes. GSP amplitudes were greater for unreinforced than for reinforced motor responses during conditioning and reconditioning. However, GSP amplitudes associated with the unreinforced extinction responses were smaller than either the reinforced or unreinforced responses during conditioning and reconditioning.     

An empirical study of the factor analysis stability hypothesis

Note is taken of four related sources of confusion as to the usefulness of Thurstone's factor analysis model and of their resolutions. One resolution uses Tucker's distinction between exploratory and confirmatory analyses. Eight analyses of two sets of data demonstrate the procedures and results of a confirmatory study with statistical tests of some, but not all, relevant hypotheses in an investigation of the stability (invariance) hypothesis. The empirical results provide estimates, as substitutes for unavailable sampling formulations, of effects of variation in diagonal values, in method of factoring, and in samples of cases. Implications of these results are discussed.The computational costs of this study were defrayed, in part, by a research small grant M-1922 from the National Institute of Health, and, in part, by support under project 176-0002 by the University of Iowa Computing Center, Dr. J. P. Dolch, Director. The assistance of Dr. Kern Dickman and Mr. Leonard Wevrick of the University of Illinois and of Mr. Norman Luther of the University of Iowa in handling the computing problems is gratefully acknowledged.     

Experiential Group Psychotherapy Supervision

Following a review of various traditional models of supervising group therapy, an experiential model of supervising group in a group setting is presented. The model stresses the group aspect of the supervisory process, encourages group interaction, here-and-now responses and associations, and employs concepts from both object relations and group-as-a-whole theory to understand what is taking place. The model's premise is that case material presented in a supervision group stimulates parallel material in supervisees, which is then used to elucidate what has taken place in the therapy group being presented. Excerpts from one supervisory group are used to illustrate major features of the model.