Teaching self-control of study behavior

A self-control procedure to improve study habits was taught to 38 volunteer students at the University of New Mexico summer school. The program involved the utilization of stimulus control procedures, self-reinforcement and punishment, and the SQ3R method (Robinson, 1946) of studying. Ss receiving the lessons showed a significant gain in grade point average (G.P.A.) for the three semesters following the study over the two preceding semesters, when compared with those not receiving the lessons. This gain was not due to any change in University grading standards. No difference in G.P.A. gains was found between Ss who received and discussed the lessons in group meetings and those who simply received them individually in written form.     

Organizing knowledge syntheses: A taxonomy of literature reviews

A taxonomy of literature reviews in education and psychology is presented. The taxonomy categorizes reviews according to: (a) focus; (b) goal; (c) perspective; (d) coverage; (e) organization; and (f) audience. The seven winners of the American Educational Research Association’s Research Review Award are used to illustrate the taxonomy’s categories. Data on the reliability of taxonomy codings when applied by readers is presented. Results of a survey of review authors provides baseline data on how frequently different types of reviews appear in the education and psychology literature. How the taxonomy might help in judging the quality of literature reviews is discussed, along with more general standards for evaluating reviews.     

Clinical approaches to the near-death experiencer

The literature on near-death experiences (NDEs) and their aftereffects has focused on the positive personality transformations and spiritual development that often follow an NDE, while it has neglected the emotional and interpersonal problems sometimes precipitated by the experience. We report general guidelines and specific interventions, developed at an interdisciplinary conference, to assist NDErs in coping with psychological difficulties following their experiences.This report was based on a conference on Clinical Approaches to the Near-Death Experience, sponsored by the International Association for Near-Death Studies, February 5–9, 1984, in Pembroke Pines, FL, and funded in part by a grant from the Institute of Noetic Sciences. The authors gratefully acknowledge the contributions of the other participants in that conference: Patricia Bahr, Boyce Batey, Sharon Batey, Nancy Bush, Kimberly Clark, M.S.W., Diane Corcoran, R.N., Ph.D., Elaine Durham, Linda Fleishman, Charles Flynn, Ph.D., Margaret Huddleston, Joan Kaye, Esther Knecht, Carolyn Lewis-Stone, M.S.W., Jean Marr, Ph.D., John McDonagh, Ph.D., Anne-Marie Meagher, M.D., John Migliaccio, M.Ed., Judith Miller, Ph.D., Raymond Moody, Jr., M.D., Ph.D., Leslee Morabito, Annalee Oaks, R.N., M.A., Ruth Orner, Ph.D., Carol Parrish-Harra, Madelaine Podurgiel, R.N., Ph.D., Laurie Schwartz, Joyce Strom-Paikin, R.N., M.S., Robert Sullivan, Nina Thornburg, M.S.N., Israel Topel, M.D., and Kate Wyatt, Ph.D.     

Effects of auditory masking on lingual vibrotactile magnitude-estimation scaling responses of young children

Studies of lingual vibrotactile magnitude-estimation scaling have focused primarily on the responses of normal young adults. Little is known about the scaling responses of young children to suprathreshold vibratory stimulation because of the complexities of the experimental procedure. Binaural auditory masking is one aspect of the procedure that has recently been studied in adults. The purpose of this study was to investigate the effects of binaural auditory masking on lingual vibrotactile magnitude-estimation responses of young children. Four children whose mean age was 4.6 yr. completed magnitude-estimation scaling tasks for eight lingual vibrotactile suprathreshold intensity levels (6, 10, 16, 20, 26, 30, 36, 40 dB SL) under masking and no masking conditions. Results suggest possible effects of auditory masking on the lingual vibrotactile magnitude-estimation scaling responses of these young children that have not been found for such responses of adults.     

A method for calibrating an eye-monitoring system for use with infants

An algorithm for calibrating data from an infrared corneal reflection eye movement monitor is described. The algorithm is designed for use with infants and other noninstructable subjects.     

Assessment of social skills using a Thurstone Equal-Appearing Interval scale

Although Likert ratings of social skill are widely used in behavioral assessment, such ratings may have limited replicability potential and social validity. The present study compared the reliability of Likert and Thurstone Equal-Appearing Interval scales. The Thurstone-derived scale was slightly more reliable than its Likert counterpart. Moreover, the empirical and clinical potential of Thurstone scaling substantially exceeds that of Likert and other rating methods.