Introducing a school social worker into schools

A DES-sponsored school-based social work programme is described, in which six social workers collaborated with teachers in attempts to optimise the school and home environments of 'at risk' and 'maladjusted' junior and senior pupils. The principal components of the scheme included teacher-social work consultation, attempts to increase parent-teacher understanding, and a casework approach with the families.     

Multidimensional scaling of subjective colors by color-blind observers

Temporal coding theories of color vision suggest explanations of flicker-induced subjective colors such as those that appear on Benham’s disk. If color blindness were due simply to photopigment anomalies, then subjective colors might be elicited by central patterns of neural activity in color-blind observers that mimic those which the cones normally produce in colornormal observers. We had color-normal and color-blind observers scale subjective colors like those on Benham’s disk for similarity. The inferred color spaces for six normal observers resembled the familiar hue circle, but the spaces for five red-green-deficient observers were compressed along the red-green axis. This is consistent with the position that flicker colors are due to retinal processes, and suggests that color blindness may involve variations of the central nervous system in addition to photopigment anomalies.     

Magnitude estimation of short electrocutaneous pulses

Summary A comparison was made of electrocutaneous magnitude estimation data across two experiments with contextual differences not involving stimulus parameters, such as number and range of stimuli and relative position of the standard in the stimulus range. The data were fitted by 2-parameter linear, log-linear and power functions. When the data are fitted by either linear or log-linear equations, both intercept and slope parameters are significantly affected by the different contextual factors. When the data are fitted by a power function, however, only the intercept is altered; the slope remains invariant despite contextual changes introduced in the second experiment.Although the empirically derived psychophysical power law has been applied to magnitude estimation data for all other sensory modalities, its application to electrocutaneous stimuli has been less successful.     

Stimulus generalization following extra-dimensional training in educationally subnormal (severely) children.

The use of discrimination learning paradigms in the study of attentional transfer is discussed. The technique of go/no-go discrimination learning followed by stimulus generalization testing is contrasted with the more familiar simultaneous learning paradigm followed by a shift in the relevant cues. In the former paradigm the effect of training a discrimination on one dimension on the slope of the stimulus generalization gradient on an independent gradient dimension (extra-dimensional training) is assessed. A steepening of the gradient relative to appropriate control procedures is taken as evidence of positive attentional transfer. The relevance of the technique to the detailed study of attentional transfer in educationally subnormal (severely) (ESN(S)) children is considered. In Expt. I nine ESN(S) children were trained in a go/no-go discrimination involving stimuli differing in orientation, and were generalization tested on a dimension that was orthogonal, namely hue. Of the six subjects who learnt the discrimination five showed clear decremental gradients on the hue dimension. In contrast a Pseudo-Discrimination group (PD) of eight subjects matched to those in the TD group showed no gradients. These subjects were not trained in the orientation discrimination, but were reinforced for responding on 50 per cent of each of the S+ and S- stimulus presentations. They thus received equal exposure to, but no differential training on, the orientation dimension. An S+ only group of four subjects who received no exposure to the orientation stimuli showed no gradients when stimulus generalization testing on the hue continuum was carried out. The result is discussed in terms of transfer deriving from stimulus control by relational aspects of the stimuli; in terms of control by constant irrelevant stimuli; and in terms of the study of stimulus control in ESN(S) children. In Expt. II the influence of the codability of the colours on the location of the peak of the stimulus generalization gradients in the TD group is investigated.     

Explicit and Implicit Persuasive Communications over Time To Initiate and Maintain Behavior Change: New Perspective Utilizing a Real-life Dental Hygiene Situation1,2

Reacting to the failure of most persuasive communications to maintain behavior changes once they are established, in the context of junior high school dental hygiene programs, the present investigation explores the effects of behavioral measurement itself (as an unplanned treatment effect) in maintaining a specific behavior once it is established. Using a modified time-series extension of a basic pretest-treatment-posttest design with a variety of treatment conditions and a novel behavior measure as the dependent variable, it was established that the process of measuring behavior itself was possibly as effective as treatment conditions. All conditions effected behavior changes and maintained them for a 10-week period.     

Training in the use of double-function terms

Twenty first-, second-, and third-grade chidren were tested, trained, and retested in their use of double-function words (e.g.,hard, deep, bright). Children first understand such words as they refer to inanimate objects, then to people in a physical sense, and last to people in a psychological sense. Wide variations in initial understanding and trainability of double-function words occurred. It is easier to train children to understand a double-function words as applied to a person in a physical sense than in a psychological sense. Words with tactual referents (sweet, warm, dry, cold, hard) are understood earlier than words with visual referents (bright, crooked, sharp, deep) but words with visual referents show greater gains after training. Several possible explanations of these results are discussed.