Als Student bei Husserl: Ein Brief vom winter 1924/25

Ohne Zusammenfassung     

Pavlovian conditional stimuli cannot always be defined solely in physical terms

Twenty-four university students received differential Pavlovian conditioning with two colored stimuli separately accompanied by shock, and two other colored stimuli separately presented without shock. The reinforced and nonreinforced pairs of stimuli both contained complementary elements. After differentiation between the reinforced and nonreinforced elements was established, the complementary pairs were each additively mixed, (i.e., presented at the same time and in the same locus), producing two identical white compounds (established by pilot study). The subjects’ skin-conductance responses to the two compounds showed that their different conditioning histories did not result in different responses. Rather, a simple declining function was obtained, resembling habituation or extinction. It was concluded that the definition of the conditional stimulus as a physical event is inappropriate in studies in which physically different stimuli may result in identical internal processes (or phenomenologic experiences)—for example, in additive color mixture.     

Asking Difficult Questions: Task Complexity Increases the Impact of Response Alternatives

In providing behavioural frequency reports, respondents use the range of the response alternatives as a frame of reference, resulting in higher estimates on scales that offer high rather than low values. The present study demonstrates that the size of this effect increases with increasing question difficulty.     

Critical Issues in the Assessment of Child Sexual Abuse

This article explores the feasibility of using standardized psychometric methods in the initial stages of an investigation of child sexual abuse; methods that are less intrusive and therefore less damaging to children and their families. We review the complex conceptual and research issues that arise from attempts to assess the many-sided aspects of child sexual maltreatment. Among those considered in both the clinical and research spheres are problems of definition and diagnosis; limitations of clinical interviews, and a variety of direct and indirect psychological instruments used for investigating sexual maltreatment and risk assessment; the inadequacies of experimental designs; and also the political, practical, and ethical restraints that hinder research in this area. It is argued that there is insufficient evidence based on controlled studies or standardized normative tests to advocate any simple, unidimensional methodology for the screening task. However, recommendations are put forward for the cautious, conjoint use of several procedures in a multidimensional approach to assessing child sexual abuse. Suggestions are also made for future research and development.     

Dualism-Materialism

I argue that in rejecting Cartesian 'mind' and retaining Cartesian 'body', materialism/physicalism falls to the allure of three charming but deadly 'eliminative' identities: perceivable properties become particles in motion; perception, by being 'sensationized', turns into neuronal activity; and a perceiver becomes a brain in a body. In rebuttal I argue that 'particles in motion' does not nullify but instead preserves the perceivable properties it seeks to explain; 'neuronal activity' is not a reduction of, but is doubtlessly necessary to, perception; and a perceiver is not a brain in a body, since 'body' in the Cartesian/materialist context is a conceptual confusion that reifies a human being's physical side.     

Effect of response task on taste adaptation

Two experiments studied whether subjects reported complete adaptation of a taste sensation. Three tasks were chosen based on their use in other laboratories: hand lowering to connote stimulus absence, magnitude estimation, and cross-adaptation of a brief stimulus following a prolonged stimulus. In the first experiment, different groups of 9 subjects received the three different tasks; in the second experiment, all 20 subjects received all three tasks. In both experiments, subjects failed to demonstrate complete taste adaptation in at least 50% of adaptation trials. Response task did affect the likelihood of observing complete taste adaptation.     

Prevalence and structure of behavior symptoms among children in special education and regular classroom settings

Studied the factor structure of the Behavior Problem Checklist using children from a middle to upper-middle-class suburban school system, determined the extent to which factors generated from children in regular classrooms approximated those generated from children in special education, and examined the effects of class placement, sex, and the interactions of these variables on the average rating children receive on the generated factors. One hundred children from 12 classes for the emotionally disturbed or learning disabled and 527 children from regular forst-through seventh-grade classes were rated by their teachers on the Behaviors Problem Checklist. Following a varimax factor rotation, coefficients of factor congruence and analysis of variance were conducted to test the hypotheses. Results indicated that although teacher ratings of special education and normal children are structurally similar, special education children scored higher on all three factors than did their regular class counterparts. Furthermore, almost all percentages of occurance for individual items were higher for special education children. Further research is suggested to deal with a possible expectancy effect in teacher ratings of problem behaviors.