The consistency of the items of an activity preference blank

Results of an experiment to obtain data on the consistency of the items of two forms of an Activity Preference Blank are presented. Both Form I and Form II, which was a revised edition of Form I, were administered twice, so consistency data are available for both forms. A sub-item is said to be consistent if a high proportion of men marked it the same way,M for preferred Most andL for preferred Least, on both administrations of the test. The data of the experiment were investigated to see what happens to the consistency of sub-items when the items are changed in context, when the number of sub-items in an item is reduced, and when the time-interval between the administration and the re-administration of the test is increased. The author also gives data on the consistency of the responses made to particular combinations of sub-items and data on item consistency when all sub-item combinations are taken into consideration.     

Case studies of cognitive precocity: The role of exogenous and endogenous stimulation in early mental development

Case studies of the highly successful socialization commonly evident in the development of mentally precocious children may furnish an excellent source of heuristic information on how early experience contributes to development, without down-grading our understanding of how phenotypical development is jointly determined by the cumulative interactions of genotypical and experiential processes. Both the investigation and case study literature on bright children suggest that exceptional early abilities typically flourish in highly intellectual families who early involve their children in rational communication with adults and who intensively stimulate them cognitively during early development. Two general parental strategies emerge from the case studies, one following deliberate, systematic instruction, commonly involving play, and the other applying stimulation incidentally to intensive, continuing interaction between caregiver and child. Both strategies appear to be highly flexible, interactive, and child-oriented, however, and both overlap in many ways, drawing on combinations of similar specific techniques and following a similar sequence in which interactions become increasingly, but never totally, endogenously regulated, as the child masters in exceptional ways high level sybmbolic skills (especially reading but often writing and math), complex problem solving skills, and vast bodies of knowledge. Much of the difference between the strategies can be attributed to differences in parental belief systems that alternatively stress hereditarian or environmental bases for development.     

Hemispheric contributions to the integration of visual and auditory information in speech perception

Differential hemispheric contributions to the perceptual phenomenon known as theMcGurk effect were examined in normal subjects, I callosotomy patient, and 4 patients with intractable epilepsy. Twenty-five right-handed subjects were more likely to demonstrate an influence of a mouthed ward on identification of a dubbed acoustic word when the speaker’s fag vase lateralized to the LVF as compared with the RVF. In contrast, display of printed response alternatives in the RVF elicited a greater percentage of McGurk responses than display in the LVF. Visual field differences were absent in a group of 15 left-handed subjects. These results suggest that in right-handers, the two hemispheres may make distinct contributions to the McGurk effect. The callosotomy patient demonstrated reliable McGurk effects, but at a lower rate than the normal subjects and the epileptic control subjects. These data support the view that both the right and left hemisphere can make significant contributions to the McGurk effect.     

Duplex perception: a comparison of monosyllables and slamming doors

Duplex perception has been interpreted as revealing distinct systems for general auditory perception and speech perception. The systems yield distinct experiences of the same acoustic signal, the one conforming to the acoustic structure itself and the other to its source in vocal-tract activity. However, this interpretation has not been tested by examining whether duplex perception can be obtained for nonspeech sounds that are not plausibly perceived by a specialized system. In five experiments, we replicate some of the phenomena associated with duplex perception of speech using the sound of a slamming door. Similarities between subjects' responses to syllables and door sounds are striking enough to suggest that some conclusions in the speech literature should be tempered that (a) duplex perception is special to sounds for which there are perceptual modules and (b) duplex perception occurs because distinct systems have rendered different percepts of the same acoustic signal.     

Distinguishing between haloperidol's and decamethonium's disruptive effects on operant behavior in rats: use of measurements that complement response rate.

The behavioral effects of haloperidol (0.04 to 0.16 mg/kg) and nonparalytic doses of decamethonium (0.2 to 0.8 mg/kg) were studied with operant methods that permitted the measurement of response rate, peak force of response, duration of response, and duration of the rat's head entry into the reinforcement dipper well. Type of operant response topography (forelimb press or forelimb grasp-and-pull) and peak force (low or high) required for reinforcement delivery were independent variables. The low-force, press-topography condition yielded qualitatively different profiles for the two drugs. Haloperidol increased peak force and duration of operant response, increased maximum head entry duration, and temporally dissociated forelimb and head entry behavior. Decamethonium decreased force and duration of operant response, did not appreciably affect maximum head entry duration, and did not influence the normal temporal coupling of forelimb and head entry responses. The haloperidol effects were seen as reflections of pseudo-Parkinsonism, not muscle weakness, which appeared to be the primary source of decamethonium's behavioral effects.     

REACTIVITY IN SELF-RECORDING: OBTRUSIVENESS OF RECORDING PROCEDURE AND PEER COMMENTS

Reactivity refers to behavior change that occurs during self-recording without specific programming of consequences. We analyzed the effects of obtrusiveness of recording procedure and peer comments on reactivity to self-recording. Three first-grade students in Experiment 1 completed math questions during a 5-min work period. When we gave the children recording devices and told them to try to complete more questions than the highest number they had previously completed, math performance increased, as did the number of verbalizations about it. Two children showed more reactivity when they used the more obtrusive recording device. Because the increase in math performance corresponded closely to increases in peer comments, we manipulated peer comments directly in Experiment 2. Four second-grade students completed a math task and an alphabet task. Three of the students showed increased math performance during periods when peer comments occurred compared to periods when peer comments did not occur. Although the data from the math task suggested that peer comments can enhance reactivity, we did not observe this relationship with the alphabet task. These results suggest that the conditions necessary to produce desirable results through self-recording are complex and contextually specific.     

Software review

Summary Word Works certainly provides a technological approach to creating educational worksheets. These programs ar designed to enhance instructional management and increase student vocabulary efficiently. Educators with at least word processing capability are able to operate this menudriven program.Given that the appropriateness of instructional worksheets is often bantered about the educational community, the contributions of these programs are somewhat limited. Although it is assumed by the software manufacturers that programs as such are motivating for students, the extended use of such activities are often criticized by educational experts. Further, the on-going use of worksheets is tempered by such student variables as student reading ability, students' age-grade level, and other variables.     

Value Perceptions of Integrative Health Care: A Study of Primary Care Physicians and Professional Clinical Counselors

A study was conducted to identify value perceptions of primary care physicians and Professional Clinical Counselors on integrative health care. Surveys were collected from 54 primary care physicians and 33 Professional Clinical Counselors in Central Ohio. Quantitative and qualitative results indicate favorable perceptions and opportunities for professional collaboration.     

Families and Schools Together: an experimental analysis of a parent-mediated multi-family group program for American Indian children

The goals of this randomized intervention study were to: (a) increase academic performance among American Indian children ages 4-9 years and (b) reduce classroom problem behaviors. To achieve these goals, the multi-family group program called Families and Schools Together (FAST) was adapted with three American Indian Nations in Wisconsin. Over 3 years, seven multi-family group cycles of FAST were implemented, each lasting 8 weeks. In collaboration with the College of Menominee Nation, this parent intervention approach was adapted to express tribal values while maintaining its core components. Fifty pairs of universally recruited American Indian students at three schools who were assessed, matched on five variables, and then randomly assigned to either the FAST or non-FAST control condition. Pretest, posttest, and 9- to 12-month follow-up data were collected by American Indian staff and university students on multiple indicators of academic and behavioral performance. Of the 50 families that attended FAST meetings at least once, 40 graduated (80%) from the 7 FAST cycles. On the immediate posttest, statistically significant differences in improvement, favoring FAST participants were found on the Aggressive Behavior scale of the teacher-rated Child Behavior Checklist (CBCL) and on the parent-rated Withdrawn scale of the same instrument. On the 1-year follow-up assessment, parent CBCL ratings indicated that FAST students had maintained their less withdrawn status and teacher ratings on the Social Skills Rating Scale (SSRS) revealed that FAST participants had exhibited relatively greater improvement in their academic competence. Parent surveys of the graduated students generally showed satisfaction with the program. Implications of the present results and future research directions are discussed.