Dual effects of response blocking following avoidance learning

It was shown that either enhanced or decreased avoidance responding by rats could be produced by the same response blocking procedure occurring after avoidance training. The particular result produced depended on (1) the duration of the blocking trial and (2) when during the retention interval the blocking trial occurred. Results were interpreted in terms of a memory reactivation explanation and implications for the therapeutic uses of extinction were discussed.     

A comparison of responding maintained under second-order schedules of intramuscular cocaine injection or food presentation in squirrel monkeys.

Key pressing by squirrel monkeys was maintained under second-order schedules of either intramuscular cocaine injection or food presentation. Under one schedule, each completion of a 10-response fixed-ratio unit produced a brief visual stimulus; the first fixed-ratio unit completed after 30 minutes elapsed produced the stimulus paired with either cocaine injection or food presentation. Generally, short pauses followed by high rates of responding were maintained within the fixed-ratio units, and responding was positively accelerated over the 30-minute interval. Under another schedule, each completion of a 3-minute fixed-interval unit produced the brief stimulus; completion of the 10th fixed-interval unit produced the stimulus paired with either cocaine injection or food presentation. Generally, short pauses followed by high rates of responding were maintained within the fixed-ratio units, and responding was positively accelerated over the 30-minute interval. Under another schedule, each completion of a 3-minute fixed-interval unit produced the brief stimulus; completion of the 10th fixed-interval unit produced the stimulus paired with either cocaine injection or food presentation. Rates of responding increased within the fixed-interval units, and to a greater extent over the entire 10 fixed-interval units. Patterns of responding depended more on the schedule of reinforcement than on whether cocaine or food maintained responding. Omitting the brief stimuli following all but the last fixed-ratio or fixed-interval units decreased average rates and altered the patterns of responding. Substituting a visual stimulus that was never paired with cocaine or food following all but the last fixed-ratio or fixed-interval units decreased response rates to a lesser extent and did not substantially alter patterns of responding. When the duration of the paired stimulus was varied from .3 to 30.0 seconds, the highest response rates occurred at intermediate durations (1.0 to 10.0 seconds). The manner in which the stimulus changes affected performances depended more on the schedule of reinforcement than on whether cocaine injection or food presentation maintained responding.     

How do group meetings make a community Therapeutic?

Summary Following an abrupt shift from a therapeutic community with emphasis on group meetings to a hierarchical medical model on a mental hospital floor, disturbed patients required extensive individual nursing care. This increased work load for the nursing staff resulted in admissions having to be limited to the rare cases who needed little or no nursing care. As patients were discharged, the vacancy rate went up to approximately 20% for a week and remained high for another two weeks. Nursing staff-patient relations deteriorated.Subsequently, it was possible to resume the emphasis on the groups of a therapeutic community and to observe the contrast. The experience showed how groups can effect and support a therapeutic community. It clarified some of the mechanisms by which groups positively affected disturbed patients. Some mechanisms by which the staff, community, and group meetings favorably influenced the nursing staff-patient relationship and intrastaff communications became clear also.     

Training Counselors for Special Education

Through a one-year internship, counselors develop attitudes and competencies needed to promote the career development of handicapped high school students. This new specialty in the counseling field, although it incorporates elements of rehabilitation, school, and vocational counseling, occurs within the framework of special education classes in regular high schools, and therefore is markedly different from any existing specialty. The role model developed in this project, now in its fifth year, stresses outreach, planning, and an active part for the counselor. This approach has been found effective both with handicapped and with learning disabled students in several urban schools.     

ABSTRACTS OF LITERATURE

The importance of diagnosis in family treatment is emphasized. Diagnostic techniques include not only gathering historical information but also employing action-oriented measures such as family sculpting.     

Adaptation to delayed auditory feedback

Delayed auditory feedback disrupts the production of speech, causing an increase in speech duration as well as many articulatory errors. To determine whether prolonged exposure to delayed auditory feedback IDAFI leads to adaptive compensations in speech production, 10 subjects were exposed in separate experimental sessions to both incremental and constantdelay exposure conditions. Significant adaptation occurred for syntactically structured stimuli in the form of increased speaking rates. After DAF was removed, aftereffects were apparent for all stimulus types in terms of increased speech rates. A carry-over effect from the first to the second experimental session was evident as long as 29 days after the first session. The use of strategies to overcome DAF and the differences between adaptation to DAF and adaptation to visual rearrangement are discussed.