External Validity of Matching on Physical Attractiveness for Same and Opposite Sex Couples1

The external validity of the hypothesis that couples come to be matched on physical attractiveness was examined for same and opposite sex pairs of college students in a wide range of natural settings and types of relationships. Correlations between ratings of couples by observers revealed evidence of matching for male friends and for opposite sex friends, dating, and committed couples. No evidence was found for female friends. The implications of these findings for fear of social rejection and exchange explanations of the matching hypothesis and for the normal development of interpersonal relationships are discussed.     

Love and the addicted physician

This paper reviews the cases of two addicted physicians. One is dead and the other alive and well as a result of the heroic and compassionate effort of his friends. We offer speculations regarding the physicians' special vulnerabilities and the role of a tough love in transcending these vulnerabilities.     

Teacher escape,avoidance, and countercontrol behaviors: Potential resoponses to disruptive and aggressive behaviors of students with severe behavior disorders

We develop hypothese based on the research literature regarding behavioral responses to aversive stimuli. Specifically, escape, avoidance, and countercontrol responses are presented as teacher behaviors which may occur in the presence of disruptive and aggressive behaviors (aversive stimuli) which, in part, characterize many students with severe behavior disorders (SBD). The potential for teacher escape, avoidance, and countercontrol responses to the detrimental for both teachers and students is presented, as well as suggestions for addressing aversive behaviors of students in ways to reduce the potential detrimental impact.     

Cognitive ego psychology and the psychotherapy of learning disorders

The single most common referral problem in middle childhood and adolescence is academic underachievement and learning failure. Yet, the term “learning disorder” lacks specificity as a diagnostic entity and offers no guidelines for psychotherapy. An appreciation of the developmental processes by which the undifferentiated, unstructured, self-less and objectless newborn becomes a more fully developed, self-sufficient individual, capable of adaptive functioning and formal academic learning is encompassed in contemporary psychoanalytic conceptions of the separation-individuation process. This theory provides an organizing, theoretical base for diagnosis and treatment of learning disorders. Based on these conceptions, we discuss therapeutic techniques which are appropriate to the level of developmental arrest at each of the phases of the separation-individuation process.     

Assessing auditory distance perception using perceptually directed action

Three experiments investigated auditory distance perception under natural listening conditions in a large open field. Targets varied in egocentric distance from 3 to 16 m. By presenting visual targets at these same locations on other trials, we were able to compare visual and auditory distance perception under similar circumstances. In some experimental conditions, observers made verbal reports of target distance. In others, observers viewed or listened to the target and then, without further perceptual information about the target, attempted to face the target, walk directly to it, or walk along a two-segment indirect path to it. The primary results were these. First, the verbal and walking responses were largely concordant, with the walking responses exhibiting less between-observer variability. Second, different motoric responses provided consistent estimates of the perceived target locations and, therefore, of the initially perceived distances. Third, under circumstances for which visual targets were perceived more or less correctly in distance using the more precise walking response, auditory targets were generally perceived with considerable systematic error. In particular, the perceived locations of the auditory targets varied only about half as much in distance as did the physical targets; in addition, there was a tendency to underestimate target distance, except for the closest targets.     

Construct asymmetry and the range of relevance of personal anticipations

This paper analyses the logical structure of personal construct systems in terms of relations of partial entailment between constructs and the relative frequencies of positive and negative judgments concerning both self and others. It is argued that conditional hypotheses (‘anticipations’) which incorporate the positive poles of constructs (e.g. happy) as antecedent terms will have wider ranges of relevance, on average, if self is assigned to the positive poles of those constructs. Conversely, hypotheses with antecedents based on the negative poles of constructs (e.g. sad) will tend to have wider ranges of relevance when self is assigned to their negative poles. Some theoretical implications of these relationships for the adaptability of personal construct systems are elaborated.     

THE EXISTENCE OF GOD AND THE CREATION OF THE UNIVERSE

Abstract. Kant argues that any argument for a transcendent God presupposes the logically flawed ontological argument. The teleological argument cannot satisfy the demands of reason for a complete explanation of the meaning and purpose of our universe without support from the cosmological argument. I avoid the assumption of a perfect being, and hence the ontological argument, in my version of the cosmological argument. The necessary being can be identified with the creator of the universe by adding analogical mental relations. The creation of the universe is then shown to reflect modern scientific cosmology as well as stories and metaphors in the Eastern and Western religious traditions and to resolve the problem of evil.