Using interactive computing to expand intelligence testing: A critique and prospectus

Microcomputers can serve as automated testing stations for use in psychometric assessment. There are economic advantages in conducting aptitude and intelligence testing with such stations. It is possible to improve the quality of cognitive assessment by extending the range of cognitive abilities to be assessed? Two types of extension are considered; modifying and expanding testing procedures for psychological functions that are components of conventional tests, and the extension oof testing to psychological functions not generally assessed by conventional intelligence or aptitude tests. Computerized presentations will make relatively little difference in our ways of testing verbal comprehension. Computer controlled testing could well extend the ways in which we evaluate spatial-visual reasoning and memory. The impact of testing on the evaluation of reasoning is unclear. Computer-controlled item presentation makes it possible to conceive of tests of learning and attention, neither of which are evaluated in most psychometric programs today. The psychological nature of the abilities being assessed raises problems in assessment that are not addressed by the fact oof computer-control. Some research questions are identified that ought to be explored before testing is extended into these fields. Computer-controlled evaluation could be extended to the assessment of criterion performance, either in the normal working situation or in a simulation of the workplace. While evaluation of this sort does raise social questions, it clearly presents an opportunity to obtain validation data for psychological assessment studies.     

Zen Buddhism and the intrinsic value of nature

Part IIt is a perennial theme in the literature on environmental ethics that the exploitation of the environment is the result of a blindness to (or perhaps a refusal to recognize) the intrinsic value of natural beings. The general story here is that Western traditions of thought have tended to accord natural beings value only to the extent that they prove useful to humans, that they have tended to see nature as only instrumentally valuable. By contrast, it is said that a new, environmentally friendly understanding of the world would value nature ‘for its own sake’, would conceive natural beings as having intrinsic value. In the light of such an understanding, the oak tree, for instance, would be seen not merely as a source of timber or shade or as a decoration for the front lawn, but as valuable ‘in itself’, as having an intrinsic value that ought to be respected (see further, O'Neill 1993, chapter 2).     

A non-linear model of dynamics: A case of panic

This is a case report of a patient with panic who is on the edge of relapse into alcoholism. It is a case of general theoretical interest, because of the separate phases of containment of his desperation, involving psychopharmacology, sociotherapy, and psychotherapy. It extends the dynamic model into non-linear dynamics, an extension that allows the patient to come to face his amazement at the sudden eruption of unconscious forces, and that allows the psychotherapist to see the therapeutic path of backing up from walking forward, unwittingly, into catastrophe.     

Small subitizing range in people with Williams syndrome

Recent evidence suggests that the rapid apprehension of small numbers of objects—often called subitizing—engages a system which allows representation of up to 4 objects but is distinct from other aspects of numerical processing. We examined subitizing by studying people with Williams syndrome (WS), a genetic deficit characterized by severe visuospatial impairments, and normally developing children (4–6.5 years old). In Experiment 1, participants first explicitly counted displays of 1 to 8 squares that appeared for 5 s and reported “how many”. They then reported “how many” for the same displays shown for 250 ms, a duration too brief to allow explicit counting, but sufficient for subitizing. All groups were highly accurate up to 8 objects when they explicitly counted. With the brief duration, people with WS showed almost perfect accuracy up to a limit of 3 objects, comparable to 4-year-olds but fewer than either 5- or 6.5-year-old children. In Experiment 2, participants were asked to report “how many” for displays that were presented for an unlimited duration, as rapidly as possible while remaining accurate. Individuals with WS responded as rapidly as 6.5-year-olds, and more rapidly than 4-year-olds. However, their accuracy was as in Experiment 1, comparable to 4-year-olds and lower than older children. These results are consistent with previous findings, indicating that people with WS can simultaneously represent multiple objects, but that they have a smaller capacity than older children, on par with 4-year-olds. This pattern is discussed in the context of normal and abnormal development of visuospatial skills, in particular those linked to the representation of numerosity.     

Do Girls Change More Than Boys? Gender Differences and Similarities in the Impact of New Relationships on Identities and Behaviors

Prompted by research suggesting females' self-concepts are more interpersonally rooted than males', I compare girls' identity changes in reaction to relationships in new social contexts with boys', testing whether identity change processes are the same for each sex. I use survey responses from 320 summer program students about five activity areas: (1) science & technology; (2) computers; (3) athletics & recreation; (4) beliefs & interests; and (5) arts & literature. While girls become more attached to and involved with others, their identity processes are equivalent to those of boys. Girls change more, but their change is rooted in greater sociability, not higher reactivity to new relationships. Findings vary by relationship and activity types, indicating sex differences may reflect gender role expectations.     

Character in learning for life: a virtue-ethical rationale for recent research on moral and values education

This article has three broad aims. The first is to draw attention what is probably the largest empirical study of moral, values and character education in the United Kingdom to the present date. The second is to outline – sufficient for present purposes – a plausible conceptual or theoretical case for placing a particular virtue-ethical concept of character at the centre of contemporary scholarship and research into moral and values education. The third is to suggest, in the light of these empirical findings and theoretical considerations, a number of practical ways in which character education might be developed or pursued in formal or informal school curricula or in the wider community.     

Haunted by somatic tendencies: Spirit infestation as psychogenic illness

It has been suggested that haunting and poltergeist episodes are akin to outbreaks of contagious psychogenic illness. Therefore, it might be expected that hypochondriacal and somatic tendencies would significantly predict self-reported experiences of 'spirit infestation' and other paranormal ideations. This prediction was tested on a sample of 314 undergraduate students who completed the Anomalous Experiences Inventory, the Transliminality Scale and three standard questionnaires about hypochondriasis, somatic complaints, and cognitions about body and health. Results from correlational and regression analyses supported predictions, although we found that the type of bodily cognition varied with the specificity of the paranormal experience. For example, indices of spirit infestation coincided with autonomic sensations, perceived paranormal ability was related to catastrophizing cognitions, and general paranormal experiences correlated with somatization traits. Transliminality and paranormal belief contributed positively to nearly all of these associations. These findings are consistent with the idea that some paranormal experiences are partly misattributions of internal experience to external (paranormal) sources - a process that could initiate an episode of contagious (mass) psychogenic illness by encouraging the collective perception of similar 'symptoms' in a group of people due to suggestion and demand characteristics.     

Integrating visual images and visual percepts across time and space

Recent studies suggest that visual information can be integrated over a relatively long delay (> 1500 ms) to form a more complete representation (image-percept integration). The current studies investigated whether this process can occur between stimuli that differ in their spatial properties. Participants viewed two dot arrays that filled all but one space in a square or rectangular grid when combined, and reported the missing space. The arrays differed either in size or orientation. Performance reached a comparable level as when spatial properties were matched. However, such performance depends on at least two processes. We suggest an early encoding process and a later image formation/spatial attention reallocation process are required. The flexibility of the image-percept integration process suggests a strong mechanism to form more complete or detailed representations over time, even when the retinal size and orientation of the scene may change between successive views.