An intra-cultural investigation of susceptibility to 'perspective' and 'non-perspective' spatial illusions

Conventional Müller-Lyer and modified Müller-Lyer (without 'perspective' cues) illusions were presented to two samples of children aged between eight and 19, matched in education, but living in 'carpentered' and 'uncarpentered' environments in Zambia. Traditional differences in susceptibility have been obtained with both the variations of the Müller-Lyer illusion. In view of the lack of perspective cues in one of these, it is concluded that the perspective theory as presented within the 'carpentered world hypothesis' is inadequate. Since these differences are intra-cultural, they also do not support the hypothesis which suggests that cross-cultural variations in illusion susceptibility are due to genetic factors--such as macular (or retinal) pigmentation.     

Behavioral marriage therapy: I. A psychodynamic-systems analysis and critique

After briefly summarizing the major theoretical premises and treatment strategies of Behavioral Marriage Therapy (BMT), five major clusters of implicit assumptions in BMT are identified and critically examined: I. "The Rational Observing Ego Shall Conquer All"; II. "Behavior Should Not Mean, But Be"; III. "What's Sauce for the Goose is Sauce for the Gander"; IV. "Repression Is Good for Your Marital Mental Health"; V. "The Folly of the Therapist as Technician." Throughout this analysis, the conceptual and clinical limitations of a strictly or predominantly behavioral approach to couples therapy are described, and BMT is reconsidered in the light of object relations theory and communication theory perspectives on marital dysfunction and its treatment.     

Deficits in visual learning produced by posterior temporal lesions in cats

Eight cats with lesions in the posterior temporal (PT) cortex, seven cats with lesions in the basolateral amygdala (BLA), and eight intact controls were observed on eight tests of visual discrimination learning and of spontaneous responses to salient visual stimuli. The effects of the two lesions were somewhat dissociable. The PT lesions were accompanied by a severe deficit in pattern discrimination learning but no loss in visual tracking or orientation to the silhouette of a threatening cat. The BLA lesions produced a milder and less consistent loss in pattern discrimination but serious defects in tracking and reponse to the cat silhouette. Both operated groups performed well on the visual cliff. The deficit from PT lesions appeared independent of damage to the geniculocortical system. The parallel of symptoms from PT lesions in cats and inferotemporal lesions in monkeys is discussed.     

A multi-systems theory of the structure and dynamics of motor functions

A theoretical analysis of the structure and dynamics of human motor functioning is presented from the perspective of a general theory of individuality. Within multifactor-systems theory, the structural units of the six systems of integrative personality (i.e., sensory, motor, cognitive, affect, style, and value) are hierarchical factor structures. Integrative functioning, both within and among systems, is described via the principles of general systems and information-processing theory. Our theoretical synthesis of the structure and dynamics of human motor functioning involves conceptualizing the hierarchy of motor factors as: (a) the basic dimensions of individual differences in the motor domain, (b) classes of decomposable motor programs that specify the spatio-temporal organization of behavior, and (c) decomposable classes of processing components entailed by motor programs. Some of the implications for understanding the role of affect in motor functioning and some research suggestions were presented.     

A test of the self-perception explanation of the effects of rewards on intrinsic interest

An experiment was conducted to test the proposition that rewards undermine or enhance intrinsic interest in a task to the extent that individuals interpret their behavior as being motivated by the reward. It was predicted that when subjects were denied the opportunity to develop and confirm this attribution, rewards would not produce an undermining effect, but rather would enhance dispositions and behavior. Subjects were recruited to evaluate a new sugar-free soft drink. Two levels of incentives (reward-no reward), two levels of examination (opportunity-no opportunity), and three levels of outcome (good-neutral-poor) were employed. The results support the prediction that an incentive's effect depends on the examination opportunity. In the examination condition, rewarded subjects attributed their behavior more to external factors than did unrewarded subjects, but gave more negative product evaluations only after tasting it. In the no examination condition, there were no differences in the attributions made by rewarded and unrewarded subjects, and rewarded subjects were more positively disposed toward the product both before and after tasting it. These results are explained as a consequence of two properties of rewards, enhancement through reinforcement and undermining through discounting, and of hypothesis-testing processes.     

Behavioral self-control in classroom settings: A review of the literature

Reviews the research on the use of behavioral self-control procedures with students in classroom settings. Thirteen published articles are reviewed. The three student classroom behaviors of on-task behavior, disruptive behavior, and academic behavior are considered. The use of behavioral self-control procedures appears promising with on-task and academic behaviors and inconclusive with disruptive behavior. The reviewed studies were weak regarding follow-up analyses and controlling for student prior experience with external contigency programs. Further research with behavioral self-control in different settings seems warranted.     

Determining a child's strong and weak areas of functioning on the Stanford-Binet: A simplication of Sattler's SD method

Interpreting areas of strength and weakness on the Stanford-Binet presents problems for many clinicians. Sattler's SD method for determining normal variability provides an objective approach for dealing with this issue, and is thus a valuable tool for Binet interpretation. However, Sattler's procedure is beset by practical problems that limit its usefulness. The aim of this paper was to develop a simplification of Sattler's technique (in the form of a table) to make it easier to use and to apply to the Binet profile of any child tested. An illustration is included to demonstrate the role of the table for generating hypotheses about a child's strong and weak areas of functioning. Cautions are discussed regarding the application of the interpretive procedure.