Infantile handling and the facilitation of discrimination and reversal learning

One group of rats was removed from their home cage and received daily handling from Days 3-21, while the control group of litter mates remained in the cage and did not receive any treatment. On Day 22 all rats were weaned and they were housed in individual cages until they were 60 days old. After two pretraining days, subjects were given daily blocks of one free and three forced trials in the T-maze and were rewarded with food after making the correct response. Following 20 days of training and testing on black-white discrimination, subjects were given 10 days of reversal training with four daily trials. Results indicate that the handled animals showed faster running and a greater number of correct choices than the control rats during both the acquisition and reversal learning phases of the experiment.     

A window for the study of prenatal sex hormone influences on postnatal development

In humans, the influence of prenatal sex hormones on the fetal brain and subsequent postnatal development has had limited study because of the apparent inaccessibility of hormone levels in normal fetuses. We propose that amniotic fluid obtained via midtrimester amniocentesis can be assayed for fetal hormone levels during the period thought to be important for sexual differentiation of the brain. Amniotic fluid samples from midgestation (N = 70) were assayed for levels of testosterone and follicle-stimulating hormone, and significant sex differences were observed (ps less than .001), with some degree of overlap between the sexes. The possibility of applying hormone levels obtained from amniotic fluid to the study of postnatal development is discussed.     

Manual discrimination and identification of length by the finger-span method

Experiments were conducted on length resolution for objects held between the thumb and fore-finger. The just noticeable difference in length measured in discrimination experiments is roughly 1 mm for reference lengths of 10 to 20 mm. It increases monotonically with reference length but violates Weber's law. Also, it decreases when the subject is permitted to maintain a constant finger span between trials; however, it tends to increase when the nondominant hand is used. As would be expected from studies of other stimulus dimensions in other sense modalities, resolution is considerably poorer in identification experiments than in discrimination experiments. For stimulus sets that cover a broad range (90 mm), the total information transfer is roughly 2 bits; for those that cover a relatively small range (18 mm), it is roughly 1 bit. The data are analyzed and interpreted using analysis techniques and models that have been used previously in studies of audition (e.g., Durlach & Braida, 1969).     

Issues in cognitive-behavioral interventions in academic skill areas 1

In this paper, conceptual and methodological issues within three phases of CBM interventions in academic skills are analyzed: Acquisition, evaluation, and generalization. The goal of such analysis is threefold: To enhance understanding of observed problems, clarify specific conceptual issues, and highlight areas that need more conceptual clarification and more research.     

The rubber hand illusion in a mirror

In the rubber hand illusion (RHI) one’s hand is hidden, and a fake hand is visible. We explored the situation in which visual information was available indirectly in a mirror. In the mirror condition, compared to the standard condition (fake hand visible directly), we found no reduction of the RHI following synchronised stimulation, as measured by crossmanual pointing and by a questionnaire. We replicated the finding with a smaller mirror that prevented visibility of the face. The RHI was eliminated when a wooden block replaced the fake hand, or when the hand belonged to another person or mannequin. We conclude that awareness of the reflection is the critical variable, despite the distant visual localisation of the hand in a mirror and the third-person perspective. Stimuli seen in a mirror activate the same response as stimuli seen in peripersonal space, through knowledge that they are near one’s body.     

Writing and Praying Collects as an Intervention in Narrative Therapy

The integration of spiritual practices in therapy is a valuable tool for supporting and reinforcing change. This paper explores the use of a written form of prayer called a collect as an intervention in narrative therapy. A collect is a form of prayer with a structure that can be easily co-constructed by clients and therapists. This spiritual intervention serves as a therapeutic document to help reinforce the externalization of a client’s problem or help thicken alternative narratives. Relevant aspects of narrative therapy and written prayer are summarized. A guide for implementation, examples of collects, and a worksheet for helping clients write collects is provided.