Peripheral and central components in variants of the Mueller-Lyer illusion

Illusion decrement with prolonged inspection was used as a technique to assess the relative amount of central component in seven variants of the Mueller-Lyer illusion. Results indicate that all of the variant forms share a common, central component, while the peripheral components, such as lateral inhibition, vary as a function of the presence of converging lines in the illusion configurations.     

Vulnerability to depression,mild depression,and degree of self-schema consolidation

The present study investigated the degree of consolidation of self-schema content in mildly depressed individuals, individuals cognitively vulnerable to depression (but currently nondepressed), and nonvulnerable-nondepressed controls. All three groups of subjects were presented with pairs of adjectives involving one depressed and one nondepressed content adjective, and were asked to decide which of the two adjectives described them the best (or least). Following this, subjects rated each adjective on a 9-point degree of self-reference scale. On the basis of these two types of self-referent judgments, a measure of decision inconsistency was computed for each subject. In accord with predictions generated from a self-schema model of depression, similar decision inconsistency scores were found for mildly depressed and vulnerable-nondepressed individuals. In turn, both of these groups revealed greater decision inconsistencies than normal controls (the nonvulnerable-nondepressed group). Using the inconsistency measure as an index of the degree of consolidation of self-schema content, these findings suggest that relatively poor consolidation of depressed and nondepressed self-schema content may relate to both the etiology and maintenance of depression.     

Main and interaction effects of metallic toxins on classroom behavior

This study investigated the relationships of metal levels and metal combinations to children's classroom behavior. Hair-metal concentrations of lead, arsenic, mercury, cadmium, and aluminum were determined in 80 randomly selected elementary-age children, who were also rated by their classroom teacher on the Walker Problem Behavior Identification Checklist (WPBIC). Parents were interviewed to control for confounding variables that may have affected behavioral development. Regression analysis indicated that the set of metals was significantly related to increased scores on four of the five WPBIC subscales and on the total scale, with lead being a major contributor to four of the six dependent measures. Metal combinations were significantly related to increased scores on the WPBIC subscales measuring acting-out, disturbed peer relations, and immaturity, and on the total scale. A continuing reexamination of metal poisoning concentrations is needed because metal levels and metal combinations previously thought harmless may be associated with nonadaptive classroom behavior.     

Helping Teenage Parents: The Independent and Collaborative Roles of Counselor Educators and School Counselors

In recent years, the leadership of the American Counseling Association (ACA) has posed an earnest and urgent challenge to the counseling profession to develop and apply collaborative approaches to solve the complex problems of society. Teenage parenthood is one example of a major societal concern requiring cooperative, professional interventions. The purpose of this article is to recommend independent and collaborative roles for counselor educators and school counselors in addressing the many needs of teenage parents. In addition, this article serves as a model of how the counseling specialties can work together to resolve other critical social issues.     

Construct validity and case validity in assessment

Clinical assessment relies on both construct validity, which focuses on the accuracy of conclusions about a psychological phenomenon drawn from responses to a measure, and case validity, which focuses on the synthesis of the full range of psychological phenomena pertaining to the concern or question at hand. Whereas construct validity is grounded in understanding causal influences of a distinct phenomenon on responses to various measures and life contexts, case validity encompasses the joint influences of multiple phenomena on individuals' responses. Two sets of distinctions essential to understanding psychological phenomena, hence to understanding construct validity, are (a) implicit and explicit versions of personality constructs and (b) ability and personality as versions of constructs measured by performance tests presenting maximal and typical conditions, respectively. Since both implicit and explicit versions of constructs interface with maximal or typical performance conditions, case validity requires systematic inclusion of these distinctions in assessment protocols.     

Axiomatic Extensions of IMT3 Logic

In this paper we characterize, classify and axiomatize all axiomatic extensions of the IMT3 logic. This logic is the axiomatic extension of the involutive monoidal t-norm logic given by ¬φ³ ∨ φ. For our purpose we study the lattice of all subvarieties of the class IMT3, which is the variety of IMTL-algebras given by the equation ¬(x³) ∨ x ≈ ?, and it is the algebraic counterpart of IMT3 logic. Since every subvariety of IMT3 is generated by their totally ordered members, we study the structure of all IMT3-chains in order to determine the lattice of all subvarieties of IMT3. Given a family of IMT3-chains the number of elements of the largest odd finite subalgebra in the family and the number of elements of the largest even finite subalgebra in the family turns out to be a complete classifier of the variety generated. We obtain a canonical set of generators and a finite equational axiomatization for each subvariety and, for each corresponding logic, a finite set of characteristic matrices and a finite set of axioms.