Problems involved in toilet-training profoundly mentally handicapped adults

Toileting difficulties constitute a severe problem in institutions for the mentally handicapped. The present study, in a British institution, is a cross-validation of the approach to toilet training outlined by Azrin et al. in the U.S.A. Although Azrin's approach was basically successful, a number of differences were found in running the programme. These differences, together with practical difficulties encountered, are discussed.     

Word knowledge and production of original verbal responses in deaf children.

Verbal originality scores were obtained from Onomatopoeia and Images, Form 1B, given t0 182 deaf Ss aged 10 to 19 yr. Ss who had been taught the onomatopoetic words scored higher than Ss who had not been taught the words. There was a main effect for age, with older Ss having significantly higher means than younger Ss. No significant interactions occurred.     

Pairwise nonmetric multidimensional scaling

A method of nonmetric multidimensional scaling is described which minimizes pairwise departures from monotonicity. The procedure is relatively simple, both conceptually and computationally. Experience to date suggests that it produces solutions comparable to those of other methods.     

Higher order encoding: Process or state?

While prior data has seemed to suggest that learning occurs as a result of encoding information into higher order memory units, rather than the formation of interitem associations, the process whereby the encoding occurs has been left relatively unspecified. Two encoding models were outlined which differed to the extent that one assumed that encoding occurred as an active process after the specific items of information were registered in memory, while the other assumed that information is initially registered in memory in the encoded state. The results from two studies seem to offer the most support for the second of these two models.     

Graded changes in evoked response (P300) amplitude as a function of cognitive activity

Using a stepwise discriminant analysis, we demonstrate that the amplitude of P300 is a graded function of the complexity of information processing required of a S following a stimulus. This relationship between cognitive complexity and P300 is apparent only when the S is not pressed to generate fast and accurate discriminant responses to the stimuli. Under a reaction-time regime, a large P300 is elicited independently of stimulus predictability or cognitive complexity. It seems that P300 is a measure of the amount of activity of a general-purpose cortical processor.     

Adolescent pregnancy: intervention into the poverty cycle

Adolescent pregnancy, irrespective of the marital status of the mother, seems to be a determining factor in the incidence of female headed households, divorce, excessive fertility, and poverty. In addition, the pregnant teenager is, obstetrically, a high risk patient, and her offspring, due to poor prenatal care and inadequate nutrition on the part of the mother, is likely to suffer in terms of physical and mental development. This in turn will lead to further poverty, which will continue the cycle. One way to interrupt the cycle may be by delaying the first birth to young adolescent girls. There are 3 stages at which prevention can take place: preventing intercourse, preventing conception, and terminating pregnancy. For the teenager, preventing conception seems the most feasible. Effforts to design family planning programs especially for teenager should be expanded. By this, 2 generation can benefit: the teenager herself and her potential offspring.     

Attribute identification in children as a function of stimulus dimensionality

Thirty-two four-year-old and 32 six-year-old children were presented a conjunctive concept that involved either two values from within a single dimension (unidimensional condition) or two values from different dimensions (bidimensional condition). As predicted, the results showed that the uni- vs bidimensional factor had no effect upon the performance of the younger children, while the older children solved more rapidly in the unidimensional than in the bidimensional condition. The results were interpreted to suggest that the younger children's responding is not under dimensional control and that a major source of difficulty for older children solving the conjunctive concept is the necessity of responding to two dimensions, not to two values.