A teaching framework for cross-cultural genetic counseling

The increasing diversity of American society has brought growing recognition of the need to bridge cultures in the delivery of genetic counseling services. New immigrants and members of diverse ethnic groups face multiple barriers to genetic counseling services. The need to train genetic counselors to deal with cultural diversity is especially crucial in the new genetic era, given the rapid expansion of available technology, with the resulting social and ethical ramifications. A framework for teaching cross-cultural issues in genetic counseling training programs is presented that can be implemented in step-wise fashion, consistent with available resources. Cross-cultural issues can be incorporated into existing teaching and training modalities by expanding the orientation from monocultural to multicultural. Relevant clinical experience, exploration of students' preconceptions and biases, reading materials, and lectures by invited speakers can all enhance students' knowledge and sensitivity. It is critically important that training programs furnish students with the basic tools necessary for the ongoing process of learning about cultural diversity.     

Adaptation, teleology, and selection by consequences

This paper presents and defends the view that reinforcement and natural selection are selection processes, that selection processes are neither mechanistic nor teleological, and that mentalistic and vitalistic processes are teleological but not mechanistic. The differences between these types of processes are described and used in discussing the conceptual and methodological significance of “selection type theories” and B. F. Skinner's radical behaviorist view that “operant behavior is the field of intention, purpose, and expectation. It deals with that field precisely as the theory of evolution has dealt with another kind of purpose” (1986, p. 716). The antimentalism of radical behaviorism emerges as a post-Darwinian extension of Francis Bacon's (and Galileo's) influential view that “[the introduction of final causes] rather corrupts than advances the sciences” (Bacon, 1905, p. 302).     

The lost e-mail method: Milgram’s lost-letter technique in the age of the Internet

We examined Milgram’s (1977) lost-letter technique using e-mail. In the first experiment, 79 college faculty received mock lost e-mail messages. Nineteen percent of those who received the messages responded, in all cases by returning the message to the “sender” instead of forwarding it to the “recipient.” In the second study, attitudes toward presidential candidate Ross Perot were examined by sending out two different messages to 200 randomly selected e-mail addresses in the United States. Although there was no differential response rate, examination of content revealed attitudes consistent with concurrent poll data.     

SPREADING OF VISUAL ATTENTION TO MODALLY VERSUS AMODALLY COMPLETED REGIONS

Abstract— Regions of objects that are partially obscured at the current retinal image are often perceptually filled in by the visual system (Kanizsa, 1979). In some cases (modal completion), this causes the filled-in region to appear tinged with the color and brightness of unobscured parts of that object, but m other cases (amodal completion), it does not (Michotte & Burke, 1951). It has recently been argued that modal and amodal completion both arise in preattentive vision, and may operate equivalently at that level (Davis & Driver, 1994, He & Nakayama, 1992, Shipley & Kellman, 1992). In this article, we show that they have different effects on attentive vision, with attention tending to spread to (and from) modally completed regions and their visible inducers, but not to (or from) comparable amodally completed regions and their inducers. This finding is consistent with visual attention operating on surfaces (e g, He & Nakayama, 1995) in a viewer-centered representation of the scene, after the operation of filling-in processes.     

Marriage and Family Counseling

This article provides an overview of marriage and family counseling, including the growth and interest of this specialty within the American Counseling Association (ACA). Areas discussed include the evolution of marriage and family counseling within ACA, standards for training, credentialing, and unique ethical considerations when counseling couples and families.     

Edge-Assignment and Figure–Ground Segmentation in Short-Term Visual Matching

Eight experiments examined the role of edge-assignment in a contour matching task. Subjects judged whether the jagged vertical edge of a probe shape matched the jagged edge that divided two adjoining shapes in an immediately preceding figure–ground display. Segmentation factors biased assignment of this dividing edge toward a figural shape on just one of its sides. Subjects were faster and more accurate at matching when the probe edge had a corresponding assignment. The rapid emergence of this effect provides an on-line analog of the long-term memory advantage for figures over grounds which Rubin (1915/1958) reported. The present on-line advantage was found when figures were defined by relative contrast and size, or by symmetry, and could not be explained solely by the automatic drawing of attention toward the location of the figural region. However, deliberate attention to one region of an otherwise ambiguous figure–ground display did produce the advantage. We propose that one-sided assignment of dividing edges may be obligatory in vision.     

Measuring How We Preach What We Practice: Psychoeducational Change in Depressed Inpatients

This study investigated the relationship between acquisition of psychoeducational principles and symptomatic improvement in depressed in-patients. One hundred and twenty-three inpatients hospitalized on a Cognitive Therapy Unit were administered the Test of Cognitive Behavioral Principles (TCBP) and the Beck Depression Inventory at admission and discharge. It was predicted that the TCBP scores would be higher at discharge than at pre-testing at admission. Further, it was hypothesized that the higher TCBP scores at post-test would be significantly correlated with lower Beck Depression Inventory scores at post-test. The results revealed that inpatients' TCBP scores improved over the course of treatment supporting the first hypothesis. However, the data did not support the second hypothesis as there was not a significant relationship between the TCBP scores and the BDI scores at discharge. The results are discussed in terms of clinical, theoretical, and methodological implications.     

The effects of a response cost treatment tactic on hyperactive children

In a pilot study, a multielement design was used to assess the effectiveness of a response cost procedure on a 7-year-old child's hyperactive behavior and academic performance across days. The procedure was effective in reducing off-task behavior and in increasing academic assignment completion. In Experiment 2, three strategies were compared to a no-treatment baseline in treating an 8-year-old hyperactive child: drug (Ritalin) alone, response cost alone, and drug plus response cost. The cost program alone and the cost program combined with medication were effective in reducing off-task behavior and in increasing academic performance. In both studies, the procedure was viewed by the teachers as practical and effective for use in a classroom setting. The subjects liked the cost system and believed that they completed more academic work when it was operative.