Separation Versus Connection,The Gender Controversy: Implications for Counseling Women

Traditional developmental theories hold that separation is the primary goal of human emotional development. Numerous current theorists question this notion. They propose that a girl's development of self is dependent on mutually empathic relationships with primary caretakers. This revision of developmental theory has implications for counseling. The counseling relationship with a woman should provide validation for her relational skill and opportunity to practice relational competence within the counseling relationship. Boys and men may also have the need to develop relational competence to secure a strong sense of self. If so, a relational model of counseling would apply to them as well.     

Evaluating Müller-Lyer effects using single fin-set configurations

Four experiments were conducted to study the bias of perceived length for Müller-Lyer configurations that contained a single set of fins (i.e., two segments that join to form a vertex). The experiments manipulated several factors that have been shown to be critical to the effect: (1) version (which way the apex pointed), (2) length of the stimulus span, (3) presence or absence of a line segment in the span being judged, (4) fin length, (5) fin angle, and (6) the zone in which the response was rendered. Using percent error as the index of perceptual distortion, the major finding was that the two versions show an opposite slope for strength of effect as a function of span. When stimulus spans were plotted against response means (not converting to percent error), an almost perfect linear relation was found. These results indicate that the perceptual effects can be modeled as a linear system having two parameters through which the treatments exert their influence. The results are discussed in relation to major theories of mechanism for the Müller-Lyer illusion.     

DIVINE ACTION: IS IT CREDIBLE?

Abstract. The concept of God's acting in the world has been seen to be problematic in light of the claims of scientific knowledge that the regularity of a law like universe rules out divine action. There are resources in both scientific knowledge and religion that can render meaningful and credible divine action. The new physics, chaos theory, cognitive psychology, and the concept of top-down causation are used to understand how God acts in the world. God's action is not an intervention, but is understood on the model of how the mind influences the brain in a downward causative manner. Suggestions for imagining God's actions are discussed.     

The effects of special education labels on teachers' behavioral observations,checklist scores,and grading of academic work

This study addressed the question: Do special education labels bias teachers' evaluations of children? Thirty primary level teachers were given different labels for the same child: learning disabled, educable mentally retarded, emotionally disturbed, normal, or no label. Teachers made behavioral observations from the same video-tape, completed a checklist, and graded the same academic work purportedly completed by the target child. Teachers' behavioral observations and grading of the academic work were not influenced by the special education labels, but the checklist scores were. Implications for the philosophical debate about the effects of labeling and for methods of classroom data collection by teachers are discussed.     

Sensory features and the reduction of imaginal interference

Interference generated among the sensory features of PA stimulus words is not eliminated by processing at the imaginal level. This experiment was planned to test the reverse possibility. Will interference generated by similar imaginal referents be eliminated by sensory overlap between the stimuli and their responses? Thus, stimulus words did or did not evoke similar images, pairs did or did not share initial letters, and lists were acquired either under an instructional set t o form interacting images or to repeat the items aloud. The results indicated that the imagery strategy was superior to the repetition strategy in all conditions, and that stimulus interference was statistically eliminated when pairs shared the same initial letters. The findings were interpreted as consistent with a levels of processing conceptualization.     

Effects of positive and negative feedback on behavior control in hyperactive and normal boys

The hypothesis that hyperactive boys have relatively less response to negative feedback than to positive feedback was studied. Sixteen hyperactive boys and 16 controls were compared on two tasks under different feedback conditions. Feedback conditions were no feedback, positive feedback, and negative feedback. Tasks were symbol encoding and correcting spelling words. Hyperactives and controls were compared in amount of time on-task and amount of work correctly completed. Hyperactives were on-task significantly more under conditions of negative feedback than under positive feedback, but negative feedback significantly increased errors on the spelling correction task. Controls were equally responsive to positive, negative, or no feedback. Hyperactives accomplished significantly less than controls on the coding task, but performed as well as controls on the spelling correction task, which was administered to each boy at his own level of spelling ability. The results imply that while consistent negative feedback can reduce off-task behavior for hyperactives, it can also decrease the accuracy of the work they are doing.This research was supported in part by U.S. Public Health Service Training Grant (in Biological Science) No. MH07081. This article is based on a dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the Ph. D. degree. The assistance of Dr. John A. Stern in helping with the preparation of the dissertation is gratefully acknowledged. The generous assistance of Dr. Cynthia Janes in helping prepare this paper is appreciated. The dissertation is available from University Micro-films (Order No. 74-13, 799). The assistance of Ms. B. Talent and Ms. S. Weiner in making reliability checks is gratefully acknowledged.     

The effects of natural category size on memory for episodic encodings

Previous findings indicate that natural category size affects cued recall but not recognition performance. Words that define or belong to larger categories are not as likely to be recalled in the presence of an extralist cue. However, category size has no effect on recognition in the presence of the target as the cue. Theoretically, this difference could be due to inherent differences between these tasks, to the use of different types of test cues, or to differences in the nature of the required responses (naming compared with “yes/no”decisions). Three experiments indicated that none of these factors is a sole determinant. Natural category size effects were found in cued-recall and recognition tasks, with extralist and target cues and regardless of the required response. The critical factor is whether the testing conditions require or encourage subjects to search the category defined by the cue. With the initiation of such a search, information represented in semantic memory is likely to influence memory for episodic information.     

The University of South Florida homograph norms

Norms were collected to determine the relative dominance of different meanings of homo-graphic words. Forty-six subjects wrote down the first word that came to mind for each of 320 homographs. Each homograph, the number of times each meaning was given, and the specific associates are made available. In addition, correlations with other norms are presented.