Determination of health-care workers' attitudes toward people with AIDS

One hundred and thirty-four health professionals read one of 12 fictional case histories in which the patient was diagnosed as being either HIV- or Hepatitis B-positive. For each diagnosis infection was attributed to sexual contact, IV drug use, or a transfusion of contaminated blood. Within each diagnostic category, and for each source of infection, the patient was identified as either heterosexual or homosexual. Although homophobia has been suggested as a major contributor to negative attitudes toward people with AIDS, the present results remained significant even after homophobia, as measured by Hudson and Ricketts (1980), had been controlled for statistically. Regardless of disease, patients infected through IV drug use or sexual contact were seen as equally culpable and more responsible for their condition than those infected by transfusion. HIV, but not Hepatitis B, patients infected by sex or IV drug use were perceived as having less moral integrity than those infected by transfusion. Source of infection also influenced respondents' desire for close personal interaction. Negativity toward particular patient groups based merely on information about patient lifestyles was clearly demonstrated and it is suggested that negative attitudes toward people with AIDS may be a reflection of negative attitudes toward sexuality generally, rather than homosexuality.     

Persons and organisms

The philosophical quest for unity leads to the desire for a clear and adequate conception of human reality as a “mind-body unity.” This quest for unity has led both to conceptions of considerable heuristic value and to overly reductionistic approaches that impoverish our full relation to reality. Three basic themes are developed in this essay:

1. That on an ontological level dualistic and monistic approaches to mind-body remain equally plausible.
2. That on a practical level, epistemological considerations require us to retain a dualistic approach suggested by the terms “person” and “organism.”
3. That psychotherapy (whether religious or secular) must ground itself in the notion of “person.”

Differences between the concepts of “person” and “organism” are delineated on six specific points. Finally, it is suggested that a holistic approach to health requires both constructs.     

Performance on variable-interval schedules arranged singly and concurrently

Extensive parametric data were obtained from pigeons responding on variable-interval schedules arranged on three, two, and one response keys. Number of responses on the keys, the time spent responding on the keys, and the number of reinforcements obtained on the keys were measured. Response rates on each key were an increasing function of the reinforcement rate on that key, and an inverse function of the reinforcement rate on the other keys. In terms of preference, both response and time-allocation ratios undermatched ratios of obtained reinforcements, and the degree of undermatching was consistent both within, and between, two- and three-schedule data. When absolute response-rate data were analyzed according to Herrnstein's (1970) quantitative account, obtained values of assumed constants were not consistent either within or between conditions. However, a power-function modification of Herrnstein's account fitted the data well and provided similar exponent values to those obtained for the undermatching of preference ratios.     

An interpersonal relations and group process approach to affective education for young children

Early childhood education programs need to emphasize affective growth and effective interpersonal skills for young children. Teachers have a significant influence on children's affective disposition toward themselves and school. They must be provided with skills to develop children's emotional growth and their interpersonal relations skills. This article attempts to stimulate school psychologists to determine whether their teachers have the competencies necessary to produce positive pupil growth and to train those teachers who lack these skills. A brief review of research on selected aspects of teacher behavior is presented. Specific teacher behaviors related to desired affective growth in young children are discussed. The final section presents in-service training program components; a system for observation, analysis of teacher behavior, and feedback; and the steps in providing an in-service program.     

Tactile-kinaesthetic perception of straightness in blind and sighted humans

A comparison is made between the tactile-kinaesthetic perception of straightness in twenty blind and twenty sighted subjects. Both types of subject are found to perceive a “plus curved” edge as straight, but this curve is significantly less for the blind than for the sighted, i.e. the blind subjects' judgments correspond more closely to the objective straight. Furthermore, the blind, both as individuals and as a group, are significantly finer in their judgments and more consistent. These results are thought to be explained in terms of the more highly developed organisation of the blind's tactile-kinaesthetic perception.     

Cognitive effects of life stress and learned helplessness

Abstract Stressful life events and learned helplessness attributional styles have been shown to impact a variety of personal outcomes. This study examined how these factors influence two classes of cognitive behaviors: the occurrence of intrusive thoughts and performance in memory and verbal-spatial reasoning tasks. Negative life change and attributions for negative events predicted different types of cognitive responses. Individuals reporting higher levels of life stress were more likely to experience distracting thoughts that were unrelated to the current task, whereas individuals with learned helplessness attributional styles tended to have more worrisome thoughts about their task performance. In general, individuals reporting high levels of negative life stress tended to perform more poorly in tasks, whereas individuals with learned helplessness attributional styles tended to perform better than those who did not share this explanatory style. These results suggest that life stress and attributional style have important influecnes on cognitive processes, and that a learned helplessness attributional style can have beneficial effects on behavior in some situations.