Variables related to reported learning in brief experiential groups held at professional meetings

Reports of learning from 119 participants of 18 general psychodynamic groups from the 1981 and 1982 annual meetings of the Canadian Group Psychotherapy Association were investigated. Two main learning factors emerged from a factor analysis of participant ratings, learning about oneself in a small group (factor one) and learning how to be an effective leader with professional skills (factor two). Participants reported moderate to considerable learning for both factors even though the stated task of the groups did not emphasize the learning of professional skills. Relationships between several classes of variables (group, leader, demographic) and reported learning were studied. Results that were consistent with several previous investigations were found. The discovery of a participant, sex-difference finding, i.e., greater reported learning by the women, generated a number of questions that may be addressed in future investigations.This article was derived from a paper presented at the Fourth Annual Meeting of the Canadian Group Psychotherapy Association, October 27, 1983, Banff, Canada.     

Do letter features migrate? A note of caution

Summary The feature-integration model of visual information processing (Treisman & Gelade, 1980) predicts perceptual errors based on the incorrect grouping of stimulus features in multi-element displays. Experiment 1 examined the frequency of such errors with a tachistoscopic bar probe task using letters and novel patterns with a production response. A substantial proportion of the errors did involve figures that were not present in the display but contained combinations of features which had been present. Such errors were especially prominent with novel patterns. The results with letters suggested that such responses were due to guessing, not feature migration, and this was confirmed by Experiment 2. In the second study, responses were collected for single character displays but were scored as if they had been responses to the multielement displays in Experiment 1. The results showed the same high proportion of illusory conjunction errors as the previous results and it was concluded that both results were due to guessing. Spatial confusions in the bar probe task with letters appear to involve whole characters, not character features.This research was supported by grant A-9581 from the National Science and Engineering Council of Canada to the senior author. This research was reported as a paper to the annual meeting of the Canadian Psychological Association, Toronto, 1981. Ian Morrison is now a post-doctoral fellow at the Department of Psychology, Carnegie-Mellon University.     

The psychotherapist's duty to act reasonably to prevent suicide: A proposal to allow rational suicide

It is proposed that society should re-examine its assumptions about suicide. Rational suicide is viewed as an extension of the right to die. After a review of the legal liability of the psychotherapist and psychiatric facility for both inpatient and outpatient suicide, the author presents an analysis of philosophical, ethical, and psychoanalytic arguments for allowing rational suicide. It is argued that emotional pain should be given more legitimacy as a reason for suicide. The decision to live or to die is argued to best rest with the individual.     

Perceived variability and symbol use: a common language-cognition interface in children and chimpanzees (Pan troglodytes)

Analysis of two chimpanzees' conversations with their teacher during a tool-use training task demonstrated that chimps use lexigrams, a humanly devised visual symbol system, selectively to encode perceived variability; that is, they generally used their symbols to differentiate alternative possibilities or to represent change or novelty in a situation. In contrast, they tended to leave unsaid what was unchanging, repetitive, or the unique possibility in a situation. Perceived variability influenced not only which symbols were selected but also utterance length: A single dimension of variability in a situation leads to single-lexigram utterances; multiple dimensions are associated with multi-lexigram utterances. This pattern of results indicates that the absence of formal grammatical structure in chimp language does not imply that utterances beyond one word in length are either rote strings or imitations. The chimps' tendency to mention the variable while leaving the constant or redundant unsaid is, moreover, strong support for the position that their use of a humanly devised symbol system is more than a series of conditioned responses.     

Smoking and academic performance

Smokers and nonsmokers were compared on three aspects of academic achievement. Although exactly the same percentage of smokers and nonsmokers passed the first-year university examination, smokers obtained significantly higher marks. Similarly, smokers achieved significantly higher marks in their final year examinations in comparison with nonsmokers. Finally, a comparison of the tutorial essay marks of the smokers and nonsmokers again showed that smokers obtained significantly higher marks than nonsmokers. These data are consistent with the idea that ambitious students adopt smoking in the belief that it will help them study and sustain concentration.     

Word age-of-acquisition and residence time in lexical memory as factors in word naming

Previous reports of age-of-acquisition effects have been theoretically ambiguous since, in any particular individual, word age-of-acquisition is perfectly correlated with the length of time that a word has been known. The study reported in this article attempted to disentangle effects of word age-of-acquisition and length of word residence time in lexical memory. To this end, words varying in recency-of-introduction to British English were presented in a word-naming task to 46 native speakers whose ages ranged from 20 to 58 years. Using subjects’ ratings of the words on age-of-acquisition, it was possible to assess word residence times and to compare the effects on naming speeds of age-of-acquisition and residence times. Regression analyses indicated that age-of-acquisition was a more important factor than residence time in the word-naming task.     

Belief, its inconsistency, and the implications for the teaching faculty

The traditional concept of belief is analyzed and compared with a behavior analytic concept of belief. Beliefs and belief statements are differentiated and relationships between them are examined. The often troublesome inconsistencies in people's beliefs are examined in general and explained, including the phenomena of compartmentalization and repression. Social implications are pursued relative to both punishment for inconsistency in belief and counter-controls thwarting such punishment. The role of teachers in shaping beliefs is analyzed, and appropriate teaching strategies are reviewed.