Evocation and characterization of percepts of apparent motion on the face

The percepts evoked by sequential stimulation of sites in close spatial proximity (<2.5 cm) on the face were studied. Both method-of-limits and magnitude-estimation procedures were used to identify and characterize alterations in the percepts produced by systematic changes in the temporal and spatial parameters of the sequence. Each site was stimulated by a vertically oriented row of miniature vibrating probes. Apparent motion was consistently perceived when the delay between the onsets of sequentially activated rows (interstimulus onset interval, or ISOI) fell within a relatively narrow range of values, the lower limit of which approximated 5 msec. Both the upper limit and the perceived smoothness and continuity of the motion percepts (goodness of motion) increased with the duration for which each row stimulated the skin over the range evaluated, 15–185 msec. For the successive activation of only two rows, goodness of motion was not influenced by changes in their separation from 0.4 to 2.5 cm. The ISOI values at which magnitude estimates of goodness of motion were highest increased with the duration for which each row stimulated the skin. As such, maximum goodness of motion decreased with increases in the apparent velocity of motion. When the number of sequentially activated rows was increased from two to four or more, the quality of the motion percepts improved. For the successive activation of multiple closely spaced rows, values of ISOI at which numerical estimates of goodness of motion were highest approximated integral fractions of the duration for which each row stimulated the skin. In this situation, the probes rose and fell in a regular, step-locked rhythm to simulate an edge-like or rectangular object moving across the skin. The goodness of motion so attained was relatively independent of the apparent velocity of motion.     

‘So you did what you wanted then’: Discourse analysis,personal agency,and psychotherapy

This paper explores issues concerning personal agency in discursive psychology and discourse analysis, with a particular emphasis on agency in terms of motivational accounts of the person. Issues are discussed in relation to the efficacy, acceptability, and accessibility of discourse analytic research for the practising psychotherapist. We suggest that such an approach may raise problems in four areas. First, we argue that without explicit theorization of the subject as language user, discourse analysis may be vulnerable to the charge of determinism. Second, theorization of the subject as language user may be required to account successfully for individual consistency and continuity of identity. Third, although claiming to critique commonsense notions of subjectivity, implicit dualist assumptions facilitate a reading of discursive psychology that is compatible with a motivational model of the person. Finally, we argue that discursive psychology itself implies a particular model of the strategically motivated language user. We conclude that, although these issues require clarification, discursive psychology and discourse analysis have much to offer psychotherapy research.     

A model for teaching research ethics

A model is described for implementing a program in research ethics education in the face of federal and institutional mandates and current resource, disciplinary, and infrastructure limitations. Also discussed are the historical background, content and evaluation process of the workshop at the heart of the program, which reaches a diverse group of over 250 students per year—from first-year graduate students in basic research labs to clinical fellows. The workshop addresses central issues in both everyday laboratory ethics and in larger societal questions. Goals include improving overall awareness of ethics guidelines and philosophy and enhancing skills in identifying and then analyzing the ethical components of situations. Pedagogies used and their effectiveness and that of the overall workshop and extended program are addressed. Programs like these have initiated a shift in the culture of basic research, which is a critical need given the current atmosphere.     

Modeling,tuition, and sanction effects on self-control at different ages

The effects of age, modeling, tuition, and sanctions on self-control of motor behavior were examined. Children 6, 7, 9, and 11 years of age individually participated. A male model either: (a) instructed and performed “Simon Says” in the traditional manner, (b) introduced the sanction “Don't” on the inhibition trials, (c) performed an action that differed from the instruction, or (d) gave instructions only. Activation latency and inhibition error were influenced most greatly by the actions of the model and the introduction of a negative sanction, whereas tuition was less effective. Age differences were present for inhibition errors as well as activation latency and error. The discussion focused on the differential effects of modeling and tuition on deviant responding.     

The effect of affirmative action on attributions about minority group members

In the first study subjects were given information about an applicant to graduate school and asked to rate his qualifications. The information experimentally varied (a) whether the school had an affirmative action policy, (b) the ethnicity of the applicant, and (c) whether the applicant was accepted or rejected. Based on Kelley's discussion of the discounting and augmentation principles, it was predicted that the minority applicant would be rated as less qualified when the university was committed to an affirmative action program. The reverse pattern was predicted for the non-minority applicant. The results supported the first prediction but not the second. Experiment 2 was designed to eliminate alternative interpretations of the data and the same results were found. Possible interpretations for the failure of affirmative action in affecting the ratings of nonminority applicants are discussed.     

Aggressive behavior in normal and deviant members of intact versus mother-only families

Single-parent families have been identified as using more coercion and aggression to elicit compliance than intact families. The present study compared 9 mother-only and 15 intact families from a referred clinical sample to 9 mother-only and 16 intact nonreferred normal families using a family behavioral observation code. Clinical families emitted higher rates of aggressive behavior than normals, and mother-only emitted higher rates than intact. However, mother-only normals had lower rates than intact clinical families. The intact versus mother-only factor appears to be less important in understanding aggression than do the specific interactional patterns of family members.Support for this research was provided in part by NIMH grant 1 RO3 MN31509 CD, through the Center for the Study of Crime and Delinquency, and by support from the Indiana State University Faculty Research Committee. This is part of a 10-year project conducted by the Oregon Social Learning Center examining aggressive child families, and primary data collection was performed through the Oregon Social Learning Center. Appreciation is expressed to Betty Brummet, Gayle Home, and Patricia Reinker for assistance in data collection, to Brian Bauske and Barry Van Dyck for assistance in computer analyses, and to the staff of the Oregon Social Learning Center for constructive assistance.     

Utility of teacher behavior ratings for identifying special needs students

The purpose of this study was to explore the efficacy of a teacher behavior rating instrument for identifying special needs students. Using a modified form of theDevereux Elementary School Behavior Rating (DESB)Scale 35 kindergarten through grade 6 regular classroom teachers completed ratings on all of their 876 students. Subsequently, extensive aptitude, academic, social, and behavioral assessment was conducted and those students were identified who were in need of supportive educational programming to function adequately within the regular class setting. Analysis of the teacher behavior ratings indicated a highly significant difference between those students identified for special supportive services and their regular classroom peers on 9 of 11 behavioral factors. The findings lend clear support for the use of classroom teachers' behavior ratings in the identification process.     

Psychological effects of a suicide prevention unit on adolescents' levels of stress,anxiety and hopelessness: Implications for counselling psychologists

This study examined the effects of a senior high school suicide prevention unit on students' levels of stress, anxiety, and hopelessness. An experimental group that received instruction in suicide prevention, and that demonstrated special needs, i.e. low social support, high stress, high anxiety, and/or high degrees of hopelessness, was compared with an experimental group that did not demonstrate special needs, and with two control groups that received no instruction, one with, and one without, special needs. Results indicated that both the experimental group with special needs and the experimental group without special needs showed significant increases in factual knowledge; the experimental group with special needs showed significant change on psychological variables, while the control group with special needs did not. No significant differential changes were noted between the experimental group with special needs and the control group with special needs. Implications for counselling psychologists are considered.     

Auditory pattern perception: The effect of tone location on the discrimination of tonal sequences

This study examined the effect of tonal location on the discrimination of sequences differing in the order of the tones and on their perceived grouping. The frequency range between the sequential tones was held constant. When all tones came from the same location, the sequence was rated as integrated, but when the higher frequency tones came from a different location than the lower frequency tones, the sequence was rated as segregated. Listeners discriminated the sequences in a 3EFC task. Discrimination performance was impaired when the sequence was split between two locations and tonal order was changed in only one location, even though the order of tones in different locations was changed. This result suggests that listeners have difficulty relating tones across locations or in different perceptual groups. Performance in this experiment is generally better than that observed by Barsz (1988), and it is suggested that the level of stimulus uncertainty explains this difference.