Developmental changes in attentional skills: the effect of irrelevant variations on encoding and response selection

The present experiments examine how irrelevant variations within a stimulus set interfere with performance in a selective attention task. Second graders, fifth graders, and adults were administered a discrete trial version of a selective attention task in which they were required to search for an object that matched the prime on the targeted dimension. The stimuli in the first experiment were constructed from spatially integrated dimensions whereas the second experiment used spatially separated dimensions. The results indicated that while the spatially separated dimensions were perceived independently by all age groups, developmental differences in perceived structure were evident with the spatially integrated dimensions. Problems associated with response selection were a major source of interference with both types of stimuli, but the severity of the interference varied with the age of the perceiver and the nature of the stimuli. The developmental implications of these findings were considered.     

RELATIONSHIP BETWEEN HOLLAND'S TYPOLOGY AND COGNITIVE STYLES

This paper combines the results of two studies across different cultures which included an investigation into the relationship between field-dependence-independence and vocational orientations within the framework of Holland's theory of career choice and Witkin's theory of psychological differentiation. The samples included 179 Canadian senior high school students and 376 Pakistani college and university students. Both samples were administered Self-Directed Search and Group Embedded Figures Test. The results indicated a significant relationship between cognitive styles and vocational orientations. It was evident from the findings of these two studies that the theories of Holland and Witkin dove-tail nicely with each other.     

Family Therapy in Trouble: Psychoeducation as Solution and as Problem

The authors cite clinical literature attesting to the importance of recognizing the family, rather than the individual, as the proper locus of conceptualizing, diagnosing, and treating mental illnesses. Specifically with regard to severe psychiatric illnesses, in particular schizophrenia, family dysfunction contributes to the emergence of the illness, significantly affects its course, and strongly influences the achievement and maintenance of treatment gains. Currently, a movement is afoot to limit sharply the amount and kind of treatment offered to schizophrenic patients and their families. Rooted in a “medical model” or “biogenic” view of the etiology of schizophrenia, this school of thought prescribes psychoeducation as the family treatment of choice. The present article looks at some misconceptions regarding treatment that prompted a widespread turning away from psychoanalytically oriented family psychotherapy for schizophrenic patients and their families, examines the reductionism (biological and behavioral) inhering in the exclusive use of psychoeducation, and looks at the clinical dangers of such reductionism. Finally, it proposes that family psycho-therapists should not abandon a concern with the inner lives of severely ill patients and their families in the face of spuriously generalized claims made by reductionist researchers.