A systemic belief approach to epileptic seizures: A case of being spellbound

A systemic treatment approach, namely systemic belief therapy, has been found to be useful when dealing with families constraining beliefs when experiencing physical health problems. Two interventions which facilitate the altering of constraining beliefs are the externalization of physical symptoms and therapeutic letters. Epileptic seizures are examined in the context of the interaction between families and health care professionals. A case example is presented which highlights the use of this systemic approach to assist a young couple in challenging their beliefs about their ability to control and monitor epileptic seizures.     

Constraints on strategy construction in a speeded discrimination task

In three experiments, subjects reported the identity of a word (above or below) that appeared above or below a fixation point. On some trials, a cue presented 100, 200, 400, 600, 800, or 1,000 msec before the word indicated the relation between position and identity (i.e., whether the dimensions were compatible, e.g., above/above and below/below, or conflicted, e.g., above/below and below/above). On the other trials, the cue was withheld (Experiment 2) or it bore no information about the relation between dimensions (Experiment 1 and 3). In each experiment, the cue reduced reaction time below the level of no-cue or neutral-cue controls, indicating strategic use of the relation between dimensions. Experiments 1 and 2 manipulated the number of potential cues that could occur in a block. A stronger cuing effect was found when one cue could occur (Experiment 2) than when two cues could occur (Experiment 1). Experiment 3 manipulated practice; it revealed that with practice the cuing effect reached asymptote at shorter delays. The asymptote itself did not change. Experiment 4 showed that cue-delay effects were independent of warning interval (warning interval and cue delay confounded in Experiment 1, 2, and 3). The experiments demonstrate construction and utilization of strategies; they show that construction is sensitive to constraints imposed by the subject's goals and abilities and by the structure of the task environment.     

Effects of genetic vestibular defects on behavior related to spatial orientation and emotionality.

A large battery of behavioral tests was administered to normal mice and to mice with varying degrees of otoconial agenesis due to genes affecting vestibular development. Many significant differences were found, but a factor analysis revealed that the variance on the 11 best tests could be accounted for in terms of two underlying variables. Factor I, the more important of the two, was associated with activity, habituation, and spontaneous alternation. Factor II appeared to represent a fear of new stimuli or situations. In both cases factor scores were highly related to the degree of otoconial deficiency. One subgroup of mice with severe otoconial agenesis displayed hyperactivity and a total absence of either habituation or spontaneous alternation. In these animals, brain and body development were stunted, and the reactions to amphetamine and physostigmine were opposite to those seen in normal mice. The results support the idea that the static organs contribute importantly to spatial orientation and suggest that early-onset vestibular defects can result in profound alterations of emotionality.     

Rural High School Students' Perceptions of the Basic Values and Educational Philosophies of Significant Secondary School Role Models

This research investigated rural high school students' perceptions of two major secondary school role models' (teachers and popular peers) solutions to five ontological and axiological problem spheres. The Values Orientation Questionnaire (VOQ), an operationalization of F. Kluckhohn's theory of intra-cultural value variation, was completed each of three times during three months: initially for the self and then according to the way the respondent felt the models would respond. Achievement, an index of successful school encounters, was entered as the between-persons factor in a multivariate-model repeated-measures ANCOVA. Generally, the students believe that teachers and popular peers endorse that set of values that forms the foundation of progressive counseling and educational philosophies and practices and is, to a large extent, our middle-class system. Students perceive teachers as overendorsing (relative to self) those ontological choices that form the valuational basis of authoritarian counseling and educational theories. These seemingly contradictory teachers' attributions are discussed in terms of the teachers' roles and of institutional demands that often force teachers to model behaviors that neither they nor society deems desirable.     

Measuring Feeling of Knowing: Comment on Schraw (1995)

Schraw compares two coefficients for the 2×2 contingency tables resulting from many feeling of knowing (FOK) studies: Hamann's coefficient and Goodman and Kruskal's γ. He favours Hamann's coefficient and gives examples where Hamann's coefficient produces what might be considered the more intuitive result. Further scrutiny reveals that these examples are not as convincing as Schraw makes them out to be. Because Hamann's coefficient depends on the row and column marginals, it does not map onto FOK ability as well as Goodman and Kruskal's γ, which is a direct measure of the diagnostic worth of FOK ratings.