Research is possible: New answers to old objections

School psychologists find research difficult because they believe that direct experimental intervention, large populations, and advanced statistical knowledge are necessary to do it. Methods of utilizing the advantages of natural field settings, and theories and techniques of research which meet the school psychologist's objections are discussed.     

It's the only dream I know

The decade immediately following World War II was a time of rapid growth for clinical psychology. School psychology, slightly behind chronologically, also expanded quickly. The past 30 years have in fact been an era of great excitement in our society and in our schools. Atleast that is the opinion of the author of this article, whose career as a school psychologist is chronicled here, with references to societal mores as well as professional experiences. This is the story of a practitioner, a grass roots participant in the history of school psychology.     

The power of a place: Opening the college classroom to people with serious mental illness

Presented the structure and implementation of a university-based practicum course on social relationships for people with serious mental illness and college undergraduates. Grounded in an ecological view of social settings, cooperative learning models of education and mutual help principles, the practicum was designed to create a collaborative classroom setting where undergraduates and people with serious mental illness could both develop and enhance their own interpersonal skills and social network ties. The practicum demonstrates how a university can use its resources to help address community needs while simultaneously enhancing its mission of teaching and research. The role of social context in creating collaborative relationships among participants and the use of the university as a community resource are discussed.     

A System for Relational Reasoning in Human Prefrontal Cortex

The integration of multiple relations between mental representations is critical for higher level cognition. For both deductive- and inductive-reasoning tasks, patients with prefrontal damage exhibited a selective and catastrophic deficit in the integration of relations, whereas patients with anterior temporal lobe damage, matched for overall IQ but with intact prefrontal cortex, exhibited normal relational integration. In contrast, prefrontal patients performed more accurately than temporal patients on tests of both episodic memory and semantic knowledge. These double dissociations suggest that integration of relations is a specific source of cognitive complexity for which intact prefrontal cortex is essential. The integration of relations may be the fundamental common factor linking the diverse abilities that depend on prefrontal function, such as planning, problem solving, and fluid intelligence.     

Processing order in visual perception

Initial increases in the availability of items for report following tachistoscopic presentation of centrally-fixated rows of seven random letters were directly evaluated by measuring report accuracy following exposure durations of 10, 20, 40, 80 and 160 ms. A partial-report technique was used, and each presentation of a letter row was immediately followed by the presentation of a masking stimulus. Each of 10 subjects received 840 trials which reflected 24 trials for each exposure-duration by position-probed combination. The letters at both ends of a row became available for report prior to the centre letters. In addition, report of the left-most letter was consistently better than report of the right-most letter, and report of the centre item at fixation improved at a more rapid rate with increased exposure duration than report of the other centre letters. This pattern of results provides support for certain components of several different previous proposals concerning the order in which individual items from multi-element displays become available for report.     

Predicting outcome of insanity acquittees released to the community

This research developed a model for forensic release decisions that incorporated actuarial and psychiatric predictors. The model was based on research that compared 127 insanity acquittees in the State of Maryland with a matched control group of 127 convicted felons and a comparison group of 135 mentally disordered prison transfers. The three cohorts were followed for an average of 10 years after release from hospital or prison. Findings on two outcome indicators are reported in this article: rearrests within 5 years after release and overall functioning in the community during 2½ years after release. Discriminant analysis was performed on the outcome variable of rearrest; it was found to accurately predict the outcome of 75% of the subjects with the following six variables: adjustment in hospital, clinical assessment of hospital staff, Global Assessment Scale score at release, functioning prior to instant offense, heroin addiction, and birth order. A second discriminant analysis identified seven variables that accurately predicted the overall functioning of 80.4% of the insanity acquittees.