Binocular summation in the evoked cortical potential

Computer-averaged evoked potentials were recorded from six subjects presented with flashes under conditions of binocular and monocular viewing, with a device fitted over each eye to produce ganzfeld conditions. Tests were run with red light and with blue. Analysis of the evoked potentials indicates a substantially larger amplitude with binocular stimulation.     

The role of visual monitoring in observational learning of action patterns: making the unobservable observable

The present experiment tested the hypothesis that concurrent visual feedback enhances observational learning of a novel action pattern that normally would be unobservable. Subjects repeatedly enacted a modeled action pattern with visual monitoring of their reproductions throughout enactments, during only early or late phases of enactment, or not at all. At periodic intervals the adequacy of their conception of the modeled pattern was also measured. Visual feedback during ongoing performance enhanced accurate reproduction of the modeled pattern; the facilitative effect was most pronounced for reproduction of complex response components. The superiority of subjects who had enacted these difficult response components with visual feedback was maintained even when both the model and feedback were withdrawn. Visual feedback did not facilitate accurate enactment of the modeled pattern before development of an adequate cognitive representation of it. The results support the social learning view that observationally-learned behaviors are cognitively represented and that visual monitoring serves to decrease discrepancies between conception and action.     

Comparison of culturally deprived school achievers and underachievers on memory function and perception.

To compare the memory function and perception of culturally deprived achievers with underachievers, 36 culturally deprived children were assigned to one of two groups according to their achievement level, in relation to their age and IQ. Underachievers were children achieving 6 mo. or more below expected level. Achievers were children achieving within at least 5 mo. of expected level. All subjects were between the ages of 8 and 12 yr. and were in Grades 4, 5, or 6. Four tests were administered, the Block Design and Digit Span subtests of the WISC, Memory-for-Designs, and the Minnesota Percepto-Diagnostic Test. The two groups did not differ on the first three tests, but the achievers performed significantly better on the last test than the underachievers. It was speculated that the differences were related to level of motor execution.     

Creative analogy and language evolution

The English good and intensifier is discussed as an example of a form that is acceptable even though ungrammatical, both synchronically and diachronically. The construction is analyzed as a case of creative analogy: the extension of a grammatically generated form to a new function, one for which it has no direct grammatical justification. From the perspective of a dynamic theory of language acquisition and evolution, it is argued that such forms constitute a new sort of evidence regarding the nature of language universals.Previous versions of this work were presented to the LSA summer meetings in 1974 and in Carroll (1975, 1978).     

Predictive Genetic Testing and Alternatives to Face to Face Results Disclosure: A Retrospective Review of Patients Preference for Alternative Modes of BRCA 1 and 2 Results Disclosure in the Republic of Ireland

The traditional model of providing cancer predictive testing services is changing. Many genetic centres are now offering a choice to patients in how they receive their results instead of the typical face-to-face disclosure. In view of this shift in practice and the increasing demand on the ROI cancer predictive testing service, a 2 year retrospective study on patient preference in how to receive a Breast Cancer (BRCA) predictive result was carried out. Results showed that 71.7 % of respondents would have liked to have the option of obtaining their results by telephone or by letter. However, when asked about their actual experience of BRCA predictive results disclosure 40.6 % did still value the face-to-face contact, while 44.9 % would still have preferred to receive results by either post or telephone. No significant difference was found between males and females (p?>?0.05) and those who tested negative or positive for the BRCA mutation (p?>?0.05) in wanting a choice in how their results were disclosed. While the majority expressed a wish to have a choice in how to receive their results, it is important not to underestimate the value of a face-to-face encounter in these circumstances.     

Mending the Broken Circle: Treatment of Substance Dependence Among Native Americans

Issues surrounding substance dependence of Native Americans are examined through the cultural concept of the Broken Circle. Traditional cultural views of wellness and healing are described using the traditions of Indian Medicine, the value of the Circle, and what it means to live in harmony and balance. Underlying factors in substance dependence of Native Americans are presented along with practical counseling recommendations and implications for treatment through both contemporary and traditional Native healing methods.     

Choosing between two objects reduces 3-year-olds' errors on a reverse-contingency test of executive function

In the present experiment, we used a reversed-contingency paradigm (the windows task: [Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). The windows task as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology, 9, 331-349]) to explore the effect of alterations in the task array on 3-year-old children's strategic reasoning. Children were offered a choice between either a desirable object and an undesirable object, or between a desirable object and an empty location. There was significantly better performance on the two-object version of the task. This difference was evident even on subsequent trials when the second object was removed and the empty location reintroduced. This suggests that presenting children with a choice between two objects helps them to formulate a strategy, rather than to execute a previously determined response.     

Friendship and Romantic Relationship Qualities in Emerging Adulthood: Differential Associations with Identity Development and Achieved Adulthood Criteria

This study examined how emerging adults’ identity development and achievement of adulthood criteria were related to qualities of their friendships and romantic relationships. Participants included 710 emerging adults (ages 18–26). Results indicated that identity achievement was related positively to four romantic relationship qualities, but not to any friendship qualities. Several achieved adulthood criteria were related positively to romantic relationship qualities; however, achieved adulthood criteria were related negatively to friendship qualities. It appears that progress on salient developmental tasks of adulthood carries important implications for emerging adults’ social relationships, but in ways that are more differentiated than commonly assumed.