Relationship between first-grade marks and the high school dropout problem

Academic records were obtained for students from two towns in southwestern Ontario who attended their town's major public elementary school from first through eighth grade and then completed their secondary education in each town's only public high school between 1982 and 1986. The evidence showed that students who experienced the most difficulty in mastering the two main areas of the first-grade curriculum (reading and arithmetic) had a much higher probability of leaving high school without graduating and of experiencing serious academic problems while in high school than students who received B to A + marks in first grade.     

A Participant-Observer's Perspective on Psychotherapy Integration

Jacobson has raised a number of issues about the usefulness of psychotherapy integration. Some of his concerns stem from his doubt that people are capable of change, and some that appear to be the result of a misinterpretation of what constitutes psychotherapy integration. This article attempts to clarify some of these misunderstandings, which seem to be the result of equating psychotherapy integration with the integration of theories. Comments are also made about the research underpinings related to work in this area.     

Traits,states, situations,and uncertainty

The shift of paradigm from psychodynamic therapy to behavior modification has changed the views of assessment and challenged traditional broad trait concepts. Behavioral assessment has used narrow, situation-specific trait tests, state self-report tests given in situations, and behavioral observations and performance ratings. Comparison of these types of measures are reported from a study of fear reactions in three situations. Narrow trait measures are generally more predictive of behavior than broad trait measures. State measures are even more predictive when given just before the performance. But only a sampling of such state measures can be used to define a trait because of the lower reliability of states. It is argued that behavior in situations is only predictable when an adequate number of behavioral samples is used.     

Transfer in discrimination learning: Do children mediate more than adults?

A series of four-dimensional, discrimination-learning problems were presented to second-, sixth-, eighth-, and twelfth-grade students (ages 7, 11, 13, and 17 years, respectively). One pretraining problem, using different dimensions, preceded the four experimental problems; these employed identical dimensions and stimulus values. Solutions were selected without dimensional replacement.Blank-trial probes enabled detection of initial predictions. Results clearly indicated that (1) older subjects made dramatically fewer intradimensional predictions (utilizing the solution dimension from the preceding problem) than did younger subjects, (2) all age groups demonstrated systematic changes over problems; these reflected the specific solution sequence experienced, and (3) there were consistent developmental differences in the speed with which subjects noted and utilized regularities across problems.The pattern of data is not congruent with the expectations of mediation theory. However, it is in accord with the transfer hypothesis, which is a recent extension of hypothesis theory. The transfer hypothesis provides a theoretical framework which suggests when we should observe “mediational” behavior (i.e., intradimensional transfer) and when to expect the inverse.     

The parish clergy as a mental health resource

Summary This paper presents observations on the assets and liabilities of the parish clergy as a mental health resource within the community. These observations are drawn from a ten-year program of continuing education for cleargy in mental health, which focuses on daily pastoral experience. The parish setting is similar in many respects to the service area of a community mental health center. The clergy's assets often include availability, experience, tradition, and the special significance of the religious leader. Inadequate training in mental health skills and the complex demands of parish life are among the problems confronting the clergy in this area. On the whole, the pastoral role offers a unique and highly useful opportunity for positive psychological intervention.The work described in this paper has been supported in part by National Institute of Mental Health grant no. MH-11929-01 and by grants from the Cleveland Foundation and the Grant Foundation, Inc., and the Cuyahoga County Board of Mental Health and Mental Retardation.     

On the role of theoretical inquiry in psychology: A double-edged sword

Wachtel's article is as relevant today as it was over a quarter century ago, especially as public support for higher education has declined, and increased pressure to obtain external research funding is needed in order to support universities. Although Wachtel's observation that research and grant funding are more likely to be reinforced then theoretical inquiry, there is a serious question regarding whether theory can be effective in advancing the field of psychology and psychotherapy. Some of problems that typically have been associated with theory in our field are discussed, and the argument is made that theoretical inquiry be directed to the formulation of less abstract and more focal principles of human behavior and the therapy change process.     

Spatial constraints on learning in visual search: modeling contextual cuing

Predictive visual context facilitates visual search, a benefit termed contextual cuing (M. M. Chun & Y. Jiang, 1998). In the original task, search arrays were repeated across blocks such that the spatial configuration (context) of all of the distractors in a display predicted an embedded target location. The authors modeled existing results using a connectionist architecture and then designed new behavioral experiments to test the model's assumptions. The modeling and behavioral results indicate that learning may be restricted to the local context even when the entire configuration is predictive of target location. Local learning constrains how much guidance is produced by contextual cuing. The modeling and new data also demonstrate that local learning requires that the local context maintain its location in the overall global context.     

The shaping of personality: genes, environments, and chance encounters

I started my career as a clinical psychologist with an interest in personality assessment. But a loss of faith in psychoanalytic theory, projective tests, and clinical case studies in general led to a shift in my interests to personality research. Subsequent jobs at research institutes and universities allowed me to indulge in science. I developed the trait-state concept and its application in tests for affect measurement. For 10 years I did experimental research in the field of sensory deprivation. The sensation seeking idea and tests evolved from this work but soon expanded to many other areas. Research in the biological basis of sensation seeking started with genetic and psychophysiological research, but research conducted in other laboratories also pointed to a psychopharmacological basis for the trait. Over the last several decades, I have formulated a psychobiological model for personality. I have used factor analysis and the biosocial model to develop an "alternative-five" factorial trait structure for personality.     

Family secrecy: a comparative study of juvenile sex offenders and youth with conduct disorders

The reported research was designed to compare adjudicated male juvenile sexual offenders and youth with conduct disorders on five aspects of family secrecy and deception. Twenty-nine male juvenile sex offenders and 32 comparison youth from three child welfare agencies in New York State participated in the study. Research assistants, blind to the hypotheses of the study and status of the youth, coded agency records for five variables identified a priori as a basis of comparison. Analyses revealed that the two groups were different on three of the five and on the total number of items scored. Families of juvenile sex offenders told more lies, had more family myths, and were more likely to be involved in taboo behavior. Logistic regression revealed that this factor of family deception significantly increased the odds of sexual offending over and above other measures of family pathology. These data support the hypotheses of the study and have implications for both clinical practice and future research in this area.