Rape — Relationships and Recovery

Rape—Relationships and Recovery is a group counseling model designed to intercede when crisis-oriented rape counseling ends. Major aspects of the model include (a) giving factual information and dispelling common myths surrounding rape; (b) recognizing and working through the grief process following rape; and (c) aiding the expression of the intrapersonal and interpersonal feelings that result from rape.     

Handedness and stuttering: A dead horse?

A handedness questionnaire was administered to 446 stutterers and a control group. No significant male/female or stutterer/control effects were found, although both males and stutterers tended to be less right handed. The slight sex effect in handedness is consistent with previously reported studies and with cerebral structural and functional asymmetries.     

Hemispheric differences in processing visual patterns

The dichotomies verbal/visuospatial, serial/parallel and analytic/holistic are reviewed with respect to differences in hemispheric processing. A number of experimental parameters may be varied in such tasks, and together with certain frequently-occurring weaknesses of experimental design may account for the often discrepant results hitherto reported. The above factors are systematically reviewed, and three further experiments are reported which attempt to fill in the missing designs. Further evidence is given in support of the hypothesis that right-hemisphere superiority is most apparent in processes leading to identity matching. It is quantitative rather than qualitative, and may depend upon operations on the entire gestalt, such as holistic matching, mental rotation, reflection, distortion, etc., rather than, e.g., simultaneous (parallel) processing of discretely analysed or isolated features or elements. On the other hand left-hemisphere involvement in visuospatial processing is thought to reflect analysis of the configuration into its separable components; such processing may be either serial or parallel, and may frequently lead to a judgement different.     

Multiple regression analysis of twin and sibling data

DeFries and Fulker (1985) employed a multiple regression analysis of twin data in which a cotwin's score is predicted from the proband's score, the coefficient of relationship (R = 1.0 for monozygotic twins and 0.5 for dizygotic twins), and their interaction to yield direct estimates of heritability (h²) and the proportion of variance due to common or shared environmental influences (c²). The purpose of the report is to extend this model to allow for the analysis of data from more than two familial relationships simultaneously. Data from identical twins, fraternal twins, and siblings pairs, in which one member of each pair was selected based on low reading performance, were analyzed. To analyze the data simultaneously, additional coefficients were added to the regression equation in order to differentiate shared environmental influences of twins and siblings. When the model was applied to the combined cognitive data, significant estimates for heritability were obtained in three of the six tests analyzed. The results also indicated a lack of justification for the separate twin and sibling environmental parameters, and a discussion of more parsimonious models is included.     

Rules versus cognitive structure as bases for children's performances on probability problems

The present study compared two hypotheses about children's solutions to Piaget and Inhelder's (1975) two-set alternative choice probability problems. The first was that children follow rules that specify a temporally ordered sequence of tests and decisions (Siegler, 1981). One prediction of rules is that children who know strategies that combine variables within sets (e.g., ratio or subtraction strategies) will only use them on problems that require such strategies (conflict problems), whereas lower level (nonconflict) problems will be solved by directly comparing the values of variables between sets. The second hypothesis was that once children develop knowledge of within-set solutions to probability problems, they apply them to both conflict and nonconflict problems. The results supported the latter hypothesis. The majority of children who solved conflict problems using within-set strategies explained at least one nonconflict problem by referring to within-set combinations. Results were discussed in terms of their implications for cognitive development and for instruction.