Teacher perceptions of stuttering

The attitudes of 521 teachers in the Tuscaloosa, Alabama City School (82% of the teacher population) toward stuttering were assessed using the Teachers' Perceptions of Stuttering Inventory (TPSI). The TPSI consists of five teacher identification questions and 10 attitudinal statements about which teachers are asked to indicate their strength of agreement. Results indicated that a significant number of teachers hold unsubstantiated beliefs concerning the etiology of stuttering and the personality characteristics of stutterers. Teachers having experience with stutterers or having had course work in speech disorders indicated more realistic attitudes toward stutterers and expressed more demanding attitudes toward stutterers in the classroom situation. In view of the potential positive role teachers can play in assisting stutterers, the results were interpreted as suggesting a need for teachers to receive either preservice or inservice instruction with respect to the problem of stuttering.     

Uncertainty and social comparison

Two experimetnal tests were conducted of a model which predicts social comparison choices of extreme scores on a personality inventory. In groups of nine, subjects completed a bogus personality inventory that ostensibly measured a desirable or undesirable trait, and were told that either the highest or the lowest obtained score was a positive instance of the trait. The highest score was located for the subjects either with certainty or uncertainty, and the two experiments employed different manipulations of this factor. In both experiments the pattern of subjects' social comparison choices of other subjects' scores was fit best by a model comprising main effects of each factor and interactions between desirability and positive instance and between desirability and certainty.     

The deceleration of inappropriate comments by a natural consequence

The characters of this study were two boys in a class for pupils with learning disabilities. The subject was a nine-year-old boy who emitted certain inappropriate comments in class. The manager throughout this study was a peer of the subject.Following a period of initial assessment, which revealed that the inappropriate verbalizations occurred about twice each day, the peer-manager, contingent on each inappropriate remark, moved away from the subject to another desk. Furthermore, before he moved, he explained to the subject why he was displeased. The peer-manager, after a period of time, returned to his original location contingent on appropriate verbalizations of the subject.This technique proved effective in that the subject rarely responded inappropriately throughout the remainder of the school term. Further, it was reported that follow-up observations taken the next year, when the pupil was in a different class, revealed that the inappropriate verbalizations had not reoccurred.     

A comparison of psychiatric patients' self-report with other sources of clinical information

This study compared self-report (MMPI item responses) of psychiatric patients who were experiencing different crises situations with other sources of clinical information. The results suggest that in a large number of instances item responses communicate information which is in agreement with what was known about the patients form other sources of information. The content of item responses was consistent with interpretations from several empirical measures of the Ss' test performance.     

Task differences on conservation and transitivity problems

Task differences were assessed with 120 first graders in a 2 × 3 × 3 factorial design combining Socioeconomic level (middle vs lower), Concepts (conservation of length, transitivity of length, and conservation of continuous quantity), and Tasks (three tasks for each concept selected on the basis of frequency of usage). As predicted, task by concept interactions were found on all four task response measures. This finding is consistent with Piaget's concept of horizontal decalage and with Flavell and Wohlwill's competence-performance model, which proposes that intermediate phases of stage transition are characterized by considerable intertask differences and initial and final phases by intertask consistency in performance. The importance of investigating the effects of task variables on multiple dependent measures at various age levels and points in time was emphasized. Concept, task, and socioeconomic class differences were also found on some of the measures.     

TESTS OF THE “CARPENTERED WORLD” HYPOTHESIS BY RACE AND ENVIRONNEMENT IN AMERICA AND ZAMBIA1

La sensibilité aux illusions optico-géométriques est-elle un trait héréditaire ou dérive-t-elle de facteurs d'environnement ? Ces deux hypothèses — hypothèse physiologique de Pollack et hypothèse écologique de Segall et al. — ont été examinées à l'aide des illusions de Muller-Lyer et de Sander appliquées à un échantillon américain et cinq échantillons zambiens. Dans le premier cas, on a étudié l'effet des variations de pigmentation rétinienne en milieu constant; en Zambie, au contraire, la variable raciale étant contrôlée, on a observé l'influence de différentes écologies (degré de “charpentisation” du milieu). Les résultats ne révèlent aucun effet significatif dû à la pigmentation rétinienne et appuient l'hypothèse de l'influence écologique. l'effet de la variable âge est aussi confirmé, la suggestibilité diminuant avec l'âge, tandis qu'apparaît un effet peu remarqué jusqu'ici, celui du sexe, les femmes se montrant moins sensibles à l'illusion.     

The use of modeling to increase independent behavior

Three experiments were conducted aimed at increasing independence via use of modeling procedures in, respectively, two samples of neurotic outpatients and a sample of psychiatric inpatients. Significant gains in independence emerged in all three investigations. Subsidiary findings are reported regarding the operation in clinical contexts of ‘modeling-enhancers’ of demonstrated effectiveness in laboratory settings.