A microprocessor control system and solid state interface for controlling electrophysiological studies of conditioning

This paper describes a microprocessor control system and solid state interface for controlling the apparatus in combined behavioral-electrophysiological studies of conditioning. The computer program, which is designed to control classical conditioning of the rabbit’s nictitating membrane response, provides the flexibility to control all conditioning parameters (e.g., interstimulus and intertrial intervals, trial type, and sequence of trial types) with only minor modifications. The system is free from artifacts that can distort electrophysiological recordings and can easily be modified to accommodate other behavioral paradigms in which electrophysiological responses are recorded.     

Sex bias in the diagnosis of personality disorders: A different approach

There has been considerable controversy regarding a possible sex bias in the diagnosis of personality disorders (PDs). However, prior research has at times confused a bias within clinicians who fail to adhere to the diagnostic criteria with a bias within the diagnostic criteria. Rather than assess whether females are more likely than males to be diagnosed with a respective disorder, the current study assesses whether the thresholds for the diagnosis of female-typed PDs are lower than the thresholds for male-typed PDs. Subjects completed two self-report inventories for the DSM-III-R personality disorders, and three inventories that assessed 30 aspects of personality dysfunction organized with respect to social dysfunction, occupational dysfunction, and personal distress. There was no indication that the diagnostic thresholds for personality disorders that occur more often in females is lower than the thresholds for the personality disorders that occur more often in males. The implications of these findings for the issue of sex biased diagnoses are discussed.     

Rational emotive behavior therapy research: What we know and what we need to know

Rational emotive behavior therapy (REBT) has achieved positive results in quantitative reviews of treatment outcome studies. In part because of methodological limitations of these studies, however, the generalizability of their favorable results to routine clinical practice is unknown. Also unknown are the clinical significance of outcomes achieved by REBT, the contribution made by its distinctive and specialized procedures, and the types of patients for whom REBT is particularly useful. Recommendations are provided for refining our knowledge of the effectiveness of REBT.     

Coping with war captivity: The role of sensation seeking

This study examines the implication of both sensation seeking and the subjective appraisal of captivity in the long-term adjustment of ex-prisoners of war (ex-POWs). 164 Israeli ex-POWs and 184 comparable controls were studied, 18 years after their participation in the Yom Kippur War. The findings indicate that high-sensation seekers adjusted better than low-sensation seekers to the stresses of captivity. Low-sensation-seeking ex-POWs reported more PTSD symptoms, more severe psychiatric symptomatology, and more intense intrusive and avoidance tendencies. High- and low-sensation-seeking POWs differed also in feelings when taken prisoner, subjective assessment of suffering in prison, ways of coping with prison, and emotional states during captivity. The present study supports the postulation that sensation seeking is an important stress-buffering personal resource. The role of coping styles in long-term adjustment following war captivity is discussed.     

Disseminating and using research knowledge

As a field of study, “research utilization” (RU) has addressed the gap between research and practice for some 80 years, providing conceptual scaffoldings, empirical findings, and periodic syntheses. The core problem, however, is that many social and educational dilemmas are there in the first place not because of absence of knowledge, but because of conflicting interests. As a result, the “soft technology” developed by RU specialists has had an uneven impact. At the same time, the paradigms of the RU field itself are undergoing change, with a greater appreciation of practitioner-generated research, the ascent of postmodernism and the tenets of critical theory. The articles in this special issue cover this territory, with concerns ranging from the epistemological level to new arrangements for exchanging research findings between social scientists and professionals. Michael Huberman has been Visiting Professor of Education at Harvard University since 1991, where he teachers research methodologies and conducts research on knowledge dissemination. He is also Senior Research Associate at the Network, Inc. Miriam Ben-Peretz was born in Germany and educated at the Hebrew University, Jerusalem. Professor Ben-Peretz served as chair of the Department of Teacher Education from 1978 to 1985, and as Dean of the School of Education of the University of Haifa from 1988 to 1993. She has been appointed president of the Academic College at Tel Hai, Israel. She has published widely, including numerous books, chapters in books, as well as many articles published in scholarly journals. Among her books is “The Teacher Curriculum Encounter” (SUNY Press, 1990).     

Two models of group behavior in the solution of eureka-type problems

A study by Shaw (7) some twenty years ago is frequently cited by social scientists to support the generalization that groups are superior to individuals in problem-solving. Shaw suggests that personal interaction within the group is responsible for the superior performance of groups. This article re-examines her data in the light of two models which propose that the difference in quality of solution between group and individual performance is solely a matter of ability. It is shown that Shaw's data may be considered to have been an outcome of behavior postulated by the models. Since Shaw's observations relate to a special population and to special kinds of problems, the proposed models may not be appropriate under differing experimental conditions. In fact, Lorgeet al. (4) have indicated that experimental demonstration of the superiority of groups over individuals in problem-solving depends not only on the kind of group but also on the kind of problem to be solved. In addition, the diversity of transfer of training for groups and for individuals is considered.Supported in part by the Office of Naval Research under Contract N6 onr 266 (21) and the Air Force Personnel and Training Research Center under Contract AF 18(600)-341.     

Stimulus novelty and intraseries primacy in GSR adaptation

GSR records were obtained for four groups of 20 Ss. Group I was presented with a series of four different lights (amber, blue, green, and white) appearing 20 times each, in apparent random order. The procedure was similar for the other three groups except that in group 2, a novel stimulus (a red light) appeared instead of the sixth amber light; in group 3, it appeared instead of the 11th amber light; and, in group 4, it appeared instead of the 16th amber light. Typical GSR adaptation phenomena were observed in all groups. The introduction of the novel stimulus appeared to have no effect on the course of GSR adaptation.     

Value beyond truth-value: a practical response to skepticism

Synthese - I aim to offer a practical response to skepticism. I begin (in section one) by surveying a family of responses to skepticism that I term “dogmatic” and argue that they are...     

To Fail or Not to Fail? Implications of Extinction on Creativity and Problem-Solving Behavior

The Psychological Record - According to Epstein (1985), extinction is one of the main processes for creative problem solving. To test this assertion, we present an experiment in which we...