Intuition: A special kind of knowing?

It is argued that while counsellors have adopted the principle tenets of phenomenology—consciousness and meaning—they have built their work on an interpretation of intuition which is contrary to phenomenological rationale and presents it as a form of knowing which is esoteric and mystical. Phenomenologically, intuition differs from no other way in which sense is made of the world. Intuitions should then, in principle, be accessible to conscious understanding so as to allow counsellors to reflect (cognitively?) on their practice. If the process of intuition were really unknowable, then reflective practice in counselling would not be possible.     

Computer-based training versus traditional lecture: Effect on learning and retention

This study investigated the effectiveness of computer-based training (CBT) versus the standard or traditional lecture method. The study was conducted at a large pharmaceutical manufacturing site located in Eastern North Carolina. Subjects were chemical processors in the bulk chemical production division (N=54). All subjects completed a comprehensive hazardous chemicals safety training program, with one treatment group completing the course via a self-directed computer program (n=27) and one completing the course via traditional instructor-led sessions (n=27). Both delivery formats were identical relative to learning objectives and content. Level of learning was assessed via a 33-item pretest and posttest. Subjects were also administered a 33-item retention test one month following completion of the program. Subject biographical data, including educational level, were collected by questionnaire and the Computer Anxiety Index (CAIN) was administered to assess subjects' level of computer anxiety within the CBT group. Satisfaction with training was assessed in both treatment groups. Results indicated 1) both groups demonstrated significant learning following training, 2) there was no significant difference in level of learning between the two groups, 3) retention after one month was significantly higher in the CBT groups, 4) there was no correlation between educational level or computer anxiety and learning, and 5) there was no significant difference between the two groups on satisfaction with the training experience.     

Evidence that blocking is due to associative deficit: Blocking history affects the degree of subsequent associative competition

Rats were trained on an appetitive discriminated operant procedure according to a blocking design, in which training with a compound stimulus (A + B) was given with or without prior training with A alone. Stimulus B was then presented in compound with a new stimulus (B + C compound). The ability of Stimulus B to block acquisition of control by Stimulus C was decreased by B having itself been blocked by A during the prior training. The results imply that the mechanism of blocking during the initial blocking procedure was a reduced association between Stimulus B and the reinforcer, and not a performance deficit such as that postulated by comparator models of learning.     

A self-contained microcomputer system for psychological testing

This paper describes a newly available microcomputer system for the on-line administration, scoring, and interpretation of psychological tests. User response to the system is reported. Results of a validity study of the system’s Minnesota Multiphasic Personality Inventory interpretative program are presented.     

Interviewee perceptions of an organisational careers guidance scheme

A study was carried out during the early stages of the introduction of a career development scheme in a large government department. Information relating to aspects of various careers counselling issues was gathered from staff who had received such counselling and from personnel staff responsible for its provision. The study shows, amongst other things, that the interviewers were perceived to use some counselling skills, that the interviewers claimed they experienced few problems of role conflict, but that the staff tended to identify the interviewers with management. The findings are discussed relation to the appropriateness of interviewing style and to the broader context of how individuals might influence their career development within the opportunities provided by the organisation.     

On knowing the meaning of words we are unable to report confirmation of a guessing explanation

This experiment investigated Allport's (1977) claim that normal subjects can be induced to make semantic errors of the type characterised by “deep dyslexia”. The procedure followed that used by Allport except that a subject based control for the chance level of semantic errors was included. The results replicated the original finding by producing a semantic error rate of 12·7%. It was shown, however, that this rate was not significantly higher than the calculated chance rate of 11·5%. It was concluded, therefore, that the semantic error rates reported by Allport can be accounted for in terms of a guessing artefact and thus they bear no relevance to the problem of deep dyslexia.     

Dynamic visual noise and the stereophenomenon: Interocular time delays,depth, and coherent velocities

Attention, Perception, & Psychophysics - This study concerns the stereophenomenon obtained with binocular viewing of dynamic visual noise with a neutral density filter over one eye. Such a...     

Direct versus indirect response-reinforcer relationships in teaching autistic children

One possibility suggested by the literature for maximizing the efficiency of behavior modification procedures concerns the relationship between target behaviors and their reinforcers. Therefore, in this experiment three severely autistic children were taught a total of six new target behaviors (in a multiple baseline design) employing two different response-reinforcer relationships: (1) those where the target behaviors were a direct part of the response chain required to procure a reinforcer (e.g., opening the lid of a container to obtain a food reward inside the container); and (2) those where the target behavior was an indirect part of the chain leading to the reinforcer (e.g., the therapist handing the child a food reward after the child had opened the lid of an empty container). In all cases, the results showed rapid acquisition only when the target behavior was a direct part of the chain leading to the reinforcer. The results are discussed in terms of several possible conceptualizations concerning efficient reinforcement contingencies, and in terms of their implications for teaching autistic children.This investigation was supported by U.S. Public Health Service Research Grants MH 28210 and MH 28231, and by U.S. Office of Education Research Grant G007802084 from the Bureau for the Education of the Handicapped. Portions of the results described in this article were discussed in a presentation at the 13th Annual AABT Convention in San Francisco, 1979. The authors are particularly grateful to Andrew Egel, Roberta Elman, Janis Costello, and Karen Britten, for their helpful comments, and to Jody Fisher and Gina Richman, for their assitance in the data collection.