Field dependence as a limiting factor in solving a complex learning problem

Subjects in a prior study of complex learning often experienced difficulty in mastering the task because of an apparent reluctance to release one perceptual field and reconstrue the task on a higher cognitive level. It was hypothesized that were this the correct explanation, the faster learners would be more field independent on a measure of field dependence, since independence has been defined in terms of ease in releasing one's attention from the immediate perceptual field. This hypothesis was tested with 22 undergraduate subjects for whom Group Embedded Figures Test scores were correlated with the number of trials to completion on the complex learning task. A moderate but significant correlation supported the hypothesis.     

Lateral eye-movement responses to visual stimuli

The association of left lateral eye-movement with emotionality or arousal of affect and of right lateral eye-movement with cognitive/interpretive operations and functions was investigated. Participants were junior and senior students enrolled in an undergraduate course in developmental psychology. There were 37 women and 13 men, ranging from 19 to 45 yr. of age. Using videotaped lateral eye-movements of 50 participants' responses to 15 visually presented stimuli (precategorized as neutral, emotional, or intellectual), content and statistical analyses supported the association between left lateral eye-movement and emotional arousal and between right lateral eye-movement and cognitive functions. Precategorized visual stimuli included items such as a ball (neutral), gun (emotional), and calculator (intellectual). The findings are congruent with existing lateral eye-movement literature and also are additive by using visual stimuli that do not require the explicit response or implicit processing of verbal questioning.     

What can it mean to know?

This paper offers a critique of the prevailing epistemological assumptions which undergird modern Pastoral Care and Counseling education. By drawing upon emerging insights in Transpersonal Psychology and Consciousness disciplines, along with the ontological perspectives of Martin Heidegger and John Macquarrie, the attempt is made to reclaim the modes of knowing of William James and Anton Boison. This paper includes practical and concrete examples of how one supervisor is attempting to put a new paradigm into practice.     

Relevance of sodomy in adolescence

In comparison with the literature causes and circumstances of juvenile delinquency of sodomy are examined by 5 cases. All of them were light weak-minded and badly educated, showed disorders of behaviour and personality. In two cases by violation and killing of animals as the result of sodomy a considerable economical loss was caused.     

Results of modifying the standard program of insight and relaxation psychotherapy

The inventory of methods used in insight and relaxation psychotherapy were taken as a basis for elaborating three additional psychotherapy programmes with the aim of better satisfying the needs of groups with different indications in respect of outpatient psychotherapy. The results obtained with these programmes were tested statistically, using groups of appropriate control subjects, by means of the pre- and post-test data of the MMPI, PAULI, d2 and a five-point self-estimation scale. The trend shown by the results achieved so far confirms that this differentiated therapeutic approach is correct. Further tests with large samples are necessary.     

THE EFFECTS OF PSYCHOLOGICALLY BASED INTERVENTION PROGRAMS ON WORKER PRODUCTIVITY: A META-ANALYSIS

A meta-analysis of the effects on worker productivity of 11 types of psychologically based organizational interventions showed that such programs, on average, raised worker productivity by nearly one-half standard deviation. The strength of effects was found to vary by type of intervention, criterion of productivity, contextual factors in organizations, and features of research design. Also discussed in the paper are comparisons of conclusions reached through meta-analysis versus traditional methods of literature review.