Incarnation and pastoral care

This essay is an examination of the usefulness of incarnation as a theological metaphor for pastoral care and counseling. Understanding the incarnation as both an event and as a paradigm of God's relationship to the world provides a theological perspective for examining four interrelated questions about identity and the helping relationship frequently asked by the pastoral care-giver. The incarnation metaphor finally frees us to care in the confidence that in God the Incarnating One, all things, including our care for the sick, are held together.Dr. Anderson is Associate Professor of Pastoral Theology and Counseling at Wartburg Theological Seminary, 333 Wartburg Place, Dubuque, Iowa 52001.     

Cross-task validation of functional measurement

Ss judged average heaviness of two unseen lifted weights on a 20-step rating scale. They also rated heaviness of a single visible object of variable size and weight. The data for each task obeyed the parallelism prediction of the linear integration model. This within-task consistency validates jointly the model and the response scale. Functional measurement procedure yielded independent scales of subjective heaviness from each task. These were linearly related, a criterion of external consistency. The plot of subjective heaviness against objective weight was slightly negatively accelerated. These results disagree with those that have been obtained with magnitude estimation. Since the rating data satisfy both internal and external consistency, they constitute the true measure of sensation. Magnitude estimation, in contrast, must be biased and invalid.     

Wavelength generalization and discrimination in the pigeon

This three-part study describes wavelength generalization gradients around a series of training wavelengths ranging from 480 to 645 om. Luminance was controlled for the pigeon’s spectral sensitivity. The response measure was probability of keypecking during a 2-sec stimulus presentation. Both an extinction procedure, where stimulus wavelengths occurred in 15-nm steps, and a maintained discrimination procedure, where step size was 2 to 4 nm, were used to obtain gradients. During a portion of the maintained discrimination procedure, new luminances were introduced, so that the effect of luminance level on gradient slope could be examined. Comparison of the resulting functions across training wavelengths revealed: (1) consistent differences in gradient slope in different spectral regions and (2) an increase in slope with luminance increase. The findings are related to recent electroretinographic wavelength contrast data and to psychophysical measures of wavelength discriminability.     

Some multiple correlation and predictor selection methods

The Doolittle, Wherry-Doolittle, and Summerfield-Lubin methods of multiple correlation are compared theoretically as well as by an application in which a set of predictors is selected. Wherry's method and the Summerfield-Lubin method are shown to be equivalent; the relationship of these methods to the Doolittle method is indicated. The Summerfield-Lubin method, because of its compactness and ease of computation, and because of the meaningfulness of the interim computational values, is recommended as a convenient least squares method of multiple correlation and predictor selection.     

Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities

An alternating treatments design was used to compare the effects of Active Student Response (ASR) error correction and No Response (NR) error correction during instruction of the capitals of states and countries. Three students with learning disabilities were provided one-to-one daily instruction on four sets of 14 unknown capitals (7 ASR capitals and 7 NR capitals). Student errors during instruction on ASR capitals were immediately followed by the teacher stating the capital and the student repeating it (an active student response). Errors on NR capitals were immediately followed by the teacher stating the capital while the student visually attended to a geography card with the correct capital handwritten on it (an on-task response). During instruction each of the three students correctly stated more capitals taught with ASR instruction than he or she stated with NR error correction. Results of same-day and next-day tests show that all three students learned more capitals with ASR error correction than with NR error correction The students also correctly stated more ASR error correction capitals on 1-week maintenance tests.