PLEASURE AND REASON AS ADAPTATIONS TO NATURE'S REQUIREMENTS

The values which guide mental and physical behavior seem to be derived from evolutionary facts. In our brains, selection of genes has tied the experience of pleasure to motivating what nature requires us to do for the good of ourselves, our kinsmen, and our ecosystem. When our brains evolved to house also a cultural heritage (including religion, the motivation of sociocultural goals, and rational discourse), hellish tensions could arise to split brain function (minds) and societies. Salvation could and did come from natural selection's replacement of discordant elements in our heritages by better coadapted ones. In this replacement, human rational decisions participated. Selection also continued to adapt these symbiotic heritages to their common environment.     

Component analysis of ECG by computer

The present paper describes a set of interactive computer programs and methods (i.e., cardiac component analysis, CCA) that allow the collection, summation, and averaging of the time durations of the various ECG components. The programs are written in FORTRAN and run on a Texas Instruments minicomputer using an Intecolor 8001 terminal as the display device. The program’s features include analog-to-digital conversion, color display of individual heart-beats, operator interaction, and statistical summation with tabular output. Subroutines are well structured and easily transported to other machines. Although these programs may be used on-line, it has been more efficient to perform the analyses off-line, after a subject has completed the task. Various versions of the program have been used to analyze human, baboon, and dog ECGs in 2- to 30-sec epochs, at sample rates of 258 and 1,000 samples/sec. Preliminary results from an experiment of the effects of meditation and cognitive overload are discussed.     

Personal and professional integrity in relation to pastoral assessment

Though concerns about personal integrity have led some to de-emphasize the role of assessment and the pastor's professional viewpoint in pastoral care, as re-examined here these same concerns call for a recognition of the vital connection between professional and personal integrity. The relationship between personal and professional integrity as they shape pastoral assessment is analyzed in terms of respect, encounter, and anticipation. The relationship of a theology of hope or anticipation to the predictive validity of pastoral assessment presents a challenging agenda for pastoral ministry today.Dr. Underwood is Associate Professor of Pastoral Care at the Austin Presbyterian Theological Seminary     

The initial standardization of the adolescent behavioral classification project instrument

An instrument has been developed through the Adolescent Behavioral Classification Project for assessing an adolescent's problems and for establishing a taxonomy of behaviors and of persons. Standardization has initially consisted of collecting from many sources 482 statements of problem behaviors and 30 positive behaviors, which can be observed by nonprofessional as well as professional persons; administering these behavior statements to 156 institutional and 94 noninstitutional mental health center adolescents and 376 of their parents; carrying out principal components analyses on the behavioral items and 3 demographic items, followed by Varimax and Promax rotations. Twentyfive factors scored on 410 items resulted from these procedures. Internal consistency coefficients for the factors range from .47 to .86. Test-retest reliabilities on a sample of 10 youths ranged from .24 to .94, with an average r_tt of .71. Factor scores for different classes of respondents were fairly well correlated from one set to another. The different classes of respondents did not differ significantly from one another on caution items. Similarities are noted, by inspection, between these factors and those derived from the Children's Behavioral Classification Project and between those other authorities have set forth and the ABCPAcknowledgements are gratefully extended to the ABCP team: Dr. Robert P. Baker, Greg Bennett, Dr. Millard J. Bienvenu, Sr., Dr. Ronald F. Boudreaux, Robert L. Compton, MSW, Dr. Thomas E. Deiker, Dr. M. K. Distefano, Dr. James R. Gay, Charles Granger, Dr. Wayne A. Greenleaf, Allison Hulse, Cathy Knighton, James Moss, Dr. Ronald S. Pryer, Dr. Felicia Pryor, Dr. Edith Schulhofer, Mrs. Annie A. Smart, Dr. T. T. Stigall. Special thanks go to Doctors Boudreaux, Greenleaf, and Pryer for permission to employ their patients from the Adolescent Unit of Central Louisiana State Hospital, and to Dr. Deiker for his provision of the listing of abnormal subjective perceptual experiences. Above all, many thanks are given to the necessarily unnamed adolescents and their parents who took part in the project at considerable inconvenience to themselves, and to the numerous personnel in the mental health centers who cooperated in the project.     

Mechanisms of aural encoding: I. Distinctive features for consonants

To examine the importance of distinctive features that are used to encode consonants (following Wickelgren’s analysis) in an immediate recall task, sequences of 5 consonants, all paired with the vowel /a/ were constructed and presented aurally for recall. The middle three items in each sequence all had either the same place of articulation (front, middle, or back of the vocal apparatus), orthe same manner of articulation (voiced, unvoiced, or nasal), or were unrelated in either place or manner (control). It was shown that, in comparison with the control sequences, consonants imbedded among others articulated similarly were recalled less accurately, suggesting that these distinctive features are important in encoding and memory maintenance. A comparison of the 3 manner and 3 place features showed that the greatest difficulty in recall occurred for the similar manner sequences (especially voiced and unvoiced, implicating manner of articulation as the critical distinctive feature in aural encoding. Some discussion is also presented of a distinction between articulation and acoustic factors in encoding processes.     

Attitudes and Experiences of High School Students Living in Turkey

A group of 105 tenth-grade high school students living in Turkey were studied to discover their attitudes toward their host nation and experiences while living away from the United States. It was hypothesized that neither the length of time a student resides in a country nor his sex would have an effect on either the number of experiences related to his host country or his attitude while living in a foreign country. The results indicated that the longer the students live overseas, the more experiences related to the culture of the host country they have. Their attitudes were the same regardless of their sex or length of residence.     

A Framework for the Improvement of Test Interpretation in Counseling

Frequent counselor errors in test interpretation include presenting test results too soon, interpreting them without reference to clearly defined criteria, erroneously assuming their validity, and failing to present them in terms the student can understand. These errors can be reduced through emphasis on the student's felt need for information, helping him state his questions operationally, basing interpretive statements on empirical validity, and by communicating test results in an understandable manner. Observations of behavior to determine student acceptance of the interpretation as well as self-report to determine recall and understanding of the interpretation should be used. The focus of evaluation should be on student recall, understanding, and acceptance of predictions derived from test results.