The relative effects of the frostig program, corrective reading instruction, and attention upon the reading skills of corrective readers with visual perceptual deficiencies

How effective are the Frostig training program and corrective reading instruction for improving the reading and visual-motor skills of pupils who possess deficiencies in both areas? Each of the three teachers worked each school day for sixteen weeks with the subjects of the two treatment groups plus a play placebo group. On the basis of the results of this study there is little, if any, support for the use of the Frostig program or corrective reading as treatments to improve the reading skills of children considered to possess a visual-motor problem. Due to the performances of the attention-placebo group, it is logical to hypothesize that improvements of the remedial groups are more a function of personal attention than the unique remedial powers of the two treatments. Consideration should be given to the optimal number of Frostig sessions as well as to the possibility of a ceiling effect of the Frostig program. Eight weeks of training would appear to be the maximum time before regression or improvement takes place.     

Certification patterns and requirements for school psychologists

A questionnaire was sent to 50 state superintendents of public instruction and to directors of education in five U.S. territories. Information was requested relevant to state certification for school psychologists, including minimal academic, teaching, and internship requirements. Fifty-five questionnaires were returned. Forty-four states and territories indicated certification standards which were subsequently discussed in detail. Trends noted were: more states requiring certification for school psychologists, higher academic requirements, increasing levels of certification, and a shift away from a mandatory teaching certificate for state certification as a school psychologist.     

Early identification of educationally high potential and high risk children

Early identification of educationally high potential and high risk children was investigated by following the same children (N=49) from kindergarten entrance through grade five of a regular school program. Kindergarten predictive measures were the Bender Gestalt and teachers' evaluations; follow-up measures were yearly standard achievement test results. Analyses revealed consistently high and significant relationships between teachers' ratings and subsequent school achievement. Teachers were surprisingly accurate in early identification of both high risk and high potential children. The Bender was more accurate for identification of high potential than high risk children. Findings support the use of these measures for initial screening of children entering formal school programs. Specification of dimensions of teachers' evaluations may provide clues to understanding the complexities of school readiness.     

The Bender-Gestalt test in differential diagnosis of adolescents with learning difficulties

This study assessed the efficiency of the Haine and Koppitz scoring systems used with the Bender-Gestalt Test (B-G) in terms of their ability to differentiate between adolescents with and without central nervous system (CNS) impairment who were achieving below age-expectations. Utilizing a population of 84 adolescents enrolled in a residential treatment center, both the Haine and Koppitz systems with the Bender-Gestalt differentiated 25 Ss with CNS impairment from 59 Ss wihout such impairment. The results indicated, however, that neither scoring system was useful in individual classification when the B-G was used alone or in combination with intelligence test results.     

The California short-form test of mental maturity 1963 edition as a screening device for educable mentally retarded programs

The effectiveness of the CTMM-SF 1963 Edition as a screening device for EMR classes was tested by obtaining means and correlations between the CTMM-SF and individual examinations for children who scored below IQ 80 on the CTMM-SF. The CTMM-SF was found to be essentially uncorrelated with individual intelligence test results and to underestimate systematically the intelligence of a substantial number of children. Its use as a screening device or as a measure of intelligence is questioned.     

An EEG correlate of the Archimedes spiral after-effect and its relationship with personality

Previous work has demonstrated a relationship between the Archimedes spiral after-effect (SAE) and dysthymia-hysteria. The aim of the present study was to discover whether there was any EEG correlate of this relationship. As subjects 20 dysthymics, 17 hysterico-psychopaths, and 9 normals were used, comparisons being made between the SAE and various EEG parameters. These included the alpha index and latency of alpha return on eye-closure, following fixation of a rotating spiral. Using various criteria of the latter measure a consistently significant positive correlation was found between the SAE and the extent to which the return of alpha was delayed by visual stimulation. Significant correlations were also found between alpha index and SAE, and alpha index and alpha latency. In addition, previous group differences in sedation threshold and SAE were confirmed, although there were low correlations between the EEG measures and sedation threshold.

It was concluded that subjects having more activated EEG records tend to report longer subjective SAE's and to show a greater delay in the return of alpha alter visual stimulation. In terms of personality type obsessionals and psychopaths seem to show the greatest differences in this respect. These results are thought to throw some light on the physiological basis of Eysenck's excitation-inhibition theory of personality.     

绿色生活方式的结构与测量

基于前人研究,结合对241份访谈问卷进行内容分析,构建绿色生活方式由知、情、意、行四维度组成的理论假设,并依照该理论初步编制绿色生活方式量表。采用调查法回收有效问卷1051份,结果显示:量表的 Cronbach α系数为0.919,分半信度系数为0.876,0.868; 量表与各维度均存在显著的中高等相关,各维度间存在显著的中低等相关; 探索性因素分析的结果与理论构想基本一致,验证性因素分析结果表明模型拟合度良好; 此外,量表能较好区分环境态度与环保行为有不一致倾向的个体。因此,本研究制定的绿色生活方式量表具有较好的信效度,并可为区分“言行一致”或“言行不一”的个体提供一定参考。     

高校辅导员胜任力结构模型研究

通过对38位高校辅导员进行行为事件访谈以及开放式问卷调查,初步筛选出47项高校辅导员胜任力特征项目,再以此为依据编制成高校辅导员胜任力评价问卷,对413位高校辅导员进行调查,经过探索性因素分析和验证性因素分析,构建出高校辅导员胜任力结构模型。结果显示,高校辅导员的胜任力结构主要包括工作能力、个性魅力、引导学生、职业态度、个人特质以及专业素养6个维度。该结构模型信效度良好,可以为高校辅导员选拔与培训等提供科学依据。     

儿童说谎行为的类型与研究范式

说谎行为是儿童社会化过程中的重要表现,儿童说谎行为的发展有利于其认知发展,促进其对社会道德规范的了解和学习,帮助其更好地适应社会的发展。回顾现有的儿童说谎的类型,包括反社会谎言和亲社会谎言,介绍儿童说谎的研究范式以更全面地了解儿童说谎的种类,包括被动说谎范式和主动说谎范式,并在以往研究基础上指出未来可研究方向,如修改范式、增加对亲社会谎言的研究和对特殊儿童的谎言研究等,可以更好地理解儿童说谎的发展过程及实践意义。     

关系属性:动允性概念的方法论蕴含

动允性是指环境提供给有机体的行动可能性。1977年,生态心理学家吉布森首次提出了“动允性”概念。这一概念有着深刻的方法论含义。首先,动允性超越了传统二元论思维的束缚。它既不是环境方面的物理属性,也不是动物方面的主观属性,而是环境与动物交互作用中的一个关系属性。其次,动允性所体现出来的价值和意义与动允性的关系属性是一致的。它主张意义既不外显于事物的外部,也不隐藏于事物的内部,而是嵌入于有机体和环境的互动互补关系之中。最后,这种关系属性使它免于被归结为物理的或心理的性质,从而超越了还原论的思维方式。