Spectral versus temporal features in dichotic listening

Ear advantage for the processing of dichotic speech sounds can be separated into two components. One of these components is an ear advantage for those phonetic features that are based on spectral acoustic cues. This ear advantage follows the direction of a given individual's ear dominance for the processing of spectral information in dichotic sounds, whether speech or nonspeech. The other factor represents a right-ear advantage for the processing of temporal information in dichotic sounds, whether speech or nonspeech. The present experiments were successful in dissociating these two factors. Since the results clearly show that ear advantage for speech is influenced by ear dominance for spectral information, a full understanding of the asymmetry in the perceptual salience of speech sounds in any individual will not be possible without knowing his ear dominance.     

Spatial Nonuniformities in Visual Search

Previous search experiments in this laboratory have been concerned with the marked differences in target detectability as a function of its location in the visual field—differences we have called a detectability gradient—when subjects were required to detect a vertically oriented “target” among a number of distractor items having different orientations. This gradient was characterized by a marked right visual field superiority as well as differences in the shape of the gradient in the two half fields. A scanning model was proposed to account for these robust phenomena. The present experiments, using reaction time methods with vertical, horizontal, and colored targets have revealed marked differences in both reaction time and detectability as a function of target location and have isolated some of the spatial nonuniformities in the visual system which influence the shape of these gradients. The results reported here have forced us to abandon the scanning hypothesis in favor of a model in which attention is efficiently guided to the target.     

Guided Search: The Effects of Learning

The previous report (Efron & Yund, 1996) offered an interpretation of the results of a number of search experiments within the theoretical context of the guided search model of Cave and Wolfe (1990) and Wolfe (1994). The present report extends this interpretation to the effects of extended practice when subjects search for a target defined by its orientation in the presence of a number of heterogeneous distractor items having differing orientations. Three experiments are described: The first revealed that over the course of 21 experimental sessions extending for a period of 6 weeks there were marked decreases in the magnitude of the reaction time gradient (RTG) and the right visual field superiority observed in the previous experiments. This learning persisted for more than 3 years. The second experiment revealed an interference in the capacity to learn to detect a target of one orientation when subjects had previously learned to detect a target of a different orientation at the same locations. The third experiment revealed that the learning was restricted to the area of the visual field where the target had been presented and that subjects could learn to detect two different targets concurrently. The results of these experiments indicate that the learning is orientation-specific and location-specific and is consistent with a localized increase in the selectivity of the top-down selection mechanism of the guided search model.     

Voices of Dialogue and Directivity in Family Therapy With Refugees: Evolving Ideas About Dialogical Refugee Care

In this article, we reflect on our evolving ideas regarding a dialogical approach to refugee care. Broadening the predominant phased trauma care model and its engaging of directive expertise in symptom reduction, meaning making, and rebuilding connectedness, these developing dialogical notions involve the negotiation of silencing and disclosure, meaning and absurdity, hope and hopelessness in a therapeutic dialogue that accepts its encounter of cultural and social difference. In locating therapeutic practice within these divergent approaches, we argue an orientation on collaborative dialogue may operate together with notions from the phased trauma care model as heuristic background in engaging a polyphonic understanding of coping with individual and family sequelae of forced displacement. This locating of therapeutic practice, as informed by each perspective, invites us to remain present to fragments of therapeutic positioning that resonate power imbalance or appropriation in a therapeutic encounter imbued with a social context that silences refugees’ suffering. In a clinical case analysis, we further explore these relational complexities of negotiating directive expertise and collaborative dialogue in the therapeutic encounter with refugee clients.     

The impact of stimulants on a clinical measure of attention in children with ADHD

The effect of stimulant medication on the attentional functioning of 23 children (8–12 yrs) with attention deficit/hyperactivity disorder (ADHD) was investigated. Significant main effects of medication and TEA-Ch subtests were found, however there was no significant interaction. Planned contrasts showed that stimulants improved performance on the sustained attention, but not the selective or divided attention, subtests. Similar to previous studies, the results indicate that stimulants improve sustained attention in children with ADHD. Significant effects of stimulants on selective and divided attention, however, were not as apparent. Therefore, care must be taken when using TEA-Ch subtests to assess performance change subsequent to stimulant administration.     

Silence and Memories of War: An Autoethnographic Exploration of Family Secrecy

A personal journey and a scientific challenge, this is an autoethnographic study about my own family's secrecy. I knew my grandfather had been a German prisoner of war during World War II. We all knew. But nobody talked about it. Then one day I decided I wanted to do systematic research on the issue of family secrecy around my grandfather's war experiences. Researching one's own family can be called autoethnography. It could be said that autoethnography is an approach to research that aims to describe and systemically analyze (graphy) personal experience (auto) to understand social and cultural phenomena (ethno). This scientific approach is quite new in the field of family therapy. This study has been an important personal quest, but it also led to important reflections on silences in families, on my own professional development, and on methodological issues concerning autoethnographical research. For one thing, it highlights some of the positive aspects of family secrecy and silences, and invites us—when confronted with family secrecy in clinical practice—to carefully consider the potential destructive and life‐giving aspects of the silence.     

Addressing the Person of the Therapist in Supervision: The Therapist's Inner Conversation Method

In this study a method of retrospective case supervision is presented aimed at helping the supervisee to become a better self‐supervisor. The method pays special attention to the therapist's self‐reflection and has the therapist's inner conversation as a central concept. The starting point of the method is an assignment in which the supervisee reflects on a case using a tape‐assisted recall procedure. The method helps trainees to develop experiential expertise to become more flexible and effective therapists. A case example of one training group of novice family therapists illustrates the use of the method.     

Predictors of Parent-Reported Attention-Deficit/Hyperactivity Disorder in Children Aged 6–7 years: A National Longitudinal Study

This study examined the prenatal, postnatal and demographic predictors of parent-reported attention-deficit/hyperactivity disorder (ADHD) in an Australian population-based sample. Participants were families participating in the Longitudinal Study of Australian Children. There were approximately even numbers of males (51%) and females (49%) in the sample. Predictors of parent-reported ADHD status at Wave 2 (children aged 6–7 years) which were measured at Wave 1 (children aged 4–5 years) included cigarette smoking and alcohol use during pregnancy (prenatal factors); maternal postnatal depression, intensive care at birth, birth weight, and gestation (postnatal factors); and child gender, primary caregiver education, income, family composition, and maternal age at childbirth (socio-demographic factors). We found that male gender, cigarette smoking during pregnancy, and maternal postnatal depression were the only significant predictors (at the 5% level) of ADHD in the adjusted analysis (N = 3,474). Our results are consistent with previous findings that male gender and cigarette smoking during pregnancy are risk factors for ADHD. In addition, we found that postnatal depression was predictive of parent-reported ADHD.