Sweet sorrow: the color-shading response in an adult cystic fibrosis population

Research on the color-shading response on the Rorschach has been limited previously to its use as a predictor of suicide. The theoretical understanding of this response was addressed by some of the major Rorschach authors. Adult cystic fibrosis patients were administered a battery of psychological tests, including the Rorschach. While these patients face a premature death, none of these patients were suicidal. A higher than usual incidence of color-shading responses occurred. Rapaport's hypothesis that the color-shading response is an expression of a simultaneously conflicting emotion, or similar to "sweet sorrow," was suggested as a possible hypothesis.     

Application of the consensus Rorschach to couples

The consensus method of administering the Rorschach is described and the literature reviewed. The consensus method is viewed as an adaptation of the Rorschach as a form of behavioral assessment, especially as regards couple interaction. Materials on two couples are presented as illustrations.     

Attitude accessibility following a self-perception process

Self-perception processes have been postulated to occur only to the extent that initial attitudes are weak. The present research asked whether the outcome of such a process is a strengthening of the attitude in question. Two experiments investigated the accessibility of attitudes from memory following self-inference from behavior. Experiment 1 examined the consequence for attitude accessibility of reviewing and considering previously performed religious behaviors that were recent and primarily unmanded versus distant in time and "manded" in nature. Experiment 2 involved the performance of a new behavior that was either required or freely chosen. In each case, control subjects either did not review prior behaviors or did not perform a new behavior. In both experiments, attitude accessibility, as measured by the latency of response to attitudinal inquiries, was enhanced by the consideration or performance of unmanded behavior, but not by manded behavior. The relevance of this finding to issues regarding attitude-behavior consistency and attitudinal persistence is discussed.     

Paradox,truth and logic part I: Paradox and truth

Conclusion The discussion of the semantics of inconsistent truth theories now comes to a pause. The preceding is of course but a sketch; many interesting questions remain to be answered. The second part of this essay, however, will not seek to answer them. Rather, I will turn to the discussion of the proof theory of truth theory: the local and global logic of truth.Under the first heading, I show how to replace the inductive construction of models with an appropriate infinitary proof theory, and relate this on the one hand to the so-called dependence approach to inductive truth theories (Davis, 1979; Yablo, 1982) and on the other to van Fraassen's fact semantics for relevance logic.Under the second heading, I offer formals systems which capture the inferences valid in all approximate models. Not surprisingly, these turn out to be relevant logics.With formalism in hand, I discuss finally the extent to which the gap and/or glut approach can in fact be said to solve the paradoxes; that is, to allow us to say that the very language we are speaking is of the sort described in our theory.     

Accepting inconsistencies from the paradoxes

It has been proposed that the law of non-contradiction be revised to permit the simultaneous truth and falsity of the key sentences of the logical paradoxes, e.g., This sentence is false. In an attempt to show to what extent this bizarre suggestion of inconsistent models or truth-value gluts is a coherent suggestion it is proved that a first-order language for number theory can be semantically closed by having its own global truth predicate under some non-standard interpretation and thus that it actually can contain the Liar sentence. It is proved that in this interpretation the Liar sentence is both true and false, although not every sentence is.     

Issues in diagnosing anxiety disorders

Research progress in the anxiety disorders is predicated on a useful classification system. In this paper, we review the reliability and validity data for theDiagnostic and Statistical Manual of Mental Disorders, 3rd ed. (DSM-III) anxiety disorders and discuss the salient issues associated with both the conceptualization of anxiety disorders and the diagnostic criteria offered in the DSM-III. It is concluded that the diagnostic reliability for these disorders is, overall, satisfactory. A dearth of validity data, however, hinders progress in both the diagnosis and the treatment of the anxiety disorders. Nevertheless, the DSM-III work group has proposed several changes in the diagnostic criteria for the anxiety disorders. We find some of these proposed changes helpful in that they clarify current diagnostic criteria; changes in diagnostic criteria that alter the basic classification schema, however, seem to be premature.Preparation of this paper was supported in part by MIMH Research Grant 1368.On sabbatical leave from Indiana State University.     

Psychopathology in anxiety disorders

Complaints of anxiety, often meetingDiagnostic and Statistical Manual of Mental Disorders, 3rd ed. (DSM-III), criteria for anxiety disorder, are among the most common problems presenting to health practitioners. In spite of the frequency of anxiety and anxiety disorders, little is known about the basic psychopathology of these conditions that would lead to the development of more efficient and effective treatments and possible preventive efforts. Recently, there has been an increase in research on the psychopathology of anxiety disorders from biological, psychological, and social perspectives. The National Institute of Mental Health's Clinical Research Branch sponsored a 2-day workshop of investigators representing diverse research approaches to discuss emerging issues and research practices within the anxiety disorders. Discussions centered on a review of the general areas of classification, phenomenology, and etiology. A selective summary of this workshop is presented along with recommendations for specific research directions.     

Moral Development and Self-Regulation: Research and Intervention Planning

After reviewing the moral development and general developmental literature, the authors propose several practical guidelines for moral development training programs in the schools.     

Problem-Solving Training as Prevention with College Students

Problem-solving processes play an important role within remedial and human effectiveness models of development. This article discusses the use of preventive problem-solving training with college students.     

Assertiveness and cognitive processing in interpersonal situations

This study examined social skills components that precede the delivery of a skilled overt interpersonal response. Using a cognitive-behavioral systems approach to assertiveness, a task analysis of how women receive and process information in interpersonal situations requiring an assertive response to men was performed. Forty women were assigned to high- or low-assertive groups based on their Rathus Assertiveness Schedule scores. In small group sessions, each woman viewed four videotaped problem situations requiring an assertive response to both pleasant and angry males. After viewing each scene, each woman completed three questionnaires: (a) receiving information, (b) processing-generation of alternatives and decision making, and (c) processing-generation of consequences. High- and low-assertive participants were found to differ in their evaluation of consequences, for response options, particularly how a male would likely to behave to them. High-assertive participants were judged to evaluate more correctly than low-assertive participants the likely behavior of males if response options were implemented. All participants generated more complex alternatives and more assertive responses to situations involving an angry male as compared to a pleasant male. No differences were found between groups in their ability to receive information accurately. Correlational results were supportive of a cognitive-behavioral systems approach of assertion, that is, the emission of a skilled response depends on a chain of preceding responses.Thanks are due to Vida Dyson and Lenard Jason for their comments on an early draft of this paper.