“The unbearable embeddedness of being”: Self psychology,intersubjectivity and large group experiences

Studying the large group from a self psychological perspective is a new area of exploration. The purpose of this work is to consider an expansion of the selfobject concept to include experiences in group. The groupobject is conceived as a function which addresses the inherent group needs of the individual. Just as the selfobject serves to fill in missing aspects of the self, the groupobject fills in missing aspects of the group self. The development of this concept emerged from an ongoing large group experience. It has its roots in the idea that effective group treatment can result from the recognition and support of groupobject as well as selfobject needs.This phrase, first coined by Stolorow and Atwood (1993) represents their attempt to clarify the fallacy of the isolated mind.Contexts of Being. Hillsdale, NJ: Analytic Press, 1993.     

Adolescent verbal behavior

This investigation assessed the relationship of race and delinquent status with the noncontent verbal behavior of adolescent males. A standardized videotape interview was used to ensure consistent stimulus presentation. Sixteen white and sixteen black delinquents were compared with equal numbers of nondelinquents on the noncontent verbal measures of total time (performance time), units (frequency), and latency. It was predicted that nondelinquents would be more verbal than delinquents and whites would be more verbal than blacks. No racial differences were found. Delinquents, however, were found to talk significantly less than nondelinquents and to have significantly longer verbal latencies. Discussion of these results centered on the verbal demand characteristics of certain settings, such as classrooms and court hearings.     

Auditory discrimination: a three-variable analysis of intensity effects

The acquisition of auditory intensity discriminations in rats trained on multiple variable-interval extinction schedules was studied as a function of some of the variables that contribute to the speed of development of differential responding and the final level attained. The effects of three variables were isolated and studied in detail: (1) the decibel difference between the discriminative stimuli (intensity difference); (2) the intensity relationship between the stimuli (relative intensity); and (3) the position of the stimuli on the intensity continuum (absolute intensity). Each of the three variables generated orderly relationships and interacted with one another to produce complex effects upon differential responding.     

Neonatal treatment with monosodium glutamate does not alter grooming behavior induced by novelty or adrenocorticotropic hormone

The increased grooming behavior observed in a novel environment has been attributed to release of peptides derived from proopiomelanocortin (POMC), such as ACTH, alpha-melanocyte-stimulating hormone (alpha-MSH), or beta-endorphin, which themselves can elicit grooming. This is because novelty-induced grooming is attenuated both by hypophysectomy and by antiserum to ACTH injected into the cerebral ventricles. Administration of monosodium glutamate (MSG) to neonatal rats destroys neurons in the arcuate nucleus of the hypothalamus, depleting the brain of POMC peptides, and also hypothalamic dopamine and choline acetyl-transferase activity. Neonatal MSG treatment did not significantly alter the grooming scores of adult rats in either home or novel environments compared to saline-treated animals. There were also no differences between MSG-and saline-treated rats in the grooming scores observed following graded doses of ACTH1-24 (0.2-1.0 micrograms) administered intracerebroventricularly. Thus if increased grooming in the novel environment is due to release into the ventricles of ACTH, alpha-MSH, beta-endorphin, these peptides more likely derive from the pituitary rather than from brain cells, although the failure of the MSG treatment to produce quantitative depletions of cerebral POMC peptides, especially in the brain stem, leaves open the latter possibility.     

The effects of a videotape feedback system on classroom teacher behavior

Teachers in eight matched schools, four experimental and four control, were videotaped to examine the effects of a staff development program utilizing knowledge of objectives and immediate videotape feedback to modify the behavior of classroom teachers. Playback teachers improved cognitive behaviors but not affective behaviors more than controls. Concomitants of teacher success in the program were also investigated. Characteristics contributing to positive behavioral changes were dissatisfaction with perceived effectiveness, teaching experience, recency of latest degree, teacher attitude toward students, and student achievement.     

Spatial-frequency-contingent color aftereffects: Adaptation with two-dimensional stimulus patterns

The spatial-frequency theory of vision has been supported by adaptation studies using checkerboards in which contingent color aftereffects (CAEs) were produced at fundamental frequencies oriented at 45\dg to the edges. A replication of this study failed to produce CAEs at the orientation of either the edges or the fundamentals. Using a computer-generated display, no CAEs were produced by adaptation of a square or an oblique checkerboard. But when one type of checkerboard (4 cpd) was adapted alone, CAEs were produced on the adapted checkerboard and on sine-wave gratings aligned with the fundamental and third harmonics of the checkerboard spectrum. Adaptation of a coarser checkerboard (0.80 cpd) produced CAEs aligned with both the edges and the harmonic frequencies. With checkerboards of both frequencies, CAEs were also found on the other type of checkerboard that had not been adapted. This observation raises problems for any edge-detector theory of vision, because there was no adaptation to edges. It was concluded that spatial-frequency mechanisms are operating at both low- and high-spatial frequencies and that an edge mechanism is operative at lower frequencies. The implications of these results are assessed for other theories of spatial vision.     

Characteristics of the System of Production of History-of-Psychology Literature, 1975–1986

We used Psychological Abstracts to identify a large international sample of history-of-psychology literature that was published from 1975 through 1986. Information was obtained on such producer characteristics as: The language in which each publication was written; the country (or American state) from which it originated; and authorship gender and number. Differences in productivity were examined as a function of these variables and their combinations; comparisons were made with a random sample of psychological literature and with previously published findings regarding publication in psychology. Conclusions were drawn regarding the history of psychology considered as a literature-producing enterprise.     

The canonical relationship between the Differential Ability Scales Upper Preschool Verbal and Nonverbal clusters

The canonical relationship of the Verbal and Nonverbal clusters of the Differential Ability Scales Upper Preschool Level was studied. The two clusters share 45% of their variance. Independent interpretation of the Verbal and Nonverbal scales was supported.