Disruption of reference in aging

A homogeneous sample of normal adults living in a religious order in a study of age effects on reference as a cohesive device in discourse production and comprehension. Narrative and procedural discourse were examined across various levels of complexity and stimulus/response requirements. Results indicate that significant ambiguity of reference emerges in the younger elderly group (age 64-76) in comparison to the middle-aged group (age 27 to 55), and increases markedly in the older elderly group (age 77-92). Related impairments of comprehension and cognition were also observed. These findings are interpreted to be general features of linguistic variation with advancing age. Communicative consequences of ambiguous reference are discussed.     

Family therapy in a community mother and toddler project

A home centred family therapy approach is described based on the McMaster model. This approach was applied in a controlled trial of three forms of intervention for mother and toddler problems. In this paper the experience of applying the approach is reported.     

Successive, simultaneous, and anticipatory contrast in the consumption of saccharin solutions

Contrast effects were obtained in rats in the consumption of saccharin solutions in three different paradigms. Degree of negative contrast varied as a function of concentration disparity, but not equally in the three procedures. Successive negative contrast occurred following shifts from 0.15% to either 0.075% or 0.05% saccharin but did not occur following shifts to 0.10% or 0.125% saccharin. Some degree of simultaneous contrast was obtained with all four concentration disparities. Anticipatory contrast, where the intake of the first substance is suppressed by a more preferred second substance, occurred only in the case of the 0.05%-0.15% difference in concentrations. It was suggested that the several contrast paradigms engage somewhat different psychological processes differentially involving emotional, sensory, and associative mechanisms, but all lead to behavior based on relative value. A modification of Toates's (1981) incentive model of ingestive behavior was suggested to incorporate relativity effects based on both associative and nonassociative factors in the consumption of both nutritive and nonnutritive substances.     

Perceptual and conceptual variants of the oddity task as a predictor of learning disability

This paper compares LD and non-LD peers on eight variants of the oddity task. This study is part of a larger programmatic research effort aimed at the development of a screening test to detect preschool children who currently pass existing screening tests but, nonetheless, subsequently experience school failure. The theoretical orientation of this approach is to assess active, ongoing cognitive processing ability. The oddity task, which can be structured to assess such processing ability, was evaluated in the present study as a potential component of this screening test. Consistent with a priori predictions, the data resulted in strong group and developmental differences. Oddity performance increased over age, with the non-LD children performing consistently better than their LD peers at each age. Perceptual and conceptual factors were manipulated across the oddity variations, and both factors contributed to group differences. These results were discussed in relationship to early diagnosis and prognosis for learning disabilities that might result from deficiencies in abstract processing ability.The authors would like to express their thanks to the schools, teachers, and students who participated in this study. This research was supported in part by the Mailman Foundation and FDLRS/MAILMAN, a specialized university center of the Florida Diagnostic Learning Resources System, funded through State General Revenue appropriation to provide multidisciplinary evaluation services in exceptional student education programs.     

Assessing depression in community samples of children using self-report inventories: Ethical considerations

Although the methodological problems associated with the use of children's self-report depression inventories have previously been discussed in detail, the ethical problems related to the use of these instruments have been largely ignored. The primary purpose of this survey study was to determine how childhood depression researchers have prepared for and responded to children from community (i.e., nonclinic) samples whose nonanonymous scores on self-report depression inventories have indicated that they might be severely depressed or suicidal. Several recommendations, based upon (a) the results of this survey study, (b) the existing literature relevant to the ethical responsibilities of investigators who conduct research with children, and (c) our own experiences with these instruments and populations, are made to assist researchers in their attempts to use these inventories in an ethical manner.The authors would like to thank those childhood depression researchers who were kind enough to return completed surveys.     

A comparison of three predictors of an individual's memory performance: the individual's feeling of knowing versus the normative feeling of knowing versus base-rate item difficulty

Distinctions are drawn between different predictors of an individual's memory performance, with emphasis on the notion of privileged access to idiosyncratic knowledge. Research is reported in which undergraduates attempted to recall the answers to general-information questions, then made feeling-of-knowing judgments on nonrecalled items, and subsequently had a criterion test (relearning, perceptual identification, or one of two versions of recognition). For predicting an individual's criterion performance, the individual's own feeling-of-knowing predictions were intermediate between two kinds of normative predictions: The individual's feeling-of-knowing predictions were more accurate than predictions derived from normative feeling-of-knowing ratings but were less accurate than predictions derived from base-rate item difficulty (normative probabilities of correct recall). Subsidiary analyses showed that factors other than unreliability are responsible for the partial inaccuracy of the individual's feeling of knowing. Ramifications are discussed for possible ways to improve the accuracy of an individual's feeling-of-knowing predictions.     

Cue depreciation: when word fragment completion is undermined by prior exposure to lesser fragments

The ability to think of a previously studied item has often been shown to be impaired when, in one way or another, the extraitem context is changed from study to test. In a series of five experiments, such impairment is induced in a somewhat different way. A fragment (e.g. r-i--rop) of a just-studied word (raindrop) is shown to be less readily completed if it is presented bit by bit (r------p, r----r-p, r-i--r-p, r-i--rop) rather than all at once (Experiments 1, 3, 4, and 5). No such effect is found if the word has not been studied beforehand (Experiments 2, 3, 4, and 5). This pattern of results occurs even when fragments of studied and nonstudied words occur in the same test and under conditions in which subjects cannot tell whether a given fragment is of a studied or nonstudied word (Experiments 4 and 5). In addition, for words that have been studied beforehand, the impairment is shown to increase systematically with the number of steps involved in the presentation of the word fragment (Experiment 3) and also to persist when the time allowed for completion of the final version of the fragment is increased from 4 s to a full minute (Experiment 5).     

Some Arguments Against Analyzing Client Change Graphically

Although single-subject research techniques are relevant and valuable to counselors, analyzing change by graphs alone is open to major sources of error. The author discusses these sources and explores the issues of serial dependency, unreliability of graphs, interjudge disagreement on graphed data, and the use of a more reliable statistical procedure (the time-series statistic) with relevance to the counselor in the field.