Therapeutic effectiveness of differentially targeted humorous remarks in group psychotherapy

Video records of five different sessions of a single therapy group were scored for the occurrence of laughing, smiling, and talking. Successive five-minute intervals were also scored for therapeutic level through ratings derived from the Hill Interaction Matrix. Humorous remarks were categorized according to humor target: self, other in group, and generalized other. Results indicated that the vast majority of humorous remarks were directed at some specific target, and that over 50% of these remarks were negative in tone. Results also revealed that remarks targeted at others in the group tended to decrease therapeutic effectiveness whereas remarks targeted at individuals or institutions not presently in the group were found to increase therapeutic effectiveness. Selftargeted remarks were found to produce inconsistent effects. These findings are discussed in terms of their significance for a more general analysis of group humor as well as in terms of their more specific implications for therapeutic interventions.     

The Assertive Interaction Coding System

Conceptual and theoretical issues concerning the assessment of assertive behavior are discussed. A summary of a variety of instruments utilized in experimental and clinical settings is offered that reflects these issues. This review is followed by the presentation of a new assessment device developed by the authors—the Assertive Interaction Coding System. Research evidence as to its reliability and validity in experimental and clinical settings is presented. Implications for its use in clinical and research protocols are addressed.     

The relationship between sighting dominance and the fading of a stabilized retinal image

The fading of a stabilized retinal image in the sighting and the nonsighting dominant eye was studied using the Haidinger’s brush target. Reaction time to the complete disappearance of the stabilized image was significantly longer when the target was input to the sighting eye. The greater persistence of stabilized targets in the sighting eye suggests possible differences in the neural channels from the two eyes or processing differences in the two monocular channels that are related behaviorally to eye dominance.     

Counting eliminates the repetition effect in judgments of temporal duration.

College student subjects estimated the duration of time intervals (8–54 sec) by counting or not (N=35 per group). Counting eliminated the repetition effect (a decline in the magnitude of estimations across trials), and resulted in a truncation of the psychophysical function. The former result was interpreted as contrary to Treisman's (1963) model. The latter result was attributed to the effortfulness of counting, which was established in a subsequent experiment.     

Habit reversal treatment: Learning an incompatible response or increasing the subject's awareness?

The elements of the Habit Reversal Treatment Package developed by Azrin and Nunn (1973) to counteract nervous habits were systematically analysed. Fifty nail biters (92% reported biting their nails for more than 5 yr) were randomly assigned to one of the following treatments: Habit Reversal, Habit Reversal and Self-Monitoring, Self-Monitoring, Self-Monitoring and Daily Graph Plotting, Waiting List control, Pictures of both hands were taken prior to the commencement of treatment and at 6 and 12 weeks after treatment termination. The results showed that the four treatment groups improved equally compared with the control subjects. Such data cast doubt on the importance of learning an incompatible response in Habit Reversal Treatment. An alternative explanation based on increasing the subject's awareness is put forward.     

How specific are perceptual skills? A cross-cultural study of pattern reproduction.

Pattern reproduction tasks were presented in four different media to samples of urban Zambian and urban British schoolchildren. When the patterns were reproduced as wire models, the Zambian children excelled the British. When the patterns were reproduced by drawing, the British children excelled the Zambian. No reliable cross-cultural differences were found when the patterns were reproduced as plasticine models or as configurations of hand positions. Both cultural groups were equally adversely affected when required to perform the modelling tasks or the hand positions task blind-folded. The results are interpreted as suggesting that cross-cultural differences in performance of pattern reproduction tasks reflect different sets of highly specific perceptual skills rather than differences on broader cognitive variables such as practical intelligence, field-dependency or sensotypes.