Distignuishing the source of memories reported during prior waking and hypnotic recall attempts

Subjects attempted to identify the occasion on which they first reported particular responses to questions that were asked twice during an experiment on hyphosis and memory 1 week earlier. During this earlier experiment, subjects of high and low hypnotizability had been randomly allocatd to one of two recall test sequences: wake-hypnosis ro wake-wake. Recall improved from the first (R1) to the second test (R2) in a comparable manner for both test sequences, indicating a failure of hypnosis to enhance memory. It is noteworthy that, when later queried about the origins of specific recollections, the majority of subjects exhibited a bias to attribute their responses to R1, regardless of whether hypnosis was used during R2. Moreover, low hypnotizables exposed to the hypnotic procedure and, to a lesser extent, high hypnotizables who recalled both times in the waking condition displayed and exaggerated tendency to overattribute recollections to R1. These data indicate that individuals cannot distinguish between memories retrieved prior to hypnosis and those that occured during hypnosis. Implications for implementing judicial standards regarding hypnosis are discussed.     

Perceptions of primary supervisor interpersonal skills: A critical incident analysis

This study surveyed a randomly selected group of Approved Supervisors of the American Association for Marriage and Family Therapy (n = 280) and their supervisees (n = 266) on their perceptions of the primary supervisor interpersonal skill used in supervisory incidents that had a positive effect on supervisee development. Supervisor directiveness was the most identified skill by both supervisors and supervisees.This study was funded in part by grants from the Research Committee of the American Association for Marriage and Family Therapy; the Agricultural Experiment Station, Purdue University; and the School of Liberal Arts and Sciences, Purdue University Calumet.     

Gender in family therapy supervision

While gender has taken its place as a fundamental construct in family therapy theory, little has been written about gender in family therapy supervision. This paper attempts to redefine gender as it pertains to families, family therapy, and family therapy supervision; call attention to aspects of gender as they apply to training in family therapy and family therapy supervision; and suggest ways that family therapy supervisors can sensitize themselves to issues of gender so that they can be more effective in supervision.The author gratefully acknowledges her husband, Victor Nelson, STM, and Eric McCollum, PhD, for their comments on an earlier draft of this paper and for helping with the idea that men are raised to fix things, women to make them better.     

The ethical foundations of behavior therapy

In this article, I am concerned with the ethical foundations of behavior therapy, that is, with the normative ethics and the meta-ethics underlying behavior therapy. In particular, I am concerned with questions concerning the very possibilty of providing an ethical justification for things done in the context of therapy. Because behavior therapists must be able to provide an ethical justification for various actions (if the need arises), certain meta-ethical views widely accepted by behavior therapists must be abandoned; in particular, one must give up ethical subjectivism, ethical skepticism, and ethical relativism. An additional task is to show how it is possible to provide a nonsubjective, nonskeptical, and nonrelativistic moral justification for an ethical statement. Although this is a monumental task, I provide a rough sketch of such a model, one that is congenial to the value judgments underlying behavior therapy.     

Analysis of the elements of attention: A neuropsychological approach

A model for conceptualizing the components or elements of attention is presented. The model substitutes for the diffuse and global concept of attention a group of four processes and links them to a putative system of cerebral structures. Data in support of the model are presented; they are derived from neuropsychological test scores obtained from two samples, the first consisting of 203 adult neuropsychiatric patients and normal control subjects, and the second, an epidemiologically-based sample of 435 elementary school children. Principal components analyses of test scores from these two populations yielded similar results: a set of independent elements of attention that are assayed by different tests. This work presents a heuristic for clinical research in which the measurement of attention is essential.     

Type of Offense and Level of Moral Development Among Adult Male Inmates

The Defining Issues Test (DIT) was administered to three groups of adult male inmates in two categories to compare their levels of moral development. The distribution of DIT scores was found to be similar to those of nonfelonious samples. Implications for the treatment of offender populations are discussed.     

Finding stable support for computing in psychology: Lessons from innovation diffusion in organizations

We present the steps that the Psychology Department, the Academic Computing Center (ACC), and the central administration at St. Olaf College have taken to integrate computing support into the operating budget of the college. In hindsight, we also propose a model of the diffusion of innovations into an organization as a theoretical guide to stabilizing support for computing in academic departments. The theoretical framework highlights the commonality between our particular adaptations and those that would most help at other institutions.