Frequency of neurologic-psychiatric findings in the late phase following minor and medium severe blunt craniocerebral injuries

The authors present a short review of the pertinent literature and report on their own neuropsychiatric findings following internal craniocerebral injuries, at the same time drawing attention to the necessity of psychological examination. Statistical comparisons with the international literature are complicated owing to the different classifications used for craniocerebral injuries.     

Experiences with the combination of communication training and dynamic group psychotherapy

Three psychotherapy groups consisting of altogether 37 patients took part in communication training after L. Sch?bisch and M. Sieme in preparation for group-centred dynamic psychotherapy. The results of pretherapy and post-therapy surveys with the MMPI were tested for quantitative changes using Posthoff and H. F. B?ttcher's gnoseologically based test. The findings suggest that this combination of methods has a high standard of efficiency, which is finally discussed.     

Comparative clinicogenetic study of schizophrenic psychoses

The author diagnoses 350 carefully selected schizophrenic subjects, their parents and their siblings during parallel studies using three different clinical classification systems and analyzes the results by multiple threshold analysis and the multifactorial inheritance model. The results suggest that, of the three classifications the author studied, Leonhard's and Sneshnewski's system yield relatively homogeneous subgroups; this indicates the future significance of these nosological systems for the planning of biopsychiatric research.     

Visual memory in a spelling matching task: comparison of good and poor spellers

The role of visual memory in learning to spell words was investigated through a matching task on which one nonsense word was presented, then a second word identical in spelling or differing in one letter was presented. Ten pairs of 9th and 10th-grade students, matched for intelligence and sex but of different spelling ability, were asked to indicate whether word pairs were spelled the same or differently. The two words of a pair were either the same or different in print size or letter case. Significant effects were obtained for spelling ability, print size (same or different), and letter case (same or different), and the interaction of size X case, providing evidence for the use of visual memory by both good and poor spellers in learning to spell words. Good spellers were equally able to identify matched and mismatched pairs, while poor spellers showed greater difficulty in identifying mismatches than matches, supporting Frith's (1980) "partial cues" explanation of poor spelling performance.     

A follow-up study of cross-cultural validity of Developmental Test of Visual-motor Integration

A follow-up study with a younger group of mildly handicapped Japanese students was conducted to determine if the correlations between the Developmental Test of Visual-motor Integration and reading and mathematics achievement would substantiate the previous findings. For 30 mildly handicapped 11- and 12-yr.-old Japanese students, visual-motor integration scores were significantly correlated with both mathematics and reading scores. These results, added to the 1984 Webb and Abe data, further support the test's cross-cultural validity.