Perceived spatial organization of cutaneous patterns on surfaces of the human body in various positions

The perceived spatial organization of cutaneous patterns was examined in three experiments. People identified letters or numbers traced on surfaces of their body when the relative spatial orientations and positions of the body surfaces and of the stimuli were varied. Stimuli on the front or back of the head were perceived with respect to a frame of reference positioned behind those surfaces, independent of the surfaces' position and orientation. This independence may relate to the way in which the sensory apparatus on the front of the head is used in planning action. Stimuli on other surfaces of the head and body were perceived in relation to the position and orientation of the surface with respect to the whole body or trunk (most of which was usually upright). Stimuli on all transverse/horizontal surfaces were perceived with respect to frames of reference associated with the head/upper chest area. These frames were also used for stimuli on frontoparallel surfaces in front of the upper body. These observations may result from the use of "central" frames of reference that are independent of the head and are associated with the upper body. Stimuli on surfaces in other positions and orientations (with two exceptions) were perceived "externally"--that is, in frames of reference directly facing the stimulated surface. The spatial information processing we found may be fairly general because several of our main findings were also observed in very young children and blind adults and in paradigms studying perception by "active touch" and the spatial organization of the motor production of patterns.     

Serial search and comparison of features of imagined and perceived objects

Four experiments studied the spatial information processing involved in making a series of same-different comparisons of features of two objects. When the path between successively compared features on one object was antiparallel with the corresponding path on the other, comparison of a series of features took longer and produced many more errors. These results were observed both when the objects were externally presented and when one object was imagined and the other externally presented. Knowing the location of the next feature seems much more important for effective search than does monitoring the location of the feature used in the preceding comparison. When paths between corresponding features are parallel, search of features of one object may guide search of the other. When the directions between corresponding features are incongruous, search for the next angle may produce a competition for processes or processing resources, or may produce interfering cross-talk between the spatial information processing of the concurrent search tasks. Because of incongruity, as demonstrated in this study, serial search of objects at different orientations is difficult.     

Mirror reversal by blind subjects in cutaneous perception and motor production of letters and numbers

A letter drawn on the forehead is often perceived as its mirror reversal. Similarly, people produce mirror reversals when asked to write a letter on the underside of a table at which they are sitting. We varied the orientation and position of the stimulated or inscribed surface, and found several examples of these two mirror-reversal phenomena in blind subjects (who had no, or very little, visual experience), as well as in sighted subjects. Furthermore, the mirror-reversal rate of the two groups of subjects as a function of orientation and position of the surface was highly correlated. Thus, the mirror-reversal phenomena should be attributed to a nonvisual, spatial cognitive scheme that is perhaps shared by sighted and blind subjects.     

Genetic Testing Considerations in Breast Cancer Patients

Genetic testing is now feasible for a growing number of cancers. Although the implications for unaffected relatives have been widely described, the impact of the tests on affected individuals are often not recognized. We present and discuss four cases that highlight some of the issues—for example, feelings of guilt and anxiety, intrafamilial conflict, and support needs—that may arise in testing affected individuals. We offer some suggestions to aid in the approach to such testing.     

A Field Study of Sex-role Attitude Change in College Women

Two field studies are presented which examine to what extent women's studies courses are effective in changing sex-role attitudes in college women. Factor analyses were performed on the questionnaire data to produce summary variables for the change analysis and to examine the structure of sex-role ideology. The results, consistent in both studies, showed the women's sex-role beliefs are comprised of definable areas and that awareness of sex discrimination and traditional beliefs regarding the proper roles for men and women are more susceptible to influence than are other types of variables.     

PROVIDING A MORE APPROPRIATE EDUCATION FOR SEVERELY HANDICAPPED PERSONS: INCREASING AND VALIDATING FUNCTIONAL CLASSROOM TASKS

We evaluated a teacher training and supervision program for increasing the involvement of severely handicapped adolescents and adults in functional educational tasks. The program, consisting of a brief in-service followed by supervisory prompts and feedback, was accompanied by large increases in functional tasks in three classrooms. In addition, generalized increases occurred during nontargeted times in the classroom and the changes during both the targeted and nontargeted times were maintained over a 44–45 week period. In two subsequent experiments, surveys provided social validation for the criteria for functional versus nonfunctional tasks in that: (a) relevant individuals reliably categorized functional tasks as representing typical living, work, social, and leisure situations and (b) experienced clinicians consistently rated tasks previously categorized as functional as being more useful for severely handicapped persons than tasks categorized as nonfunctional. Results are discussed in terms of the relationship of functional classroom tasks in the overall provision of appropriate educational services for severely handicapped students.     

Sex differences in attributions and learned helplessness

This investigation assessed the hypothesis that girls are more likely to be learned helpless in math than boys. Students in grades 5 through 11 completed questionnaires assessing their causal attributions for success and failure in mathematics, their self-concepts of math ability, and their expectations for both current and future success in math. Results indicated that sex differences in attributions depended on the type of methodology used (open-ended or rank-ordered questions). The most consistent difference involved the differential use and ranking of ability, skills, and consistent effort. No sex differences were found in either students' perceptions of their own math ability or in their current achievement expectations. Girls, however, rated their future expectations slightly lower than did boys. Taken together, these results provide little support for the hypothesis that girls are generally more learned helpless in mathematics than are boys.     

Anterograde and retrograde enhancement of 24-h memory by glucose in elderly humans.

The present experiment examined anterograde and retrograde enhancement of memory storage by glucose in elderly humans. Glucose (50 g) or saccharin was administered shortly before or immediately after acquisition of a narrative prose passage. Recall was tested 24 h later. Glucose administration before or after presentation of the material to be learned significantly improved recall 24 h later compared to performance in the saccharin condition. These findings suggest that glucose retroactively enhances memory storage processing in elderly humans and that the enhancement of memory outlasts the transient elevations in blood glucose levels after glucose ingestion.     

Integrating instructional procedures into traditional congregate care situations for people with severe disabilities

Many institutional and community residential agencies experience difficulties in providing habilitative services when direct care staff are working with groups of people with severe disabilities. We evaluated a means of assisting direct care personnel in integrating instructional strategies into traditional congregate care situations. In Experiment 1, integrated teaching strategies were operationalized for two direct care staff persons. The strategies were based on individualized client habilitative goals and the use of brief response prompting and contingent reinforcement paradigms. The staff members integrated the teaching procedures into their group routines with clients upon implementation of an integrated-teaching staff training and management program. The program involved two staff training sessions and ongoing performance feedback. In Experiment 2, four staff members in another living unit integrated the strategies into their group routines upon implementation of a simplified version of the program. Additionally, while the program was in effect, adaptive behaviors increased in frequency for 19 of 20 clients with profound multiple disabilities. Results of the experiments demonstrate a means through which residential agencies may enhance provision of continuous active treatment in accordance with clinical and governmental guidelines. Suggestions for future rescarch are provided, focusing on overcoming obstacles residential personnel face in providing treatment services in congregate situations.