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.     

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.     

Intrapsychic factors influencing career aspirations in college women

A 300-item questionnaire designed to assess the relationship and relative importance of several factors for women's career aspirations was answered by 169 female college juniors and seniors. Regression analyses showed that women with high career aspirations were satisfied with their lives; confident of their career plans; willing to postpone marriage; nontraditional in their values and behaviors; generally external in orientation, believing that discrimination is responsible for many of women's failures and that organized pressure rather than individual action is necessary to combat this discrimination; certain that women's demands for equality are justified and that most men agree with them; likely to have had a working mother who was perceived as being dissatisfied with her own life; and if planning to marry soon, endorsing dual role compatability. When all variables were considered simultaneously, attitudinal factors were found to best predict career aspirations, while socialization variables were relatively unimportant.This study was supported by funds from the University of California, Los Angeles, Personality and Social Psychology Training Grant, USPHS 1 T 1 MH 11, 696. The authors wish to express their thanks to the Women's Studies Program at UCLA for its continued cooperation. Also deserving of recognition for their help with early phases of this study are Cathy Connor, Jomary Hilliard, Paula Johnson, Karen Paige, Andrea Tyree, and Gail Zellman. Portions of this paper were presented at the University of California, Los Angeles, Symposium on Sex Roles and Sex Differences, Los Angeles, 1972.     

Developing internality and perceived competence: the empowerment of adolescent girls

A small group workshop, developed for Big Sisters of Colorado, Inc. to complement their traditional program, was evaluated to determine its effectiveness for working-class and underclass adolescent girls. The "Life Choices" program was successful with working-class Ss, resulting in increased internality and perceived competence for school success, social relationships and general life events. These Ss also increased their knowledge of both traditional and non-traditional career alternatives. However, the program did not succeed with underclass adolescent girls, who showed no increase in internality or knowledge of career alternatives and reported a significant decrease in perceived competence after completing the same program. It is suggested that the goals and strategies presented in such programs must be designed specifically for adolescents of different backgrounds if they are to result in empowerment of the participants.     

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.     

Macromolecular synthesis, distributed synaptic plasticity, and fear conditioning

Recent work from a number of laboratories has provided new and important insights about how gene expression is altered by experience and how these molecular changes may provide a substrate for the long-term storage of new memories. Here, we review a series of recent studies using aversive Pavlovian conditioning in rats as a well characterized model system in which experience-dependent alterations in gene expression can be manipulated and quantified within a specific neural circuit. We highlight some of the issues involved in using broad-spectrum inhibitors of mRNA and protein synthesis to study cellular changes underlying the formation and long-term stability of memory and discuss the idea that these changes occur over widespread, behaviorally-defined, networks of cells. We also discuss the idea that the maintenance of memory and its susceptibly to disruption after retrieval may relate to local protein synthesis in dendrites. Finally, a series of recent experiments from our laboratory studying the role of a specific signaling pathway (mTOR) which regulates translational processes and memory formation in the amygdala and hippocampus during fear conditioning are reviewed.     

Raiding the inarticulate: The internal analytic setting and listening beyond countertransference

The analytic setting exists not only externally but also internally as a structure in the mind of the analyst. The internal analytic setting constitutes an area of the analyst's mind where reality is defined by unconscious symbolic meaning. Clinical examples illustrate how a secure internal setting allows flexibility in the external setting without sacrifice of its analytic quality. The internal setting can help analysts listen inwardly to themselves in a way that is free-floating with regard to their internal processes. This points beyond usual ideas of countertransference. An analytic encounter may stir up elements that belong to the analyst's psyche which, rather than impeding the analysis, can actively enrich it. Seamus Heaney's writings evoke comparisons between listening to poems and listening to patients, and a week in a patient's analysis is described in relation to these themes.     

Integrating cognitive psychology, neurology and neuroimaging

In the last decade, there has been a dramatic increase in research effectively integrating cognitive psychology, functional neuroimaging, and behavioral neurology. This new work is typically conducting basic research into aspects of the human mind and brain. The present review features as examples of such integrations two series of studies by the author and his colleagues. One series, employing object recognition, mental motor imagery, and mental rotation paradigms, clarifies the nature of a cognitive process, imagined spatial transformations used in shape recognition. Among other implications, it suggests that when recognizing a hand's handedness, imagining one's body movement depends on cerebrally lateralized sensory-motor structures and deciding upon handedness depends on exact match shape confirmation. The other series, using cutaneous, tactile, and auditory pitch discrimination paradigms, elucidates the function of a brain structure, the cerebellum. It suggests that the cerebellum has non-motor sensory support functions upon which optimally fine sensory discriminations depend. In addition, six key issues for this integrative approach are reviewed. These include arguments for the value and greater use of: rigorous quantitative meta-analyses of neuroimaging studies; stereotactic coordinate-based data, as opposed to surface landmark-based data; standardized vocabularies capturing the elementary component operations of cognitive and behavioral tasks; functional hypotheses about brain areas that are consistent with underlying microcircuitry; an awareness that not all brain areas implicated by neuroimaging or neurology are necessarily directly involved in the associated cognitive or behavioral task; and systematic approaches to integrations of this kind.