Short-term retention of superimposed and of spatially distinct multiletter visual arrays

On each trial, Ss attempted to retain a series of five visually presented letters while concurrently “shadowing” (repeating aloud) a rapid series of aurally presented letters. If serial-position accuracy is ignored, they were able to store more than only the last letter of a typical series, even though all five letters appeared on the same screen, and that performance was superior to the retention of five auditorily presented letters. Together, these findings suggest that a form of visual storage might have been employed for the retention of visual stimuli and, specifically, one that was relatively immune to erasure as compared to “iconic” storage. In further support of that hypothesis, retention of such visual series as measured by free-recall accuracy was not inferior to that of five letters, each of which was presented on a separate screen.     

Working with transference phenomena in group supervisory sessions

Conclusion Through this paper, I have tried to explore and illustrate the dynamics of the supervisory experience, in terms not so much of the content particulars as the subtle shifts in the interpersonal meanings of communication processes. Birdwhistell (1) has even gone so far as to suggest that individuals do not communicate; they engage in or become part of communication. He may move, or make words ... but he does not communicate. He may see, he may hear, smell, taste, or feel—but he does not communicate. In other words, he does not originate communication; he participates in it. In a parallel fashion, supervasion is not a simple linear model of student presentation followed by supervisor's intervention, leading to student's further presentation or pause for questioning of what the supervisor meant.Supervision, in my view, is a system that is only to be comprehended on a transactional level. Future research in this area would do well to investigate just how the student analyst projects his counter-transference reactions with patients as transference projections onto the supervisory group, and how the induced reactions in the listeners (the supervisory group) can be used to recapture in very vivid fashion the atmosphere surrounding the analyst and the patient in session together. The answer to these questions would help to clarify some of the existing theoretical confusion regarding internalization, identifications, and introjections. This approach of participating leadership and the free use of the process emerging in the supervisory session helps to dispel the omnipotent parental transference image, and seems to lead to increased empathy, responsiveness, perceptivity and intuition in trainees.     

Comments on “markovian processes with identifiable states: General considerations and applications to all-or-none learning”

When knowledge of the response sequence permits one to specify the sequence of theoretical states that occurred, we propose to say that the theory has observable states. Our earlier usage of identifiable conflicts with established usage in econometrics. We also present a revised definition of implication between theories that avoids a technical flaw in the earlier definition, and we correct a mistake in an example in our earlier paper.     

Order effects in Rokeach's Value Survey

Two-hundred-twelve sociology students completed a version of Rokeach's Value Survey in which the presentation order of the values was randomized. Each respondent received a unique randomization pattern. Spearman's correlations were computed between the presentation order and the order of ranking done by the respondent. The magnitude of the correlations obtained was such that the amount of bias created by presentation order was sufficiently small as to suggest that order effects are not a problem in the instrument.     

Age and Gender Role Conflict: A Cross-Sectional Study of Australian Men

A total of 221 educated middle-class Australian males across three age groups (18–24, 36–45, and 60-plus years), responded to O'Neil et al.'s Gender Role Conflict Scales and a set of measures for psychological well-being. A MANCOVA design, with psychological well-being as the covariate, found significant age differences on two gender-role conflict scales. Results suggest that certain conflicts in a man's life to do with ambition, career, and family may be seen as developmentally functional rather than dysfunctional. No age differences were found on the Gender Role Conflict variables for emotional expressiveness and intimacy between males. These two variables are discussed as a function of mood rather than indices of dysfunction.