Compared to what? Effects of categorization on hedonic contrast

Test stimuli are rated less “good” following very good context stimuli than when presented either alone or following neutral context stimuli. This diminution in rating is calledhedonic contrast. In two experiments, the degree of hedonic contrast depended on how subjects were instructed to categorize context and test stimuli. Contrast was substantially attenuated if context and test stimuli were said to belong to different categories. The effect was demonstrated for beverages (Experiment 1) and birds (Experiment 2). Stimuli’s hedonic ratings were far less affected by other stimuli declared to belong to a different category than by stimuli declared to belong to a common category.     

An exploration of links between early parenting experiences and personality disorder type and disordered personality functioning

Reports of early parenting were assessed using two measures, the Parental Bonding Index (PBI) and the Measure of Parenting Style (MOPS), in a sample of 265 patients with DSM-defined major depressive disorder. Psychiatrists then rated the extent to which sample members evidenced the personality "styles" underpinning 15 separate personality disorders, returning personality vignette scores. The extent of disordered functioning was also assessed across "parameters" and "domains" by psychiatrists, referrers, and family members, using a range of measures. Those with higher scores on vignettes measuring borderline, anxious, depressive, and self-defeating personality style rated parents as uncaring, overcontrolling, and abusive. When vignettes were consolidated into scores akin to the DSM clusters, the most consistent links between perceived dysfunctional parenting were with the Cluster C (anxious), and Cluster B (dramatic) styles and were nonsignificant for Cluster A (eccentric) style. Meeting criteria for an increasing number of personality disorder clusters was associated with increasing levels of adverse parenting. Multiple regression analyses indicated that disordered functioning (as assessed by the three independent rater groups) was most distinctly associated with paternal indifference and maternal overcontrol.     

Altering White Racial Identity and Interracial Comfort Through Multicultural Training

The authors examined the impact of multicultural training on the development of White racial identity and interracial comfort. Findings indicated that an integrative multicultural training program resulted in significant increases along 3 dimensions of White racial consciousness and in the levels of interracial comfort. This work extends related efforts to study White racial identity as an important parameter of multicultural training and counseling. In addition, psychometric data and factor structures are provided for the White Racial Consciousness Development Scale (Claney & Parker, 1989) and the Interracial Comfort Index (Claney & Parker, 1989).     

A model for teaching research ethics

A model is described for implementing a program in research ethics education in the face of federal and institutional mandates and current resource, disciplinary, and infrastructure limitations. Also discussed are the historical background, content and evaluation process of the workshop at the heart of the program, which reaches a diverse group of over 250 students per year—from first-year graduate students in basic research labs to clinical fellows. The workshop addresses central issues in both everyday laboratory ethics and in larger societal questions. Goals include improving overall awareness of ethics guidelines and philosophy and enhancing skills in identifying and then analyzing the ethical components of situations. Pedagogies used and their effectiveness and that of the overall workshop and extended program are addressed. Programs like these have initiated a shift in the culture of basic research, which is a critical need given the current atmosphere.     

Automaintenance without stimulus-change reinforcement: Temporal control of key pecks

Yoked pairs of experimentally naive pigeons were exposed to a modified autoshaping procedure in which key pecking by the leader birds postponed both keylight termination and access to grain for the leader and the follower bird. Key pecking developed and was maintained in all birds and continued through two reversals of roles in the yoked procedure. Although temporal control developed more slowly in follower birds, asymptotic temporal distributions of key pecking were similar for all birds in both leader and follower roles; maximum responding occurred soon after keylight onset and decreased to a minimum prior to reinforcement. Response distributions for both leader and follower birds were described by Killeen's (1975) mathematical model of temporal control. Follower birds received response-independent reinforcement, and the development by these birds of temporal distributions which are minimal immediately prior to reinforcement is without precedent in Pavlovian appetitive conditioning. However, maintenance of key pecking by the leader birds, whose responses postponed both stimulus-change and food reinforcement, supports an interpretation of autoshaped and automaintained key pecking as responding elicited by signaled grain presentation.     

Question form analysis in discourse agreement between a mother and a language-learning child

This study analyzed the question form used in discourse between a mother and her language-learning child. Spontaneous taped data of mother-child interactions were collected at three different time periods. Initially the child was 2;3 and data collection stopped at 2;5. Analysis of dialogue units based on protocols of discourse proposed by Mishler (1974) was conducted. Results indicated that question chaining occurred most frequently in discourse, followed by arching, then embedding. All question forms except one were initiated by the mother. Evidence also indicated that the subject did not have the linguistic competence of allwh-question forms by 2;5. This study indicated that question chaining was the most frequent type of discourse analysis with this dyad.     

Improving Self-Concept and Learning Skills of Marginal Black Students: A Seminar Approach

In this article, an eight-session seminar model is presented. This seminar is designed to increase participants' study skills and to redefine participants' self-concepts from those characterized by feelings of inadequacy and frustration to concepts of selves as competent and capable. Specific study skills content covers learning strategies, two-way communication, learning styles, note making, test taking, vocational planning, and academic coping strategies. This seminar model has been used to meet the above goals with considerable success; relevant data from the evaluation of a class taught using this model is included.     

Playgroup therapy in the junior school: I. method and general problems

Part of a controlled trial of various types of mental health intervention in ordinary junior schools consisted of asystematic application of non-directive play therapy. In thispaper, the problems of setting up and running 17 groups in six different junior schools are discussed. It is concluded that while running groups in schools is not easy, and conditions arefarfrom ideal, it can be successfully carried out given good-will and adequate staff support.     

Factorial validity of the 20-item Toronto Alexithymia Scale

The 20-item Toronto Alexithymia Scale (TAS-20) was developed in previous research to measure a general dimension of alexithymia with three inter correlated factors. These three factors reflect distinct facets of the alexithymia construct: (1) difficulty identifying feelings and distinguishing them from the bodily sensations of emotion, (2) difficulty describing feelings to others, and (3) an externally orientated style of thinking. This study tested the three-factor model for the TAS-20, using confirmatory factor analysis, in separate samples of young adults from Germany, Canada, and the United States. The previously established three-factor model was found to be replicable in all three samples. In addition, the full TAS-20 and its three factors demonstrated adequate internal reliability in all three samples. Although evaluation of the convergent, discriminant, and criterion validity of the TAS-20 is required in diverse cultural groups, the present results provide evidence for the factorial validity and internal reliability of the TAS-20.     

The effect of edge orientation and movement direction on the apparent misalignment of collinear bars

Four experiments on apparent misalignment of oblique collinear bars are reported. The data from the first three experiments showed that the misalignment was slight but significant when no direction other than that of the bars themselves was delineated and about double when the vertical was delineated by movements of the adjustable bar. When the vertical was delineated by both these movements and the ends of the bars (or by vertical parallel lines), the misalignment was more than six times greater. Conversely, it was reduced when the bar ends delineated the vertical and bar movements delineated the direction at right angles to the bars. The data from a fourth experiment showed that the inner pair of edges were closely involved in apparent misalignment and that the outer ends were not. The relationship between the misalignment effect with bars and the Poggendorif figure (oblique lines separated by parallels), the delineation of direction by edges and movement, and the implications of these data for an explanation are discussed.