Daily Behavior Report Cards and Systematic Direct Observation: An Investigation of the Acceptability,Reported Training and Use,and Decision Reliability Among School Psychologists

More than ever, educators require assessment procedures and instrumentation that are technically adequate as well as efficient to guide data-based decision making. Thus, there is a need to understand perceptions of available tools, and the decisions made when using collected data, by the primary users of those data. In this paper, two studies that surveyed members of the National Association of School Psychologists with regard to two procedures useful in formative assessment, (i.e., Daily Behavior Report Cards; Systematic Direct Observation), are presented. Participants reported greater overall levels of training and use of Systematic Direct Observation than Daily Behavior Report Cards, yet both techniques were rated as equally acceptable for use in formative assessment. Furthermore, findings supported that school psychologists tend to make similar intervention decisions when presented with both types of data. Implications, limitations, and future directions are discussed.     

Psychoanalytic process and thought: Convergence of Bion and Matte‐Blanco1

Using the convergence between Bion and Matte‐Blanco, in this article the author attempts to stress the view of the psychoanalytical method as promoter of expansion of the ability of the patient to think his emotional experiences. After a brief résumé of the ideas of both Bion and Matte‐Blanco, certain points of congruence between the two are emphasised: the way of perceiving the range of phenomena observed by psychoanalysis, intuition as a method for observing this field, the feelings as the raw material for thinking, and the importance of the concept of infinity in psychoanalysis. The way in which the ideas of Matte‐Blanco assist in the understanding of Bion's propositions is highlighted. Following these correlations, the author discusses certain questions pertinent to the psychoanalytical method and proposes a model in which the analyst acts as a mediator/catalyst in the process of revision of the ways in which the patient has organised his emotional experiences and the theories constructed to support these hypotheses. Samples of clinical material are presented.     

Light as a Solution to Puzzles AboutLight

Light is puzzling in modern physics–witness wave-particle duality, the two-slit experiment, and the invariant speed of light. These puzzles are not intrinsic to light but arise from overly narrow views of light. Disregarding the expansive, unitary nature of light that informs everyday experience, modern physics treats light as if it were self-bounded and separable. Further, physics assumes that light is not complicit with observations of light, that the two are separable. By likening light to light-illuminated entities, these attitudes set the stage for puzzles. When,however, conceptions of light are aligned with visual experience, those puzzles become occasions of understanding.This is because visual experience already embodies that aspect of light which physics finds so anomalous: nonseparability. Light's interactive vastness shows up wherever light shows up, and because no observer can back away from light or step outside its integrative embrace, different parts of light (photons) cannot be lifted out ofthe observation as distinct – i.e., distinctly-observed – entities. This revised version was published online in August 2006 with corrections to the Cover Date.     

Observed reach trajectory influences executed reach kinematics in prehension

Previous studies have demonstrated that the observation of action can modulate motor performance. This literature has focused on manipulating the observed goal of the action, rather than examining whether action observation effects could be elicited by changing observed kinematics alone. In the study presented here, observed reach trajectory kinematics unrelated to the goal of the action were manipulated in order to examine whether observed movement kinematics alone could influence the action of the observer. Participants observed an experimenter grasp a target object using either a normal or an exaggeratedly high reaching action (as though reaching over an invisible obstacle). When participants observed the experimenter perform actions with a high reach trajectory, their own movements took on aspects of the observed action, showing greater wrist height throughout their reaching trajectory than under conditions in which they observed normal reaching actions. The data are discussed in relation to previous findings which suggest that kinematic aspects of observed movements can prime action through kinematic or intention based matching processes.     

Being there when it happens: A novel approach to sampling reflectively observed experience

Examining a number of recently developed methods for acquiring first-person data on consciousness, we detect a lack of sensitivity for distinguishing the experiential moments in which the experiencing person was reflectively attending to her ongoing experience. In order to address this gap, we introduce a novel research format for obtaining data on lived experience, combining random sampling of experience with a subsequent retrospective examination of acquired samples in the form of dialogical phenomenological inquiry. The proposed approach aims at the examination of reflectively observed experiential moments and is based on researchers’ iterative cultivation of the phenomenological attitude. Drawing upon results from a longitudinal study of the potential of meditation as a tool for examining consciousness, we address the epistemological and methodological challenges of the proposed approach, discuss its applicability and research potential, as well as examine the characteristics and validity of phenomenal data thus acquired.     

Responses of the human motor system to observing actions across species: A transcranial magnetic stimulation study

Ample evidence suggests that the role of the mirror neuron system (MNS) in monkeys is to represent the meaning of actions. The MNS becomes active in monkeys during execution, observation, and auditory experience of meaningful, object-oriented actions, suggesting that these cells represent the same action based on a variety of cues. The present study sought to determine whether the human motor system, part of the putative human MNS, similarly represents and reflects the meaning of actions rather than simply the mechanics of the actions. To this end, transcranial magnetic stimulation (TMS) of primary motor cortex was used to generate motor-evoked potentials (MEPs) from muscles involved in grasping while participants viewed object-oriented grasping actions performed by either a human, an elephant, a rat, or a body-less robotic arm. The analysis of MEP amplitudes suggested that activity in primary motor cortex during action observation was greatest during observation of the grasping actions of the rat and elephant, and smallest for the human and robotic arm. Based on these data, we conclude that the human action observation system can represent actions executed by non-human animals and shows sensitivity to species-specific differences in action mechanics.     

在家庭自由游戏和智力任务游戏中母亲对孩子的态度特征

采用家庭观察的方法,考察了61名3—4岁儿童在家庭环境中的两个情境——自由游戏和带有智力任务倾向的拼图游戏中,其母亲对他们的态度和行为的特征,结果发现：(1)母亲在2种类型的游戏中对待孩子的态度和行为可以从母亲对孩子的控制性(高控、低控)、温暖性(接受和拒绝)、言语交流和参与性4个维度做出评价。(2)当儿童的游戏从自由游戏转为带有智力任务倾向的游戏时,母亲对待孩子的态度和行为方式发生明显变化,直接要求、提问等高控行为增多,互相商量等低控行为减少;对孩子的拒绝行为和态度增强,而肯定、爱抚、积极情绪等接受行为减少;与孩子的言语交流和参与行为减少。(3)在上述2种游戏情境中,母亲对待孩子的态度表现出个别差异,在自由游戏情境中,42．6％的母亲为宽松型,32．8％的母亲为温暖型,24．6％的母亲为交流型。在带有智力任务倾向的游戏中,54％的母亲为宽松型,23％的母亲为低控型,23％的母亲为高控型。     

CHANGES IN STUDENT AND TEACHER RESPONSES IN OBSERVED AND GENERALIZED SETTINGS AS A FUNCTION OF SUPERVISOR OBSERVATIONS

Two studies are reported in which the effects of supervisor observations of teachers' performance rate and accuracy on both teachers' and severely handicapped students' behaviors were compared with baseline supervisor observations that did not specify rate and accuracy feedback. The latter observation procedure (nonspecific feedback) was more typical of the existing practices of school supervisors. The dependent variables for the teachers were rate and accuracy of teacher behaviors to student responses in individualized instructional settings involving discrete trials or task-analysis steps. The dependent variables for students were the rates of correct and incorrect responding to teacher presentations during the supervisor observation periods. Both studies used a multiple baseline design. The results of Study 1 showed that there were educationally significant changes in teacher and, in turn, student performance as a result of the use of the rate and accuracy procedure. The results of Study 2 replicated those of Study 1 while correcting limitations of Study 1. This latter study also demonstrated that the observation effects of the procedure generalized to teacher performance throughout the day. The results are discussed in terms of the efficiency and cost effectiveness of the procedure to train, monitor, and reinforce teacher effectiveness.