The matryoshka: The three-generation soviet family in Israel

Among the 200,000 immigrants who entered Israel in 1990 were a considerable number of families headed by single mothers. Their most prominent feature was the fact that a three-generation system—a single Soviet mother, her own mother, and a single child—formed the family unit. Rooted in changes occurring in the Soviet family life cycle over the past 70 years, this configuration is uniquely self-contained. This article is an early inquiry into a new family structure that will become part of the social fabric of the multi-ethnic society in Israel. The challenge will be to help in the absorption process by recognizing, encouraging, and facilitating the strengths this type of family brings with it and to plan support networks to substitute for those left behind.A previous version of this article was presented at the Third World Family Therapy Congress, June 2–6, 1991, Jyvaskyla, Finland.     

Social integration and social support in a life crisis: Effects of macrosocial change in east Germany

This process evaluation study examined what variables moderate and mediate treatment effects on days in stable housing and client satisfaction for homeless mentally ill clients. In general, demographic characteristics did not moderate either outcome variable. Housing contacts, entitlement contacts, mental health contacts, and supportive services were significant mediators of the treatment effect on days in stable housing. Program contacts, mental health contacts, and supportive services were significant mediators of client satisfaction. The authors thank the National Institute of Mental Health for their financial support (MH43248, MH42357) for this project, Dorothy Gano for word processing and editorial assistance, and Gitry Heydebrand, Melissa Dannelet, Betty Tempelhoff, Ruth Smith, and Laeeq Ahmad for assisting in the interviews of clients. We are also appreciative of the cooperation given to us by the staffs of Malcolm Bliss Mental Health Center, St. Patrick's Center, the Community Advocacy and Support Alliance Program, and the St. Louisemergency shelters. Finally, we thank all of the participants in this study; we hope that their homelessness has now ended. (The conclusions presented in this paper are the sole responsibility of the authors and do not necessarily reflect official National Institute for Mental Health policy.)     

The total workload of male and female white collar workers as related to age, occupational level, and number of children

A questionnaire assessing various aspects of paid as well as unpaid forms of productive activity was mailed to stratified samples of male and female white collar workers, approximately matched for educational and occupational level. Data from 501 men and 679 women employed full time revealed traditional gender differences in terms of main responsibility for household duties, child care etc. In keeping with this, women reported higher levels of work overload, stress and conflict than men, which increased significantly with the number of children at home. The various stress indices reached a peak between the ages of 35 and 39. Men reported more autonomy in their paid work whereas women reported more control at home. Men and women at the upper managerial levels reported more control over their total work situation and less conflict between demands.     

未来时间的心理结构

２２０名大学生被试用秒、分、小时、日、星期、月和年７个时间单位和模糊统计试验方法对３９个不定的未来时间修饰词作经验赋值,结果表明：①３９个不定的未来时间修饰词与秒、分、小时、日、月、年有一定的对应关系,②未来的心理时间分为三个时间段,即以秒和分为计时单位的“较近的未来”,以小时、日和月为计时单位的“近的未来”,以及以年为计时单位的“远的未来”。③离现在越近的未来时间修饰词,词义模糊度越小,评量的把握度越大;而离现在越远的未来时间修饰词,词义模糊度越大,评量的把握度越小。     

Temporal discrimination learning of operant feeding in goldfish (Carassius auratus)

Operant temporal discrimination learning was investigated in goldfish. In the first experiment, there was a fixed daily change in illumination. Eight subjects were trained to operate a lever that reinforced each press with food. The period during which responses were reinforced was then progressively reduced until it was 1 hr in every 24. The final 1-hr feeding schedule was maintained over 4 weeks. The feeding period commenced at the same time each day throughout. The food dispensers were then made inactive, and a period of extinction ensued for 6 days. The pattern of responding suggested that the fish were able to exhibit temporal discrimination in anticipation of feeding time. This pattern of responding persisted for a limited number of days during the extinction procedure. The second experiment produced evidence that operant temporal discrimination could develop under continuous illumination.     

Human choice in concurrent ratio-interval schedules of reinforcement.

Seven undergraduates participated in a concurrent-choice experiment with monetary reinforcers. Response-independent analogues of variable-interval and variable-ratio schedules were used to assess whether subjects would maximize reinforcement rate. The optimal pattern of behavior, in terms of maximizing reinforcement rate, involved a large bias toward the ratio alternative, with only occasional sampling of the interval schedule. Most experiments with pigeons, however, demonstrate matching of response rates to reinforcement rates, with only slight biases for the ratio schedule. Although subjects in the present experiment allocated more time to the ratio alternative than required by matching, the magnitude of the bias did not approximate that predicted by a maximizing account. After exposure to clock stimuli correlated with the operation of each schedule, 1 subject's behavior did show a substantial level of bias, increasing the total number of reinforcers obtained, and lay at a point between the predictions of matching and maximizing. The other subjects, however, continued to respond less optimally. The present results can be accounted for by a view of matching that incorporates the effects of delayed reinforcement.     

A spanish translation and validation of the daily stress inventory and a comparison of the level of stress experienced by three culturally distinct hispanic groups

Two studies were conducted, the first to establish a valid Spanish version of the Daily Stress Inventory (DSI). A second study was conducted using the bilingual version of the DSI to assess differences in the level of stress experienced by three selected Hispanic groups: (a) very Hispanic/Hispanic-oriented bicultural, (b) true bicultural, and (c) Anglo-oriented bicultural/very Anglicized as determined by the adapted version of the Acculturation Rating Scale for Mexican Americans (ARSMA). It was expected that stress levels would be highest for the least acculturated group. The results of the first study indicate that the Bilingual DSI scores are highly correlated with the scores of the original DSI when both instruments are responded to simultaneously by fully bilingual individuals. In Study 2, the initial data analyses showed no difference in the level of stress reported by Hispanics at different levels of acculturation as measured by the ARSMA. When a median-split method was employed, differences in the DSI I/E measures between the two groups were significant, suggesting that acculturation level may be related to stress level.     

Circular definitions,circular explanations,and infinite regresses

This paper discusses some of the ways in which circular definitions and circular explanations entail or fail to entail infinite regresses. And since not all infinite regresses are vicious, a few criteria of viciousness are examined in order to determine when the entailment of a regress refutes a circular definition or a circular explanation.I would like to thank Professors Robert Tully, Howard Sobel, and Derek Allen for their constructive comments.     

Cooperative learning revisited

The endeavor to teach academic skills known as cooperative learningis of interest to behavioral educators due to its record of effectiveness, its use of behavioral procedures, and its relatively widespread adoption by regular educators. All forms of cooperative learning emphasize operations that encourage students to work together to achieve commonly held goals rather than competing with or ignoring the efforts of others. Despite the apparent soundness of the approach, the present commentary raises several issues. First, it states that some cooperative learning proponents fail to describe the behavioral processes underlying the approach. Second, it is pointed out that it is unclear whether cooperative learning is an independent or dependent variable. Given that cooperative learning applies group contingencies to academic behavior, the question is raised as to whether group contingencies do, in fact, produce desirable social interactions, and whether group contingencies are appropriate for academic behaviors. A concern is also raised as to whether the spontaneous peer tutoring generated by cooperative learning compares favorably with planned peer tutoring. Finally, it is claimed that the minor variations from academic group contingencies that cooperative learning proponents have introduced do not require identifying a new process.