Marcel's “availability” in existential psychotherapy with couples and families

Gabriel Marcel was a French, Catholic, existential philosopher who first presented the concept of human availability as a central way of strengthening the self and facilitating the experience of human freedom. In this article Marcel's ideas about availability are described, reviewed, and examined for their implications for the practice of existential psychotherapy with couples and families.     

Cognitive changes associated with social skills training

Changes in locus of control and self-esteem during social skills training and at 6 month follow-up were investigated. Forty-four adolescent, male offenders were randomly assigned to a social skills training, attention-placebo, or no-treatment control procedure. The results showed that pre- to post-training increases in self-esteem were produced for both the social skills training and attention-placebo control groups, but not for the no-treatment control group. These increases did not continue during the follow-up phase; the social skills training group, which showed the greatest improvement during training, displayed a decrease in self- esteem during follow-up.The locus of control measures showed a statistically significant shift towards internality for the social skills training group during training, which was not found for the attention-placebo and no-treatment controls. During the follow-up phase, all three groups showed a statistically significant shift towards externality, suggesting a tendency for boys to view their behaviour and consequences as being under the control of chance factors or powerful others, during institutionalization. This effect was partly reversed during training for the social skills training group, but the effect was not long lasting. It seems therefore that social skills training is effective in producing an increase in self-esteem and a shift towards internal locus of control. These changes are, however, of short duration and the self-esteem shift may be the result of increased staff contact or other non-specific therapy factors.     

Electrode placement,EMG feedback,and relaxation for tension headaches

Fifteen tension headache subjects were allocated to one of three groups: direct EMG feedback (from a site corresponding to the source of pain), indirect EMG feedback (from a site not corresponding to the source of the pain) and relaxation instructions. There were two base-line, six treatment and one post-treatment sessions. No significant differences were found between base-line and post-treatment EMG levels, for any of the groups; however, some significant reductions in levels were obtained within sessions. EMG levels recorded during headache attacks did not differ significantly from levels recorded during base-line. Frequency and intensity of headaches were significantly reduced, particularly in the relaxation group. At follow-up this improvement was maintained for subjects with forehead pain, but differences between the groups had disappeared.     

A feature-integration theory of attention

A new hypothesis about the role of focused attention is proposed. The feature-integration theory of attention suggests that attention must be directed serially to each stimulus in a display whenever conjunctions of more than one separable feature are needed to characterize or distinguish the possible objects presented. A number of predictions were tested in a variety of paradigms including visual search, texture segregation, identification and localization, and using both separable dimensions (shape and color) and local elements or parts of figures (lines, curves, etc. in letters) as the features to be integrated into complex wholes. The results were in general consistent with the hypothesis. They offer a new set of criteria for distinguishing separable from integral features and a new rationale for predicting which tasks will show attention limits and which will not.     

A new measure for determining children's subjective organization of speech

A new technique for determining children's subjective organization of speech is described. The technique consists of teaching a child a sentence and then repeatedly (1) reading the sentence up to a selected point, (2) sounding a tone, and (3) having the child supply the next word. The time from the tone to the onset of the child's voice is the dependent variable. In the first study 6- and 8-year-old children memorized the following sentence: “John likes to feed the little puppies in the barn.” Their response times suggested that the dominant segmentation pattern consisted of four phrases: a subject phrase, a verb phrase, an object phrase and a modifier phrase. Within each phrase differences between reaction times were on the order of 30 msec. Across phrases they were on the order of 120 msec. The same trend emerged for subsamples of the children with various short-term memory sizes, and for adults. It also appeared for subsamples of the total scores (e.g., first six trials and last six trials). In order to provide further evidence of the technique's validity, different sentences of the same general type were presented to children with short-term memory spans of either 3, 4, or 5. As predicted, it was found that when children's spans corresponded to the number of hypothesized chunks (i.e., 4), they could repeat the sentences verbatim on the first exposure. They could not do so, however, when their spans were lower than that value or when the number of phrases was increased. It was concluded that the new technique is a promising one for assessing young children's patterns of speech segmentation.     

Effects of neutral and positive stimuli on stuttering: “Calling attention to stuttering” revisited

This study investigated the effects of presumably positive and neutral response-contingent stimuli on the occurence of stuttering. Eight adult stutterers spoke spontaneously during a 60-min experimental session, which was divided into three 20-min periods. During Condition I no stimuli were delivered. During Condition II a digital counter and a pair of yellow lights were activated each time the subject stuttered. During Condition III these same response-contingent stimuli were delivered, but with the additional factor that the subject would earn 5¢ each time the counter moved forward and the lights were illuminated. Conditions II and III were counterbalanced across subjects. The experimenter was unaware of which of the two contingencies were operative during Conditions II and III. Results showed no significant changes in occurence of stuttering due to either response-contingent stimulus. A discussion of theoretical and experimental implications is given.     

Some effects of lick-contingent delays on the development of schedule-induced polydipsia

Experiments 1 and 2 examined the effects of various durations of lickcontingent delays of reinforcement on the development of schedule-induced polydipsia. Food was provided every 1 min in the absence of licking. Delays of 1 min or more effectively disrupted the development of the licking behavior. In Experiments 3 and 4 a lick-contingent stimulus was provided in addition to the delay of food delivery. A light, which was turned on by a lick and turned off by food, greatly enhanced the development of polydipsia under delays that had previously prevented such development. A tone proved less effective than the light in promoting the development of polydipsia. Adventitious reinforcement and conditioned punishment explanations of these results were considered. A distinction was drawn between the mechanism responsible for the development of schedule-induced behavior and that responsible for its maintenance.     

Unilateral agraphia after section of the posterior half of the truncus of the corpus callosum

Children ranging in age from 3 to 12 tapped on a morse key with their index finger as fast as possible. After a control test, they concurrently tapped and recited a nursery rhyme, recited animal names, and memorized shapes. Previous results suggested that more interference in a motor task results from attempting at the same time to perform another task controlled by the same, than by a different, hemisphere. Right-handed tapping and talking both used left hemisphere space; left-handed tapping and talking were controlled by different hemispheres. Relative to silent tapping concurrent talking caused a greater drop in right-hand tapping rate than in left-hand tapping rate in both the rhyme and animal conditions. Interference by shape memorizing was equal across hands. The differential effect of speaking on right-hand preference indicates the left lateralization of speech output control. The size of this effect did not vary with increasing grade level. The findings support the view that speech output control is fully lateralized at least by age 3 years.