Intergroup and intragroup competition and cooperation

This study examined the effects on group performance and evaluation of three factors: intergroup competition or cooperation, intragroup competition or cooperation, and task means-interdependence. Intragroup cooperation was related positively to performance on a high means-interdependent task and was related negatively to performance on a low means-interdependent task. However, this relationship held only when there was intergroup cooperation rather than intergroup competition. These results were discussed in terms of their implications for the relative magnitude of the motives produced by the intragroup and intergroup reward structure. Evaluations of ingroup members were higher when there was intragroup cooperation than when there was intragroup competition. To foster ingroup liking, it was not necessary to introduce intergroup competition.     

Classical conditioning of the rabbit's nictitating membrane response under fixed and mixed CS-US intervals

The rabbit's nictitating membrane response was classically conditioned to a tone CS, followed by an electric shock US, at two randomly alternating CS-US interstimulus intervals (ISIs). Different groups were exposed to different proportions of 200- and 700-msec ISIs. The study revealed: (a) CR percentage was a direct function of the proportion of 200-msec ISIs; (b) trials to the first test-trial CR were an inverse function of the proportion of 200-msec ISIs; (c) CR onset latencies decreased over training; (d) CR peak latencies coincided with the temporal loci of the US; and (e) groups exposed to both ISIs acquired double-peaked CRs. Moreover, the amplitudes of nictitating membrane responses in the present experiment paralleled certain quantitative aspects of the free operant key peck response rates of pigeons trained under two mixed inter-reinforcement intervals. The results were discussed with respect to the micromolar response shaping and macromolecular CS-trace accounts of classical conditioning.     

Issues to consider in the differential diagnosis of normal childhood nonfluencies and stuttering

Historically more attention has been focused on the adult stutterer than on the young stutterer. This article discusses three key issues in the differential diagnosis of normal childhood nonfluencies and childhood stuttering. The three issues are (1) whether early childhood disfluencies are heterogeneous or homogeneous phenomena, (2) whether the relationship between normal childhood nonfluencies and early stuttering is continuous or dichotomous, and (3) whether normal nonfluencies and stuttering differ quantitatively or qualitatively. Theoretical research as well as clinical implications of these issues are discussed.     

The Home Observation for Measurement of the Environment: A rejoinder to Elardo and Bradley''s comment

The published and unpublished research pertaining to Caldwell's Home Observation for Measurement of the Environment (HOME) inventory was recently reviewed by R. Elardo and R. H. Bradley (Developmental Review, 1981, 1, 113–145). Their review was unfortunately deficient in a number of respects. For example, certain methodological issues bearing on the interpretation of the available data were either unrecognized or dismissed without adequate consideration. In addition, some of the data in the studies cited which contradicted or clouded their conclusions were omitted. An extension and reanalysis of the conclusions reached by Elardo and Bradley in light of recently published studies which were not included in their review, and data not discussed in the studies which were reviewed, is provided. Methodological problems are highlighted, and directions for future research are suggested.     

Effectiveness of a brief counseling intervention in stimulating vocational exploration

The intervention procedures used in this study, a brief report of vocational interest scores and small group sessions on vocational planning, were designed to encourage girls to consider the full range of occupations, unrestricted by sex-role stereotypes. In each of three schools, ninth-grade girls with average academic ability or above were randomly assigned to an intervention group (N = 195) and a control group (N = 195). Analyses of 1- and 3-month outcome data indicated that the intervention stimulated occupational exploration and increased congruence between occupational preferences and measured interests. Outcomes differed according to interest type, thus suggesting that certain students may need more counselor attention than others.     

上海市大学城学生网瘾调查报告

本调查使用大学生网络成瘾量表,调查了上海市大学城里1286名大学生.调查结果显示:大学城学生不同性别和年级在因特网成瘾障碍量表各维度上的差异不显著,其脱瘾综合症状明显.大学城学生不同性别和年级网络成瘾的发生率有显著差异.上海市大学城学生网瘾发牛率在总体、男生、大二、大四维度上显著低于全市大学生网瘾发生率.     

Qualitative aspects of pantomime recognition defect in aphasia

This study investigated the performance pattern of aphasic patients on a pantomime recognition test in which one of the four response alternatives was an object semantically related to the correct choice. Aphasics with defective pantomime recognition made 71% of their total errors on the semantic foils, and for the majority of such patients, semantic errors represented 80 to 100% of total errors. Only aphasies with objective evidence of confusion failed to make highly frequent semantic errors. The findings suggest that most aphasies who fail pantomime recognition are impaired because of semantically vague understanding of the pantomimes' intended meaning rather than complete lack of understanding of the pantomime.     

The home observation for measurement of the environment (HOME) scale: A review of research

Caldwell's Home Observation for Measurement of the Environment (HOME) scale is perhaps the most widely used instrument to assess the quality of a young child's home learning environment. In this paper, the HOME'S psychometric properties and methodological uses are explored, and its utility as a research and clinical instrument is examined. Strengths of the HOME scale include the relatively wide range of information available pertaining to its psychometric properties and its use in studies of a variety of populations for a variety of purposes. Weaknesses include the fact that most research relating HOME scores to later child development is correlational. Several suggestions for future research are offered.