Student counseling groups in senior high school settings: An evaluation of outcome

This paper reviewed the studies which evaluated counseling groups in senior high school settings. A methodological evaluation was conducted within four areas: subjects, counselors, treatment, and outcome criteria. The studies were reviewed according to the type of outcome measure: achievement, attitude and personality, behavioral, and vocational. Three levels of voluntariness (voluntary, semivoluntary, and nonvoluntary) were examined in relation to outcome. Subjects who were free to volunteer for the group experience achieved greater gains than subjects who were coerced into participation. Overall, behavioral and directive groups achieved greater success than nondirective or client-centered groups. The time spent on topics relating to treatment goals appeared to be an important factor for success. Future researchers should assess the effects of treatment on each participant instead of relying upon group mean changes.     

I. Validity of WISC-R factor scores in predicting achievement and attention for four sociocultural groups

The predictive validity of WISC-R factor scores was examined with samples from the four sociocultural groups of Anglo, Black, Chicano, and native American Papago. The Full Scale IQ and Verbal Comprehension (VC) factor scores were significantly better predictors of achievement as measured by teacher ratings and the Metropolitan Achievement Test. The Perceptual Organization and Freedom from Distractibility (FD) factor scores were also significantly related to achievement, but at a lower level than Full Scale and VC. The correlations of the WISC-R and achievement measures were nearly the same for three of the four groups (exception was native American Papago). The relationship of the FD factor score to ratings of attention was statistically significant, but relatively low. Cautions in interpreting FD as a measure of attention were recommended due to overlap of distributions and low proportion of variance in attention accounted for by FD.     

The effects of conditioning and novelty on the rat's analgesic and pyretic responses to morphine

Six experiments with rat subjects investigated the role of conditioning in morphine tolerance. Concurrent assessments of body temperature and pain sensitivity were conducted. Experience with morphine produced tolerance to its analgesic effects but enhancement of its hyperthermic effects. Environmental novelty enhanced analgesia but not body temperature (Experiments 1 and 4). Under conditions in which a discriminated hyperthermic CR provided clear evidence that morphine-environment learning had developed, discriminated analgesic tolerance was not obtained (Experiments 2 and 3). Similarly, whereas placebo administrations extinguished the hyperthermic CR (Experiments 4 and 6), analgesic tolerance remained unaffected (Experiments 4, 5, and 6). These experiments suggest that the pyretic and analgesic systems are differentially sensitive to conditioning and the effects of novelty.     

Acquisition and forgetting in monkeys' memory of informational object-reward associations

The first experiment showed the monkeys could recall whether an object had been rewarded with peanuts or with sultanas, two equally preferred foods. The second investigated the effect of rewarded trials with an object on monkeys' ability to recall a nonrewarded trial with the same object. The third demonstrated that monkeys could use the memory of reward to predict nonreward and the memory of nonreward to predict reward, in a Win-Shift Lose-Stay paradigm. The fourth found differences between Win-Shift Lose-Stay and Win-Stay Lose-Shift in the rate at which associations between objects and reward events were forgotten. These results are discussed in relation to D. L. Medin's (In A. M. Schrier, Ed., Behavioral primatology, Hillsdale, N.J.: Erlbaum, 1977, Vol. I, pp. 33–69) distinction between informational and hedonic effects of reward in monkeys. It is argued that the association between an object and a reward event is represented in memory by many independent traces, different traces recording the object's association with different attributes of the reward event.     

A cusp catastrophe: Hysteresis, bimodality, and inaccessibility in rabbit eyelid conditioning

Three properties of the cusp catastrophe: bimodality, inaccessibility, and hysteresis were evaluated in rabbit eyelid conditioning. Bimodality was evidenced by the fact that responding tended to occur at either very low or very high levels, and inaccessibility by the fact that intermediate levels of responding were rarely encountered. Hysteresis was demonstrated when: (a) levels of responding attained under a continuous schedule of reinforcement were largely maintained by a schedule which was too lean to promote conditioning by itself; and (b) levels of responding attained with a high intensity unconditional stimulus were largely maintained by a lower intensity unconditional stimulus which was too weak to promote conditioning in its own right. These results are consistent with the model of conditioning suggested by P. W. Frey and R. J. Sears (Psychological Review, 1978, 85, 321–340) which postulates response-mapping rules based on the cusp catastrophe.     

Aversive CS control of instrumental avoidance as a function of selected parameters and method of Pavlovian conditioning

Effects of aversive CSs upon dogs' instrumental avoidance responding were assessed as a function of the Pavlovian conditioning parameters using off-baseline (Experiment 1) and on-baseline (Experiment 2) conditioning procedures. In each experiment, three UCS intensitites (2, 6, and 10 mA) were crossed factorially with two CS-UCS intervals (10 and 90 sec) yielding six groups. After 4 days of conditioning, the CS-produced effects on avoidance were determined primarily by an interaction between Pavlovian procedure (off- versus on-baseline) and UCS intensity. With off-baseline conditioning, CS-produced facilitation of avoidance was an increasing function of the UCS intensity. However, with on-baseline conditioning, only the CS paired with weak UCS facilitated avoidance, and the CS paired with the strong UCS suppressed responding. This reversing parametric function poses problems for two-process motivational theories of avoidance.     

Dissociative effects of different types and amounts of nonreinforced CS exposure on avoidance extinction and the CER

Two experiments examined the effectiveness of two amounts of flooding or response-prevention on hastening avoidance response extinction and on reducing CS-produced suppression of bar-pressing for food. In Experiment 1, 20 and 30 flooding trials were both shown to be effective in hastening the extinction of a well-learned shuttlebox avoidance response. In Experiment 2, rats trained under comparable conditions to those in Experiment 1 were tested following flooding for the CER in a different apparatus. The results indicated that 30, but not 20, flooding trials were sufficient to reduce the CER. In each experiment the results of additional control groups equated with the flooded groups for nonreinforced CS exposure also revealed a dissociation between the effectiveness of this CS time control procedure in hastening avoidance response extinction and in reducing the CER. Further comparisons showed that although 30 flooding trials did reduce the CER, the same total duration of nonreinforced CS Exposure in the form of avoidance extinction trials did not. Thus the context in which CS exposure occurs may affect the dynamics of extinction of the CER. The experiments are discussed in the broader context of dissociation of various indices of fear in humans.     

Retention of conditioned inhibition in a bar-press suppression paradigm

In three experiments, the retention of conditioned inhibition in rats was examined over long intervals. Retention deficits of conditioned inhibition were found at 21 days, although conditioned excitation was relatively stable over time. This loss of conditioned inhibition was demonstrated using both the summation and the retardation of learning techniques in a bar-press suppression paradigm. Furthermore, retention differences were found between within-groups and between-groups generalization tests of conditioned inhibition, using the summation procedure. These differences were interpreted within a retrieval-oriented model of memory.     

Reinforcement magnitude and the inhibiting effect of reinforcement

In a two-key concurrent variable-interval schedule (using pigeons), if the reinforcement frequency for one response is held constant while that for the other is increased, the rate of response on the constant key decreases. The immediate reinforcement for key pecking can usually be conceptualized as the change from a condition in which the key light is on and the food hopper light is off to one in which the key light is off and the hopper light is on. The prechange condition is associated with a delay to food of one-half the average interreinforcement interval in effect during this condition. The postchange condition is associated with a delay to food of about .5 seconds. The programming of additional reinforcement results in a decrease in the delay to food associated with the prechange stimulus condition, and thus a decrease in the value of the improvement that results from the change. This would appear to be analogous to a decrease in the amount of reinforcement, and thus sufficient explanation for the decrease in the rate of the response.     

On the base-free measure of change proposed by Tucker,Damarin and Messick

Tucker, Damarin and Messick proposed a base-free measure of change which involves the computation of residual scores that are uncorrelated with true scores on the pretest. The present note discusses this change measure and demonstrates that, because of an incorrect derivation by the authors, properties they attribute to (the coefficient for the regression of true scores from the second testing on true scores from the first testing) are, in fact, properties ofb, the ordinary regression coefficient. A correct derivation of the initial position—change correlation in terms of is obtained, and Tucker et al.'s discussion of the law of initial values is reconsidered.The preparation of this paper was supported by the Learning Research and Development Center supported in part as a research and development center by funds from the National Institute of Education.