Dark adaptation of foveal cones during the cone-plateau period

Following substantial bleaching by "white" light, absolute threshold, relative spectral sensitivity and sensation of hue of monochromatic lights were measured at the central fovea during the cone-plateau period. The absolute-threshold level was found to increase and then decrease markedly, the relative spectral sensitivity remained invariant, while the sensation of hues of monochromatic lights from the long- and middle-wave regions of the spectrum changed toward hues of shorter wavelengths.     

Conflict resolution and social understanding in six to twelve year old boys

Three different aspects of children's social competency were studied, i.e. social methods, (via their suggested solution to given conflict situations), social understanding (via their explanations of the solution given) and role-taking capacity. 75 boys—ages 6, 8 and 12 years—were interviewed concerning different conflict situations, six of which involved a child/child interaction and six a child/adult interaction. A separate role-taking task was also used. Developmental differences in social methods were found only in situations involving adults, where older children to a greater extent chose altruistic methods for solving the conflict. As regards social understanding, developmental changes were found and correspond to results reported by previous researchers. Role-taking capacity was found to increase with age. Role-taking as measured here was not related to social understanding. Social method and social understanding were significantly related to each other in some of the situations, mainly in those involving only children. The results indicate that different norms prevail for solving conflicts with adults versus with peers, and that the role-taking aspect is but one of several involved in the development of social understanding.     

Validation of the Differential Emotions Scale in 613 mothers

Mothers (N=613) with infants who took the Differential Emotions Scale (DES) were compared in a cross-validation study by factor analysis to 957 high school and college students. Despite differences in factor-analytic technique, similarities in factor structure suggested that the DES discriminates the majority of fundamental emotions as posited by Izard.Robert Emde is supported by Research Scientists Award No. 5 KO5 MH 36808 and NIMH Project Grant No. 2 RO1 MH 22803. The authors wish to acknowledge the critical support of the Developmental Psychobiology Research Group, Department of Psychiatry, University of Colorado Medical School, and wish to express their gratitude to Carroll Izard for allowing us to publish his factor-analytic results.     

A systemic belief approach to epileptic seizures: A case of being spellbound

A systemic treatment approach, namely systemic belief therapy, has been found to be useful when dealing with families constraining beliefs when experiencing physical health problems. Two interventions which facilitate the altering of constraining beliefs are the externalization of physical symptoms and therapeutic letters. Epileptic seizures are examined in the context of the interaction between families and health care professionals. A case example is presented which highlights the use of this systemic approach to assist a young couple in challenging their beliefs about their ability to control and monitor epileptic seizures.     

Overt repetition as a means of controlling rehearsal

Abstract.— Three different ways of using the concept of rehearsal were discussed. Examples were presented showing confusions in the literature due to a failure to distinguish these three definitions. A free recall experiment was conducted with the purpose of investigating three problems relating to the concept of rehearsal: ( a ) an unclear relationship between overt and covert repetition, ( b ) whether overt repetition excluded other control processes, and (c) whether a shallow repetition produces a permanent memory trace or not. Using a pronounced time pressure it was demonstrated first that overt repetition facilitated recall performance of recency items and that recall of primacy items was facilitated by covert repetition. Secondly, it was shown that overt repetition did not exclude other types of encoding. Finally, a shallow maintaining repetition did not produce a permanent memory trace. The results are interpreted as supporting a level of processing point of view rather than a multistore approach.     

Emotional Expression and Language: A Longitudinal Study of Typically Developing Earlier and Later Talkers from 15 to 30 Months

Children's emotional expression and language both develop during infancy and early childhood, yet these two communication systems have been studied primarily in isolation. This study focuses instead on assessing the relation between them just as productive language emerges during toddlerhood. Seventy‐seven typically developing, firstborn toddlers and their families were recruited at 13 months of age. Using an extreme groups design, earlier and later talkers were selected based on their MacArthur Communicative Development Inventory production scores. Laboratory visits occurred at 15, 21, and 30 months; home visits occurred at 3‐month intervals from 15 to 30 months. Observational and parent report measures assessed child language, emotional expression, temperament, and overall developmental functioning. Parents also reported on parenting stress and family life events. Overall, results support a significant relation between emotional expression and productive language that varies according to the specific emotion, a finding that may resolve earlier contradictory results in this area. Earlier talkers expressed more joy/pleasure than did later talkers, but later talkers expressed more fear and anger than did earlier talkers. Potential contributions of various child/family factors were explored. Child temperament is proposed as influencing this relation through its effects on the child's transactions with the caregiving environment.     

How do we evaluate learning from the curriculum? Thirty phone interviews with Institutes of the American Psychoanalytic Association

A telephone survey of curriculum directors of the thirty institutes of the American Psychoanalytic Association revealed that 75 percent of institutes highly value the importance of evaluating what candidates learn from the curriculum. Paradoxically, however, most institutes do not do evaluations in this area. Typically, institutes evaluate candidates' satisfaction with courses, or their attendance and conduct in classes, rather than learning per se. Some institutes have more rigorous evaluation methods, including oral exams. Objections to evaluating what candidates learn included (1) evaluations involve too much work; (2) evaluations of learning are considered inappropriate or invalid; (3) evaluations would hurt candidates, faculty, the learning process, and the institute. Some curriculum directors dismissed these objections, contending that it is the responsibility of psychoanalytic educators to set teaching goals and evaluate learning.