Sleepy and hostile: The effects of REM sleep deprivation on shock-elicited aggression

Two studies were conducted to assess the effects of rapid eye movement (REM) sleep deprivation on shock-elicited aggression. REM deprivation periods of 0, 24, 48, and 72 h were used in the first study, while 48-, 72-, 96-, and 120-h periods were used in the second study. Both studies indicated that increases in REM deprivation (up to 96 h) resulted in increases in the number of aggressive responses. A decrease was shown by the 120-h group. A drive-energization or motivational-effects model is suggested.     

THE LECTURER'S LOT: MYTH AND REALITY

A number of reports of the use of time analysis systems as a basis of self‐evaluation is available. This article provides data collected over a year by a head of department performing a lecturer's role. While of value as a means of self evaluation, the data raises some major issues in terms of the management of departments in general and of those in the public sector of higher eduction in England and Wales in particular. The implications in relation to presumed conditions of service and to the elaboration of the role of the lecturer with the growth in demands for accountability and participation in decision‐making are examined.     

Matching of auditory-visual and temporal-spatial information by seven- and nine-year-old children.

Techniques of presenting information temporally in the auditory and visual modalities and spatially in the visual modality were used to assess information processing in 7- and 9-year-old children. The results of the study were interpreted as contradictory to the view that modalities are specialized for the processing of distinct forms of information. Viewed developmentally with related literature, however, the study also suggests that some specialization of modalities may be found in the preschool years, with a school-age shift to nonspecialization.     

A survey of school psychologists' perspectives and practices with childhood depression

Despite some controversy, there is an emerging body of knowledge regarding the nature, prevalence, assessment, and treatment of childhood depression. The following study was undertaken to determine how this knowledge compares with the perceptions and practices of school psychologists in two north central states. A need for school psychologists to define the concept of childhood depression is identified. Use of DSM III-R for the diagnosis of childhood depression in the schools and the inclusion of standardized measurement techniques in the assessment process are advocated. Involvement of school psychologists in the treatment process, either directly or indirectly, is also recommended.