White Privilege,Oppression, and Racial Identity Development: Implications for Supervision

Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack‐Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision.     

Concept learning by pigeons: Matching-to-sample with trial-unique video picture stimuli

Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development.     

EXPERIMENTAL RESEARCH IN TELEVISION PRODUCTION TECHNIQUES AND PRESENTATION STRATEGIES: CURRENT DIRECTIONS

This paper, first delivered at the 1979 Conference, reviews 25 years of experimental research into production and presentation variables. A number of suggestions are made for continuing research in specific areas and a bibliography of 45 references is appended.     

Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks

2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value.