立体电影大反击

过不了多久，神奇的立体电影就将重出江湖，而这次它将不再需要上世纪70年代那种让人头疼的立体眼镜了。卢卡斯、斯皮尔伯格、卡梅隆和其他好莱坞电影人已经准备好永远告别二维世界了。[编者按]     

Affirmative Action Efforts of Counselor Education Programs

An affirmative action questionnaire was sent to randomly selected counselor education programs listed in the 1977 Counselor Education Drectory. The questionnaire asked respondents to identify the activities used by their programs to recruit, admit, and support members of four minority groups. This article reports the results of the survey which indicate that in the absence of federal mandates, counselor education programs engage in a limited number of affirmative action activities.     

Training Counselors to Work with Disabled Clients: Cognitive and Affective Components

This study examines the relationship of cognitive complexity, counselor anxiety, and client disability condition to accurate empathy on the part of students in training. A sample (n = 28) of students in a graduate counseling program observed a series of eight vignettes of counseling interviews (four clients with disabilities and four without disabilities) and reported a verbal counseling response to a client statement. A significant main effect was found for the cognitive complexity variable only (p < .05). A significant interaction among cognitive complexity, anxiety, and client disability condition (p < .01) indicated that all three factors interact to influence empathy. Implications for research and the training of counselors are discussed.     

Ethnic Minority Representation in Counselor Education

Chairpersons of the counselor education programs listed in Counselor Preparation, 1980 were surveyed to determine ethnic minority representation among students and faculty. Compared to population statistics, Asian Americans were found to be underrepresented as faculty and Blacks and Hispanics were found to be underrepresented as both students and faculty. Compared to nonminorities in counselor education, minorities (particularly Blacks and Hispanics) are more likely to be enrolled in part-time and master's degree programs and less likely to be enrolled in full-time and doctoral degree programs. Minority faculty are more likely to hold nonacademic, nontenured, and part-time appointments than are nonminority faculty. For the most part, minority faculty are distributed regionally in the same proportion as are minority students. The difficulty in achieving parity on counselor education faculties in a period of no growth is discussed.     

EFFECTS OF COACHING ON GRE APTITUDE TEST SCORES

Test preparation activities were determined for a large representative sample of Graduate Record Examination (GRE) Aptitude Test takers. About 3% of these examinees had attended formal coaching programs for one or more sections of the test.
After adjusting for differences in the background characteristics of coached and uncoached students, effects on test scores were related to the length and the type of programs offered. The effects on GRE verbal ability scores were not significantly related to the amount of coaching examinees received, and quantitative coaching effects increased slightly but not significantly with additional coaching. Effects on analytical ability scores, on the other hand, were related significantly to the length of coaching programs, through improved performance on two analytical item types, which have since been deleted from the test.
Overall, the data suggest that, when compared with the two highly susceptible item types that have been removed from the GRE Aptitude Test, the test item types in the current version of the test (now called the GRE General Test) appear to show relatively little susceptibility to formal coaching experiences of the kinds considered here.     

PREDICTING MULTIPLE CRITERIA OF CREATIVE ACHIEVEMENTS WITH MODERATOR VARIABLES1

A moderated regression technique was applied to two samples, one of males and one of females, each of which had multiple predictor, moderator, and criterion information. One moderator was found that consistently identified a group of predictable individuals regardless of both sex and the three creative achievement criteria. This moderator was a modification of the Drews sociability scale and it indicated that those individuals who had little or no inclination towards social functions tended to be considerably more predictable than the remainder of the sample or when the group was taken as a whole. Within the low social groups, girls appeared to be somewhat more predictable than boys on two of the three creative achievement criteria, however the greatest discrepancy appeared in the writing criterion where the girls were substantially more predictable. Finally, the low sociability groups were characterized by greater predictive accuracy regardless of whether subgroup or overall prediction equations were used.     

The Counselor Trainee Portfolio

Problems with both sides of the “skills versus personal growth” dispute are presented as evidence that a third counselor education paradigm is needed. The portfolio concept is introduced as a means of assessing counselor trainees' competence against their own integrated theory of counseling. The portfolio approach, as currently implemented in one counselor education program. is presented. The future of the portfolio system is explored.