Successive acquisition and extinction in a runway with the domestic Muscovy duck (Cairina moschata)

Twenty domestic Muscovy ducks were trained to traverse a runway for food reward. Subjects were then randomly assigned to treatments. In one treatment, subjects received six nonrewarded trials followed by six rewarded trials every day for 12 days; and, in the other treatment, subjects received six rewarded trials followed by six nonrewarded trials every day for 12 days. These successive acquisition and extinction (SAE) treatments were selected because different extinction rates on the nonrewarded trials are expected on the bases of previous research performed with rats. Analyses of variance revealed the former treatment yielded significantly greater resistance to extinction than did the latter treatment. It was concluded that ducklings performed similarly to rats in the above SAE situation.     

A DEFENSE OF "RATIONAL" PERSONNEL SELECTION, AND TWO NEW METHODS

This paper presents two new techniques for use in personnel selection. One is a simple graphical technique which non-technical personnel can use to help in deciding how many minority applicants to admit to an institution. The other is a large-scale computer technique which an institution can use to increase personnel diversity on many variables (including culture) simultaneously. Both techniques appear to have major advantages over the particular technique this author advocated previously (1971). However, the new techniques are based on the same general view the author has expressed earlier (1971, 1973): that personnel selection questions concerning culture must be handled rationally—that is, by human judgment—rather than by mechanical formulas. Early sections of the paper summarize and defend that view.     

Experiments of two-level training in Hungarian higher education

An experiment designed to train engineering students to two levels of terminal achievement within single institutions is reported. The operative engineers (formerly high level technicians) qualify after three years whilst research and development engineers (fully qualified engineers) take five years. Organisational and curricular problems necessarily created by such integrated schemes are described and discussed. Social attitudes in society in general and in the student body in particular make the task of directing students towards the shorter form of training complex and difficult. From the experience gained so far it can confidently be asserted that the experiments in two-level training have been successful.Note by the Editor: This article is an abbreviated version prepared by the Editor of a 90-page UNESCO (copyright) report with the same title, Document ED. 75/WS/64, dated October 1975. We are grateful to the authors and to UNESCO for permission to print this summary of the report.     

The rhythmic structure of mother-infant interaction in term and preterm infants

The purpose of this study was to quantify social interaction rhythms in 3- and 5-month-old term and preterm infants and their mothers. Infant-mother dyads were videotaped in a 3-min face-to-face paradigm. For each second of the interaction, separate scores were assigned to infant and mother indicating levels of affective involvement, creating 2 180-sec time series. Spectral and cross-spectral techniques were used to quantify periodicities in each member of the dyad and to estimate the synchrony or coherence of interactional rhythms between each infant and mother. Results showed the existence of periodicities in the behavior of each infant and mother at 3 and 5 months, with most subjects showing spectral peaks between .022 and .10 Hz. Increases from 3 to 5 months in behavioral periodicities were found for infants and mothers as well as for the coherence between infant-mother dyads. Term dyads showed higher coherence than preterm dyads at both 3 and 5 months. Term infants more often led the interaction at both ages. These results were taken as evidence that behavioral periodicities, which may be biologically based, underlie early mother-infant interaction and provide a temporal structure for the organization of cognitive and affective experience. Differences in synchrony between term and preterm infants may explain later reported differences in language between these groups.     

Mechanisms of the relation between perinatal problems, early childhood illness, and psychopathology in late childhood and adolescence

Data on perinatal and early childhood somatic and psychological risk factors of a random sample of children were gathered in early to middle childhood and employed to examine the long-term risk of emotional and behavioral problems of late childhood and adolescence. 3 issues were addressed: First, can syndromic specificity of such effects be identified on scaled and diagnostic measures of syndromes? Second, are these effects attributable to excess risk of low-income children for both perinatal and later childhood problems? Third, are the intervening mechanisms identifiable as intellectual impairment, vulnerability to poor health, poor maternal caretaking, maternal rejection, or maternal stress associated with marital problems? Findings indicated that elevated risk was present for all syndromes, both at the scale level and at the diagnostic level. None of the examined intervening mechanisms fully accounted for the effects of early risks.     

Mother- and father-preterm infant relationship in the hospital preterm nursery

The relationships of Israeli mothers and fathers with their 38 preterm infants during hospitalization were traced in a short-term longitudinal study. Parent-infant interactions were observed and self-reports of parental feelings and perceptions were assessed twice: at the beginning and end of the nursery period. Mothers engaged in more caregiving, talking, and holding during initial contacts, but the disparity in maternal and paternal interactions decreased with time. Except for caregiving, in which mothers still surpassed fathers, fathers equaled mothers in all other activities at the time of the infants' discharge from the hospital. Fathers consistently surpassed mothers in playing and stimulating. Mothers perceived their infants to be more difficult than did fathers but reported enjoying them more. With time, parents were less disappointed and concerned over the infants' well-being but perceived them as more difficult. The data also demonstrated an association between infant behavioral states, parental feelings and perceptions, and parental behavior.     

Acceptance of self,acceptance of others,and preferred teaching approach

One hundred and eighty-one teacher training students sat three attitude measuring instruments to investigate the relationships between attitudes to self, attitudes to others and attitudes to educational practices. Clinical studies within the ambit of Rogerian psychotherapy suggest that a relationship between self and other attitudes should be positive. Substantial and statistically significant positive correlations, in the order of p<0.01, emerged consistently in this study between attitudes to self and attitudes to a range of others and to progressive child centred educational practices. Self acceptance level would seem to be an index of attitudes to a wide range of others. This relationship provides a principle of utmost importance for human relationships since the application of psychological processes to enhance the self concept should facilitate as a corollary a decrease in interpersonal tensions and inter group conflict. This relationship is of particular consequence in the teaching context since teaching is a sharing of self with others. The results of the study suggest that those with low self acceptance prefer (p<0.01) to avoid close encounters with pupils and prefer a more traditional formal teaching style.     

Influence and adaptability in families with deaf parents and hearing children

This study assessed the influence of individual family members in functional families, primarily to determine whether hearing children of deaf parents have more influence than do hearing children of hearing parents. Eight families with deaf parents and a hearing child and eight all hearing families were videotaped while planning a family meal together. It was found that deaf-parented families share many traits with hearing families. However, there were some differences. The hearing children of deaf parents had a greater number and percentage of their ideas accepted than did the hearing children of hearing parents. Differences were also noted between the deaf fathers and the hearing fathers. The deaf-parented families were more adaptable, as measured by the Family Adaptability and Cohesion Evaluation Scale. The observed difference in child influence, in and of itself, is neither good nor bad. Deafness of one family member, in an auditory dependent environment, may require a more flexible family power structure. Professionals assessing deaf-parented families should be sensitive to the special adaptive needs required for healthy functioning of the family.