The purpose of the present study is to investigate the differences in performance of a sample of children with organically based test behavior and learning disabilities and those children whose disorders are functional in origin. It is the purpose of this paper to determine if there exists a particular profile on the Bender Gestalt and the WISC that would help to differentiate these two diagnostic categories which at some levels of behavior are quite similar. The present study is an attempt to compare the WISC and the BGT of emotionally disturbed children with the WISC and the BGT of those children who have been diagnosed as neurologically impaired. It is more important today than ever before to ascertain a correct estimate of ability, the reasons for difficulties in learning and behavioral problems of young school age children, while at the same time taking into consideration the global intelligence and potentials of the individual. This eminates from the growing interest in, and work with, the different diagnostic categories of children by clinics and schools. This increased interest is evident in the larger number of diagnostic personnel associated with the school systems and more individualized types of instruction for the child with …

These studies led the experimenter to investigate the use of chemical aversion therapy using anectine as the aversive stimulus with a morphine addict. The success of Thomason and Rathod with heroin addicts suggested that their experimental method would be useful as a reference while designing this study. The treatment hypothesis was that the patient's use of intravenous narcotic drugs would be eliminated through the application of chemical aversion therapy. Chemical aversion therapy was operantly defined as the injection intravenously of anectine into the patient concurrent with his self-injection of his narcotic of choice.

The purpose of the present study was to compare their (avoidance contingency and positive-reinforcement contingency) relative effectiveness in producing a desired behavior.

This study attempts to show that there is no significant difference in performance between volunteers and non-volunteers in terms of cooperation in a psychological experiment.

Since women in the Women's Rights Movement (Feminists) tend to be educated, career- or goal-oriented, and typically middle-class it was anticipated that these aspects would be reflected in an elevation on the ego strength (Es) scale of the Minnesota Multiphasic Personality Inventory (MMPI). This anticipated elevation was felt to be functionally related not only to career- or goal-oriented behavior and intelligence, but to active participation on an autonomous basis in the Women's Rights Movement as well. Because of the different activities of various Feminist organization, i.e., women's studies programs, consciousness raising, investigations of inequities to women, confrontations with establishment hierarchies, and participation in career and other self-fulfilling activities, it was hypothesized that women who are active Feminists would score significantly higher on the Es scale than a similar group of active women who are not Feminists.

General learning ability is a combination of many relatively independent abilities, some of which have not yet been identified and studied experimentally. The acquisition of learning sets, a learning ability which has received considerable attention in the literature, involves the ability to solve single problems, generalize their solutions, transfer such information from one problem to another, and form concepts. Learning set is the acquired ability to solve a particular kind of problem. Discrimination learning set problems have different stimuli but a common basis for solution. The identification by the S of the characteristic which these problems have in common is the discrimination learning set. Harlow (1949) wrote that learning set acquisition depends upon a higher level of thought than is required for single problem learning. The particular set learned determines in large part which stimuli will be generalized in future problem solving.

A problem that has interested the writer is the effect of religion upon mental health. Are very religious people more or less healthy than not-so religious people? Could there be no relationship between degree of religiosity and mental well-being? Some of the reviewed literature seemed to show that religion may reduce anxiety (Cole & Spurgeon, 1960, Cooley & Hutton, 1965), other studies showed no relationship between them (Bradbury, 1967, Glass, 1955), while some experiments indicated that religious individuals showed poor mental health (Dunn, 1965, Rokeach, 1960). The study presented herein is an attempt to further delineate the effect of religion upon mental stability or, more specifically, anxiety. Religion may involve many dimensions rather than just one specific aspect. For the aforementioned reason, the present study considered the ideological, intellectual, experiential, ritualistic, and consequential aspects of religion. The relationship of anxiety to these variables was studied. Finally, the writer attempted to observe the effect of religious affiliation upon anxiety. The purpose of the present study was to (1) consider the empirical relationship of religiosity to anxiety among the low, medium, and high religious groups, and to (2) determine if different religious affiliations have a significant or non-significant relationship to anxiety scores. …

Research points out the many complex problems of the disadvantaged child. The purpose of establishing many preschool programs throughout this country has been to seek the most effective ways of educating the culturally deprived and to utilize the standardized measurements to assess various programs. The purpose of the present study is to evaluate the intellectual functioning and sensory-motor abilities of the disadvantaged child at the preschool level, to determine his growth in these areas during his participation in the program, and to determine whether or not four different teaching models are instrumental in bringing about intellectual and sensory-motor improvements.

The purpose of this study is to determine the efficacy of anxiety-relief therapy when compared with three other treatment groups (group systematic desensitization; a pseudo-therapy, suggestion, group; and a no-treatment group).

One of the newer techniques to be utilized in the treatment of a variety of behavioral disorders is anxiety-relief conditioning (Thorpe, Schmidt, Brown, and Castell, 1964; Solyom and Miller, 1967; Wolpe and Lazarus, 1966). In its theoretical formulation, reciprocal inhibition by anxiety-relief is similar to Wolpe's reciprocal inhibition by progressive relaxation (Solyom and Miller, 1967). Whereas Wolpe's method utilizes Jacobsonian relaxation principles to provide the medium through which anxiety is reciprocally inhibited, the procedure employed in anxiety-relief conditioning utilizes the relief following termination of an aversive stimulus to set an occasion which will permit reciprocal inhibition to take place. Many of the problems encountered in relaxation induction and control are thus avoided (Wolpe, 1958; Thorpe et al., 1964). Anxiety-relief conditioning appears to have been successful in patients that previously had been unsuccessfully treated by psychotherapy and chemotherapy for as long as 20 years (Myers, 1957; Thorpe et al., 1964; Solyom and Miller, 1967). Solyom and Miller reported successfully treating six of seven phobic patients who complained of severe depression, difficulty in interpersonal relationships and anxiety attacks when meeting people, as well as excessive fear of crowded places. These patients had an average length of illness of 11.1 years, ranging from …

The purposes of this study are: (1) to make a contribution to the increasingly urgent evaluation of an appropriate measure of the intellectual potential of South Texas Mexican-American children as studied through the community of Charlotte, Texas; (2) to gain some insight into the intellectual abilities of Mexican-American children of Charlotte, Texas when compared to the national norm; (3) to appraise the effects of bilingualism as it relates to the mental development of first through fourth grade children of Mexican- American parentage, particularly through the WISC from the standpoint of the language in which the test is given; (4) to ascertain the value of tangible (candy) and intangible (praise) reinforcement for each correct response yielded during the testing session.

The purpose of the study was to analyze the personality traits of an individual as measured by a standardized personality test instrument and the vocational interest patterns as measured by a standardized vocational interest test. An attempt was made to determine if these identifiable personality traits were related to the ten reordered vocational clusters by means of a simple analysis of variance technique. In order to achieve this purpose, the following hypothesis was developed for investigation: There would be significant differences among the ten vocational clusters identified by the SVIB (Technical Cluster, Intellectual Cluster, Scientific Cluster, Business Cluster, Social Service Cluster, Creative Cluster, Office-Clerical Cluster, Sales Cluster, Concrete Transactions Cluster, and Physical Cluster) on the personality traits as measured by the 16 PF Questionnaire (Sizothymia- Affectothymia, Intelligence, Emotionality-Ego Strength, Submissiveness-Dominance, Desurgency-Surgency, Superego Strength, Threctia-Parmia, Alaxia-Protension, Praxernia-Autia, Artlessness-Shrewdness, Adequacy-Apprehension, Conservatism- Radicalism, Adherence-Self Sufficiency, Integration of Self Concept, and Ergic Tension).

The present study had three purposes. The first was to determine which of seven variables were significantly correlated with improvement in reading in a representative sample of elementary school children who had received remedial reading instruction. The second was to ascertain whether these variables could be used in developing an equation for predicting improvement that would be simple and quick enough to be of practical value in the remedial clinic. The final purpose was to determine whether the relationship between intelligence and reading improvement was the same over three different intelligence ranges.

The purpose of the present investigation was to assess the relationships among the contingency of teachers' reactions as perceived by the pupils, the pupils' academic performance, and internality. One might expect that children who perceive their teacher as contingently rewarding and punishing would achieve higher grades and test scores than those who view their teachers' reactions as unrelated to their behavior. It is believed that children's perceptions of the contingencies of their teacher's responses may be more highly related to achievement behavior than the teacher's actual distribution of rewards and punishments. Perceived contingency of punishments and rewards may be important determiners of achievement. The perception of punishments as noncontingent is likely to be negatively related to achievement; however, the same may not be true of noncontingent reward. Indiscriminate dispersion of rewards could have a motivating effect or, as one might infer from Paris & Cairns (1972), no effect at all. Internality and achievement are expected to be positively related, perhaps more so for boys than for girls, as the trend of previous evidence suggests. Because of conflicting reports, no firm expectation can be formulated with regard to sex differences and the effectiveness of IAR+ versus IAR- scores.

The following experimental study was conducted to test these hypotheses. The subjects used in the study were twenty-five males and twenty-five females from undergraduate courses in psychology at the freshman and sophomore levels. Procedure.--Each subject was administered the Rorschach test, in the manner described by Beck (1961), except that the subject was seated facing the test administrator. Each subject was also administered the MMPI, using,.Form R.

The main objective of this investigation was to study the influence of sex on extreme response style as measured by a semantic differential. The previous studies led to a general hypothesis formulated as follows. Normal males and females differ from each other with regard to their mean extreme response style scores with females having the greater extreme response scores on the semantic differential.

The following study had been developed to demonstrate language behavior in subjects that matched or demonstrated deficient language behavior like Sarah's (Premack, 1971). Two autistic children were selected as subjects. These two subjects demonstrated that children who could not normally fulfill the language behavior requirement of selecting specific words, letters, or colored stones, and arranging them in some good temporal sequence, could in fact be taught to do just that activity. In this manner, language deficient candidates more severely damaged than the subjects used by Premack in his study on language difficulties in persons who were "brain damaged,'" could be taught the parameters of syntax and semantics on a non-vocal level, and thereby fulfill the criterion for language behavior, namely that of arranging specific symbols in good temporal sequence.

This study was concerned with determining the effects that varying the methadone-dispensing frequencies during mandatory clinic visits had on patients' retention in treatment and behavioral adjustment.

Ninety-six Ss, forty-eight white males and forty-eight white females, from introductory psychology classes at North Texas State University participated in a study of interracial attitudes and social expectations.

The purpose of the present study was to explore Internals' and Externals' characteristic perceptions of authority figures.

The purpose of the present study was to examine 1) the effect of achievement information on evaluations of males and females, 2) male and female expectations of discrepancies between their opposite sex and themselves in evaluating achievement.

The study explored the possibility that the perceived mother-child relationship of children with learning disabilities differs from that of normal children. It was further hypothesized that the manner in which the child perceives his relationship to his mother is related to the perception he has of his society in general.

The problem of this study is that of developing a testing procedure for multiple-choice tests which would increase the relationship between test scores and a criterion. The procedure investigated in this research was one in which subjects took a multiple-choice test but were required to continue responding on each item until the correct answer was obtained. The total number of responses was used as the score on the test. The purpose of this research was to investigate the possibility of increasing predictability by changing the procedure of administering the test, rather than changing the test itself.

The ability of marital partners to directly change a currently unhappy marriage to a happy one may be a function of each individual's conscious awareness of the topography, frequency, and other parameters of his own behaviors, as well as the effects or consequences these behaviors bring to bear on his spouse. This study was an attempt to combine the use of relevant behavioral awareness and a token economy to rehabilitate a marriage in crisis.