Varying relaxation parameters in nonlinear successive overrelaxation

We derive here a generalization to nonlinear problems of the “free steering theorem” of Ostrowski on sufficient conditions for convergence of linear SOR with varying relaxation parameters.     

"Surprisingness" and short-term retention in pigeons.

Trained 14 Silver King pigeons in a symbolic matching-to-sample task in which food (access to grain) and no-food (blackout) samples were used. Responding to red test stimuli was reinforced on food sample trials, and responding to green test stimuli was reinforced on no-food sample trials. Samples of food and no food were rendered "expected" or "surprising" during subsequent testing by preceding samples with a previously established signal for either food (CS+) or no food (CS–). CS+ preceded food samples and CS– preceded no-food samples on surprising trials. Findings suggest that enhanced retention on surprising trials was apparent from the outset of testing to the extent that (a) surprising and expected trials were not markedly dissimilar to the trials of training, and (b) control over test responding by the CSs presented on expected and surprising trials was minimized. Results are discussed with regard to generalization decrement and directed remembering. It is concluded that surprising samples receive enhanced postperceptual processing and that the mechanism involved is that of retrieval-generated priming of short-term memory. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prospects for remediating juveniles' adjudicative incompetence.

With the application of adjudicative competence requirements to adolescent defendants, there is a growing need for interventions to enhance the legal capacities of adolescents who are found to be incompetent. By reviewing developmental, clinical, and educational research, the authors discuss whether it is possible to enhance youths' legal capacities and, if so, what the most promising approaches may be. Psychoeducational interventions for youth are discussed, as well as the possibility of changing the demands of the juvenile justice system to try borderline-competent youth in juvenile court. The authors conclude that there is evidence to believe it may be challenging to enhance youths' legal capacities, particularly when youth have limited rational understanding and/or legal reasoning capacities, and when these deficits stem from developmental immaturity and/or mental retardation. A research agenda is proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A computational process for choosing the relaxation parameter in nonlinear SOR

We present here a computational process which establishes the convergence of nonlinear successive-overrelaxation in finding the minimum of a strictly convex functional. The algorithm is designed in such a manner that the SOR parameter is computed appropriately to guarantee convergence. Numerical examples are presented.     

Sigmund Koch as critical humanist.

Just as Sigmund Koch was a good scientist without succumbing to scientism, he was a good humanist without succumbing to the popular distortions trading on the name of humanism. When humanistic psychology was seduced by the touchy–feely encounter group movement, Koch derided its technology of authenticity as shamelessly meretricious. Later, when postmodern humanists of deconstruction and textual analysis began to be heard in psychology, Koch wryly expressed his preference for the old-fashioned kind of humanism. Koch's interests and his conception of the domain of psychology thus transcended scientific and humanistic labels and boundaries. To be good science, human psychological studies have to start with and be guided by openness to all aspects of being human. No less in the present and future than during his lifetime, the implications of Koch's vision of psychological inquiry warrant discerning and disciplined attention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Role of Canadian Psychologists in Conducting Fitness and Criminal Responsibility Evaluations.

Historically, only physicians, typically psychiatrists, were permitted to conduct forensic mental health evaluations for the courts. In the United States, the courts have affirmed increasing acceptance of involvement of psychologists since the 1940s. In Canada, the legal system continues to adhere to the assumption of medical dominance to a large extent. For instance, Canadian legislation requires that a physician conduct court-ordered assessments of fitness to stand trial and criminal responsibility. In this article, relevant Canadian law is compared to American law, and empirical research on the ability of psychologists to assess fitness and criminal responsibility is discussed. These legal and empirical reviews are used to generate policy recommendations regarding the qualifications of forensic examiners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of Teaching Play Therapy Attitudes and Skills to Undergraduate Human Services Majors.

This study investigated the effectiveness of an undergraduate human services course based on Landreth's (1991, 2002) 10-week model of filia, therapy and Adlerian principles as in Kinder therapy (White, Flynt, and Draper, 1997). Specifically, this research determined whether the training received in this course facilitated change in the undergraduate students' attitudes toward and empathic behavior with children, the students' parenting attitudes, and their play therapy attitude, knowledge, and skills. Experimental and control groups of undergraduate human services majors completed pretest and posttest measures. Each group also had a 30-minute videotaped play session with a young child. The results revealed the undergraduate students in the course had significantly better scores. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental differences in the effects of repeated interviews and interviewer bias on young children's event memory and false reports.

The present study investigated developmental differences in the effects of repeated interviews and interviewer bias on children's memory and suggestibility. Three- and 5-year-olds were singly or repeatedly interviewed about a play event by a highly biased or control interviewer. Children interviewed once by the biased interviewer after a long delay made the most errors. Children interviewed repeatedly, regardless of interviewer bias, were more accurate and less likely to falsely claim that they played with a man. In free recall, among children questioned once after a long delay by the biased interviewer, 5-year-olds were more likely than were 3-year-olds to claim falsely that they played with a man. However, in response to direct questions, 3-year-olds were more easily manipulated into implying that they played with him. Findings suggest that interviewer bias is particularly problematic when children's memory has weakened. In contrast, repeated interviews that occur a short time after a to-be-remembered event do not necessarily increase children's errors, even when interviews include misleading questions and interviewer bias. Implications for developmental differences in memory and suggestibility are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Irving L. Janis (1918–1990): Obituary.

Presents the obituary of I. L. Janis, a personality and social psychologist and a recipient of the 1981 Distinguished Scientific Contribution Award of the American Psychological Association. Janis's work focused on attitude change, stress and coping, "groupthink," conflict resolution in personal decision making, and international crisis management. Janis's career reflected his intensive exposure to Hovland-style learning theory and Freudian psychodynamics. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age and sex differences in dyadic and group interaction.

This study examined age and sex differences in dyadic and group interaction in a standardized setting. Seven classes of 4-year-old children and 6 classes of 6-year-old children participated. From these classes, 13 male playgroups and 13 female playgroups were formed. The playgroups were videotaped, and frequencies of dyadic and group interaction were tabulated. Results showed that boys and girls at both ages engaged in similar frequencies but different patterns of dyadic interaction. Only 6-year-old boys, however, interacted in groups. The discussion considers the etiology of these age and sex differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)