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Concerning the issues of emotional development, general agreement can only be reached on the definition of "emotional" behavior. Behavior is emotional when it varies from an individual's behavioral baseline by the addition of three components: (1) an action component, (2) an arousal component, and (3) a subjective "feeling" component. In all areas of infantile emotion researchers have attempted to delineate such basic groundwork as "primitive, unlearned emotions," but subsequent study has indicated that their conclusions are more the result of situational and subjective factors than of measurable, objective data. Infant emotions are divided into negative and positive categories in this paper. Discussion of specific emotions includes fear of strangers and maternal attachment, other fears and anxiety. A broad developmental outline of responses to fear-inducing stimuli is given. Other negative emotions, such as anger, depression, and shame are discussed. The paper also outlines some of the work that has been done with positive emotions and concludes with comments on the functional significance of emotions in early development. (MH)

This paper discusses tradition and innovation in the training of clinical child psychologists. Since prevention is receiving increasing emphasis, psychologists need thorough training in the developmental psychology of both infancy and early childhood. Secondly, the training of paraprofessionals is of great current interest, and perhaps graduate students could be utilized effectively in this role. Thirdly, with the increased use of consultants comes the concern that consultants will be inadequately trained in the area about which they are consulting, and over trained in the art of consulting. Fourthly, research and its place needs a reorientation. Child psychology should stop emphasizing the application of knowledge at the expense of generating knowledge, and an attitude of scientific skepticism should be developed. Lastly, there seems to be a growing impatience among students to deal with the "real problems" of the world. The didactic work seems tedious, the theorizing irrelevant, and the learning of techniques intolerable. While there is merit to some of these points, some of these aspects of training are necessary for professional competency. (Author/KJ)

THIS PAPER PRESENTS A SUMMARY OF BERLYNE'S THOUGHT ABOUT CURIOSITY AND COGNITIVE CONFLICT AS MOTIVATIONAL FACTORS IN KNOWLEDGE-SEEKING BEHAVIOR. THE SUMMARY IS BASED UPON FOUR OF BERLYNE'S WORKS THAT WERE SELECTED AS "CORE" TO THE DEVELOPMENT OF HIS THOUGHT. THIS PAPER CONCENTRATES UPON BRINGING OUT THE SIGNIFICANT DIFFERENCES OF THE SELECTED WORKS. THE AUTHORS DISCUSS BERLYNE'S CLASSIFICATION OF MOTIVATIONAL FACTORS, TYPES OF MOTIVATION OF EXPLORATORY BEHAVIOR, THE DETERMINANTS OF EXPLORATORY BEHAVIOR, THE ROLES OF SELECTED FACTORS (AROUSAL, CONCEPTUAL CONFLICT, EQUILIBRIUM, AND INFORMATION THEORY VARIABLES) AS DETERMINANTS OF HUMAN PERCEPTUAL CURIOSITY, AND EPISTEMIC (LEARNING) BEHAVIOR. THE AUTHORS CONCLUDE THAT A KNOWLEDGE OF THE EFFECTIVE USE OF CURIOSITY IN EDUCATIONAL PROCESSES IS NECESSARY FOR UNDERSTANDING INTELLECTUAL PROCESSES AND THAT THE WORK OF BERLYNE IS AN IMPORTANT RESOURCE FOR THOSE WHO WISH TO UNDERSTAND THE USE OF CURIOSITY IN EDUCATION. (AL)

This document is an English-language abstract (approximately 1,500 words) of some 50 papers read at the first scientific session of a Soviet teacher training group. In the section on educational history and theory, papers were read reviewing the history and progress of public education and teacher education in the past 50 years in the Soviet Union. Meeting of the section on teaching methods heard papers read on progress achieved for a half-century and also on some of the urgent current problems of teaching in secondary schools. Two papers dealt with the problems of improving the content of school education in the light of contemporary progress, in science, technology, and culture. Questions of polytechnical education at the current stage of progress was the theme of another presentation. At meetings of the section on psychology and the physiology of the growing child, papers were discussed showing Soviet achievements since the Revolution, and charting intensive investigations for the future. Personality training, educational psychology, perceptivity, preschool training, and other complex aspects of the teaching and learning processes were covered by erudite presentations in these specialties. (Author/GDB)

The technique of intervention in which the mother directly treats her child is illustrated by a case study of a five-year-old child. In the study, descriptions are provided of the therapist's sessions with the mother, the mother's work with her daughter, and the impact on the child's functioning as the treatment unfolds. Some of the potential hazards and limitations of this technique are also discussed. (DB)

A preliminary report is provided on a therapeutic nursery school program at Louisiana State University Medical Center in New Orleans. The program emphasizes the mother-child unit rather than the child as a single individual. Within the mother-child relationship, attention is given to altering perceptions and expectations, to experience of and sharing of affect, and to the development of new behaviors and practices. Long- and short-term treatment goals are set for each mother-child unit. There are therapist-educators for the children and educators for the mothers. Examples of the treatment process are provided. (DB)

The Center for Studies of Child and Family Mental Health has made an assessment of national programs during the last decade, and found that the Nation took the course of child-centered intervention programs for mental health. There were many startling and promising programs developed during that time such as Head Start. However, many of the measured rapid gains were quickly lost as programs were phased out or studies were completed. A close evaluation and assessment revealed that those programs having parental involvement sustained the child's measured gains and often improved upon them; thus, family-centered preventive mental health programs are to be the major focus for the 1970's. Society can begin to help both the child and the family by strengthening the family through reform of welfare legislation, instituting procedures to encourage low income men and women to remain with families, establishing a guaranteed income, and providing family services and education. The family's eco-system can be studied and supportive forces such as the extended family, churches, social networks, and schools in the environment can be pinpointed and integrated in treatment plans. The challenge to families and those who care about families then is to increase the incidence of success and diminish the frequency of failure. A new "Galilean" approach to research must be taken in the 1970's. (Author/JM)

The paper relates the development of childhood behavior problems to a developmental theory of the acquisition of psycho-social skills in children. The influence of Eric Erikson (1950) on the ideas expressed is acknowledged. It is stated that each of the major types of behavior problems (withdrawal, impulsivity, dependence) results from a major disruption at a specific point in a child's psycho-social development, and that to understand the meaning of the behavior problems evidenced, it must be determined where the process of psycho-social development has broken down. Described in detail are the following three stages of development: the development of basic trust (birth to 18 months of age), the process of socialization (18 months to 4 years of age), and the development of independent (4 to 10 years of age). (KW)

The study demonstrates: (1) the occurrence of verbal mediation with its facilitory effect, and (2) the interfering effect of verbal satiation on mediational processes in a three-state chaining paradigm. 40 preschool children were randomly assigned to either a control (no satiation) or an experimental (satiation) group. The subjects in the control group learned three lists of three stimulus response pairs. The stimuli consisted of eight cards, five of which were black outlined drawings of either a car, boat, tree, dog or cat, and three had either blue, yellow, or red squares. Two of the pairs were mediated, the third was non-mediated. The experimental group learned the first two lists, then prior to learning the third list, they repeated the B term continually for 30 seconds. A two by three analysis of variation performed on the number of errors to criterion on list three, revealed a significant interaction of the between groups factor (experimental or control) and the within stimulus factor. No other terms reached significance. (author/MC)

In studies of preschool children, four clusters of symptoms seem most useful in characterizing those children who manifest autism: (1) failure to establish human relatedness and meaningful social attachments; (2) impairment of motivation to become competent; (3) disturbances of perceptual integration; and (4) impairment of the development of cognitive functions. One of the most important impairments of autistic children is perceptual inconstancy (irregularity in the processing of sensory data by the various receptor systems). The likelihood of physiological and biochemical changes under autistic conditions of sensory deprivation require that perceptual patterns be promoted in the child as early as possible. A program of treatment for the autistic child should include parent participation and parent education, with the goal of reducing distortions in the parent-child relationship. Otherwise, treatment of the preschool autistic child should be concerned with establishing perceptual organization and cortical control over his sensory experiences. Further research is needed on the relationship between parental attitudes or child rearing practices and the existence of an autistic child. (WD)

The purpose of this epidemiological study of psychopathological disorders was to obtain prevalence data on 55 behavior symptoms as they occur in kindergarteners and first and second graders. The behavior symptoms are commonly found in child guidance clinic populations. The population rated in this study was the kindergarten and first and second graders in the Urbana School system, which included 926 boys and 827 girls. The children were rated by their teachers with the use of the Quay Peterson problem checklist. The universality of the population and the data is limited because Urbana is a university town and the per capita income, education level, and youth of the town is higher than usual. Analysis of the data indicated that: (1) prevalence of many of the psychopathological symptoms is quite high, (2) boys have higher rates of acting out or disruptive symptoms, while girls have slight excess of neurotic type symptoms, (3) there is a tendency for many symptoms to decrease at age 5 with a slight increase again at 8 years, (4) total number of symptoms per child is significantly higher in boys than in girls, and (5) there is little doubt that not only do boys have more symptoms than girls, but female teachers consider boys more trouble than girls. (MH)

This paper reported a pilot study on issues relevant to the social development of the 2-year-old child and discussed the results within the framework of the evolutionary-control-systems theory proposed by Bowlby (1958, 1969) and Ainsworth (1967, 1969). The issues examined were (1) attachment and (2) reciprocity, or the ability of the child-mother unit to work together under a single goal-hierarchy. Hypotheses were proposed that dealt with (a) the stability of attachment, (b) maternal variables which would serve as the optimal setting for the further expression of attachment behaviors, (c) the nature of the child's ability to carry on transactions with his mother which could be labelled reciprocal, (d) maternal variables which would serve as the optimal setting for this development, and (e) the relative nature of attachment and reciprocity. Subjects were three boys and three girls from white, middle class homes. Data were collected by means of naturalistic observations in the home, supplemented by two standardized situations. Infant and maternal rating scales were used for analysis. Study findings were discussed in terms of Bowlby's theories and suggest that parents should provide the child with stable and workable behavior models on his level of ability. (NH)

Delivery of health care services is under close national scrutiny -- and rightly so! This report examines one facet of those traditional services, inpatient specialty consultation, in the form of 100 consecutive initial requests for child psychiatry consultative assistance in the clinical setting of a large children's hospital. Analysis of the data in the usual categories (age, sex, race, fee, service, and diagnosis) would strongly suggest that the consultative process is highly complex and only partially, at best, responsive to the needs of patients. Clusters of other significant variables which alter the process include attitudes of the patient and his family, the consultant, the consulee and other staff members, hospital institutional practices, and community and social influences. It would perhaps be more colorful to conclude that inpatient psychiatric consultation for children constitutes a symptom of the national non-system of health care delivery. Accuracy would require rather the conclusion that there is after all a kind of system, but that it is largely hidden, inefficient and too often hypocritical. (Author)

BAER, PETERSON, AND SHERMAN HAVE ATTEMPTED TO BUILD A GENERALIZED RESPONSE SYSTEM (GRS) IN THE FORM OF IMITATIVE BEHAVIORS (IB) IN THREE SEVERELY RETARDED CHILDREN (S'S). IN THE FIRST PHASE OF THE STUDY, 130 IMITATIVE RESPONSES WERE TAUGHT BY IMMEDIATE, INDIVIDUAL REINFORCEMENT. THE S'S ALSO PERFORMED RESPONSES WHICH WERE NEVER REINFORCED. BY MANIPULATING THE PRESENTATION OF THE IMITATIVE STIMULUS, IT WAS POSSIBLE TO FURTHER CONTROL A GROUP OF BEHAVIORS AND ISOLATE A SUBSET OF THE IMITATIVE CLASS. IN ASSESSING THE STRENGTH OF THE INTERRELATIONSHIPS BETWEEN IB, IT WAS FOUND THAT AN IMITATIVE STIMULUS COULD BE EXTINGUISHED INDIVIDUALLY, BUT WHEN PRESENTED WITH OTHER REINFORCED IMITATIVE STIMULI, THE CHILD PERFORMED THE RESPONSE. THE SIMILARITY OF RESPONSE BETWEEN CHILD AND MODEL IN MAINTAINING NONREINFORCED IB WAS ALSO STUDIED. RESULTS WERE NEGATIVE. FINDINGS INDICATE THAT BOTH IB AND NONIMITATIVE BEHAVIORS ARE PART OF A GRS. BUILDING A GRS MUST INVOLVE COMMON ELICITING, DISCRIMINATING, OR REINFORCING STIMULI. ISOLATION OF THE STIMULI DIMENSIONS WHICH CAUSE INTERLOCKING BEHAVIORS MAY BE AN IMPORTANT AREA FOR FUTURE RESEARCH. THIS PAPER WAS PRESENTED AT THE AMERICAN PSYCHOLOGICAL ASSOCIATION CONVENTION (75TH, WASHINGTON, D.C., SEPTEMBER 1967). (PR)

The developments in child psychiatry in the past 25 years have been encouraging but represent only a prelude to the significant work that must be done relatively soon to meet the needs of the contemporary child. Before 1940, the desirability of multidisciplinary study of the child had been well established, and child guidance clinics had appeared. Until the 1960's, however, the focus was on the clinical study of individual patients and families, rather than population studies, and generalizations were made from the former to the latter. Concern for the poor and the black was dormant for too long in the past quarter century; it is in such areas as poverty and racism that serious psychological and organic problems in children occur. Specifically, research in child development must be concerned with many important factors, including (1) the "test bias" in interpreting results of achievement tests; (2) the prenatal and paranatal factors that influence brain development; (3) nutritional factors, before and after birth; (4) the psychosocial environment of the child, especially the family environment; (5) the influence and role of school; and (6) the effects of racism. (WD)

This paper attempts to relate the needs of lecturers and students of developmental psychology in introductory courses, of teachers, parents and lay discussion groups, to recently published and widely available books. (Author/KM)

These six lectures explore alternative approaches to education both within and outside the educational system. The contributions and their authors include: "Telling It Like It Ain't: An Examination of the Language of Education," by Neil Postman; "The Psychology of J. Piaget and Its Relevance to Education," by Vinh Bang (presented also in French); "Alternatives Through Computers," by Patrick Suppes; "The Definition of a University," by Northrop Frye; "Educators and the Mentally Deficient," by Jean Vanier; "The De-schooling of Society," by Ivan Illich; and "Alternatives in Education," by Bruce Rusk. (JH)

Twenty-eight papers examine basic theories and clinical methods in child psychiatry. Theories and methods discussed concern child psychiatry and the World Health Organization, pediatrics, child disturbances, observation, the psychodiagnostic approach, longitudinal research in child development, the comparative approach to early child development, a methodological approach to defining an infant's ego, and problems of classification. The following clinical problems are covered: the directive function of speech in development and dissolution, psychogenic and allied disorders of communication in childhood, psychosis in childhood, later assessment of early experience, social problems of mental subnormality, school phobia, parental bereavement in childhood, the genetics of mental deficiency, and aspects of delinquent behavior in children and adolescents. Also considered are the role of the family in the emergence of child disorders; personality development and family vicissitudes; and family relationships, fathers, and the law. Therapeutic methods and prophylaxis described include therapeutic consultation, community therapy, psychopharmacology in childhood, behavior therapy and conditioning techniques, and primary prevention of mental disorders by school psychologists. (SN)

Paper presented at the Brazilian Meeting on Child Neuropsychiatry (1st, Guaruja, Sao Paulo, August, 1968). (JM)

Helping latency-age children make the transition from play orientation to a sense of industry presents a challenge to the therapist. This paper describes a successful effort based on an activity program. (Author)

This paper presents a procedure for estimating J scale (latent continuum) probabilities given a set of I scales (preference judgements). (Editor/RK)

This paper presents further data on the Moss-Harlow Effect, together with some new theory, supporting the conclusion that younger subjects prefer novelty more than do older children. (Author)

TWENTY ARTICLES ARE INCLUDED IN THIS VOLUME, THE 22ND IN THE PSYCHOLOGICAL STUDY OF THE CHILD SERIES. PAPERS ON PSYCHOPATHOLOGY AND THERAPY INTERPRET LOSING AND BEING LOST, OBSTACLES TO PSYCHOANALYTIC CURE, AND AFFECT CONTROL. ASPECTS OF PSYCHOANALYTIC THEORY CONSIDERED ARE FREUD'S CONCEPT OF PRIMAL REPRESSION, CONCEPTS OF STRUCTURE AND STRUCTURALIZATION IN LEARNING AND CREATIVITY AND THE METAPSYCHOLOGY OF THE PREANALYTIC PATIENT. PAPERS ON NORMAL AND PATHOLOGICAL DEVELOPMENT DISCUSS THERAPEUTIC INTERVENTION IN THE PRENURSERY, THE RECOVERY OF A MEMORY FROM INFANCY, CONSIDERATIONS IN THE OCCUPATIONS OF THE BLIND, INDIVIDUATION IN ADOLESCENCE, AND LIBIDINAL PHASES IN TREATMENT OF A PRESCHOOL CHILD. ALSO CONCERNING DEVELOPMENT (NORMAL AND PATHOLOGICAL) ARE PAPERS ON EARLY INFANCY, THE PEEK-A-BOO GAME, ENCOPRESIS IN A LATENCY BOY, AND MASTURBATION FANTASIES. CLINICAL CONTRIBUTIONS CONCERN VISUAL HALLUCINOSIS, OBJECT CONSTANCY AND PSYCHOTIC RECONSTRUCTION, SCHOOL PHOBIAS, AND THE PERSISTENCE OF AN INFANTILE FETISH. A LIST OF THE CONTENTS OF THE FIRST 21 VOLUMES IN THE SERIES IS ALSO PROVIDED. THIS DOCUMENT WAS PUBLISHED BY THE INTERNATIONAL UNIVERSITIES PRESS, INC., 239 PARK AVENUE SOUTH, NEW YORK, NEW YORK 10003, AND IS AVAILABLE FOR $12.00. (JD)