At a northern New Jersey state college, 50 black students (25 men and 25 women) completed first-person revisions of 27 Hall, Cross, and Freedle identity items according to how they felt four years ago, two years ago, and presently, and how they will feel in the future. No differences during any time period were found between the men and the women. The students demonstrated a clear self-perception of moving away from the pre-encounter stage when the world was seen as being nonblack or anti-black to the internalization stage when they focused on things other than themselves and their racial group. Most of the responses for each of the four periods were in the third stage of immersion with blackness.-Department of Psychology, William Paterson College. Psychological Reports, 1974, 35 The Interpersonal Trust Scale (ITS) and the Internal-External Locus of Control (I-E) Scale were given at the beginning and again at the end of the year to 87 specially admitted disadvantaged freshmen (mostly black or Puerto Rican) and 36 regularly admitted freshmen (mostly white). The disadvantaged students also took the Opinion, Attitude, and Interest Survey (OAIS) in mid-year.T-tests showed that the two groups did not differ in ITS scores at either testing or in change from fall to spring. Correlation coefficients between ITS scores and first-and second-semester grade-point average (GPA) were significant: for the disadvantaged students interpersonal trust at the end of the year was inversely related to both firstand second-semester GPA, while for regular students a positive relationship was found between year-end trust score and both GPA's.GPA was not related to total I-E scores or I-E score change over time for either group.Analyses of the Personal Control and Control Ideology subscales of the I-E showed that, for the disadvantaged students only, first first-semester GPA was positively related to internal personal control score at the end of the year and to change toward more internal personal control score.Contrary to expectations, no significant relationships were found between GPA and the OAIS Achiever Personality, Intellectual Quality, or Creative Personality scales.-Laboratory of Physiological Hygiene, University of Minnesota.
Freud's views on the mind-body question are reviewed. It is argued that, throughout his career, Freud was consistent in adopting a dualistic-interactionist view of the mind-body relationship. This position was the prerequisite for his development of a psychology which sought the determinants of consciousness in dynamic, unconscious mental processes, without concern for correlations with an underlying neural substrate.
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