Three experiments are described, in which Ss had to decide whether or not single stimuli, varying along the dimensions of shape and color, satisfied a given criterion. In different conditions, the number of dimensions relevant to the criterion was varied. The first experiment indicates that simple interpretations of a standard Nickerson procedure are potentially artifactual. In the last two experiments, a design involving different difficulties of discrimination was used so that a serial interpretation of the results could be convincingly rejected, even for unpracticed Ss, These results strongly support the view that perceptually parallel processing normally occurs in the identification of single multidimensional stimuli. By this interpretation, apparently similar tasks may produce different patterns of results because of the use of different decision processes by the Ss.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. Palgrave Macmillan Journals is collaborating with JSTOR to digitize, preserve and extend access to Feminist Review.We need to have confidence in our ability to read and interpret. Rather than believe in 'experts' who imply they know it all, we must look for the gaps and the hidden agendas. If knowledge and power go hand in hand, it is the responsibility of feminists both to acquire knowledge and to transform it. (Cameron and Frazer 1987: xv) In all the storm of words about child sexual abuse, there has been a deafening silence on why it happens. This is strange. For, finding a meaning is a central concern of everyone touched by child sexual abuse. Why did it happen?, why did he do it? are questions which obsessively preoccupy sufferers of abuse and their relatives. The abusers who can accept some responsibility for their actions also struggle to find answers.Child sexual abuse is also at the centre of many ideological debates, bringing together as it does sexuality and the family; yet, the debates seldom address why child sexual abuse occurs. Rather, anyone with an issue to explore or a point to make attaches child sexual abuse to it as the clinching argument. Seabrooke, in the New Statesman (1987), adopts it to argue the debauchery of the market economy; Labour MP Stuart Bell, the integrity of the north-east working-class family; critics and apologists of psychoanalysis use it to attack or defend; James Anderton, Chief Constable of Greater Manchester, to argue for more repressive policing and draconian sentencing.Why then is there evident in political, professional and journalistic writings, such a curious absence of discussion on why abuse occurs? The answer should come as no surprise to feminists; it enables an avoidance of the most glaring feature of child sexual abuse: it is something that, overwhelmingly, men do to children. The men come from every social class, and from all kinds of families and cultures; they are brothers, All use subject to JSTOR Terms and Conditions Challenging the Orthodoxy 17 confuse uncles, babysitters, friends, strangers, grandfathers, stepfathers and fathers. They have in common that they are men, but little else that,we know. Very little attention has been paid to studying them, and none to the study of non-abusive men.Interestingly, the focus of frantic study and hypothesis are the children who are abused, the families they come from and, more than almost anything else, the women who are their mothers. One particular theoretical approach, family dysfunction theory, has, in locating child sexual abuse in 'problem families', dominated lay and professional discourse and achieved the status of common sense. Its main attribute, certainly not logic,...
in the basic cducalioiial skills oi'ivadiug aiui coniputalion is no new phenomenon, althongli it is reading thai has ha-]], given ihe ninst attention. C.lnrrent pr'ogrannncs of (oinpensalory eclneation in the L'nited Slater (Medinnus, 1970) and in thi.s conntry (HMSO, 1972) are ailenipting In resolve the eontiituing problems ot" low atUiinrnent anR)ng soeialh' handieapped efiildren. ReeenI large seale surveys in tliis country (e.g. Morris, 1966; Coodarre, iy(->7; Rnlter, '['i/ard and Whitmore, 1970; Stari and Wells, 1972; Davie, Htdier and (ioldstein, 1972) havt' again drawn attention to reading. Concern over low allaniment in ihis basic ediiciitional skill is also reflected in eoniro\ ersies over the relavivieilieaey of diiierent teaching ineth-jds (Downing, 1967; Dean, 1967; Warbm-ton and Sotithgatc, 1969). More recently a governnient coinmiUee has been appointed lo enquire inlo reading and the nse of English in sehools. SKILL m READING ] 77
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