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Biomedical subjects

G Rubenstein

Publications and source records attributed to G Rubenstein.

4 recordsLinked to original sources

Gambling and pathological gambling among university students.

Students from six colleges and universities in five states in the U.S. (New York, New Jersey, Oklahoma, Texas, and Nevada) were surveyed concerning their gambling behavior and the rate of pathological gambling. Type of gambling varied by state, with students in the northeast and Nevada gambling more than students in Oklahoma and Texas. Over 90% of males and 82% of females had gambled. One third of the males and 15% of females gambled once a week or more. Rates of pathological gambling ranged from 8% in New York to 4% in Nevada. The incidence of pathological gambling was high among males, Hispanics, Asians, and Italian-Americans (compared with among other whites), students with non-traffic arrests, those with parents who have gambling problems, and those who abuse alcohol and other drugs. Pathological gambling was only weakly correlated with age, religion, lower grade point average in school, overeating, living in neighborhoods that are "poorer than most," family income, and parental drug use. It was not correlated with academic year in college, marital status, parental occupation, parental alcohol, and bulimic behavior. The implications of the findings for further research and social policy are discussed.

Achievement

Developmental aspects of auditory and visual scanning.

60 Ss from Grades 1 through 6 were administered an auditory and visual scanning procedure and 27 of those Ss were given arithmetic and reading achievement tests. Data indicated scanning ability increases linearly with grade in school and the relationship between the scanning measures also increases sharply with grade. Auditory scanning was related to academic achievement; visual scanning only approached significance with arithmetic achievement but was unrelated to reading achievement.

Achievement

Sensory integration and single-modality scanning.

An auditory scanning, visual scanning, and auditory-visual integration test was administered to 72 children from grades 1, 2, 3, and 5 to determine whether increases in sensory integration skills could be accounted for by increases in skills of single modalities. Using a multiple regression model, the results indicated that increases in integrative functioning occur independently of developmental changes in individual modalities. Implications for future research are presented.

Auditory Perception