Letters to the Editor 6,3
To the Editor:
I recently received notification of the expiry of my membership. I felt it important to write to thank you for the years of interesting information which you share with the world (and me!). Although my work at this time is all volunteer (since I resigned from my full-time community nursing position this fall), I will renew my membership.
Some of the info I read in your journal is really "off the wall!" Other articles are challenging and thought provoking. Some are very supportive of "work" that I already do; i.e., how I relate to, speak with, teach people, etc. Other articles open my mind and help me understand what others may be going through; e.g., in vitro fertilization.
You asked once if narrative-style (non-scholarly, non-research) articles were appropriate for your journal. I'd like to voice my opinion-a strong yes. "Science is only one component, one way of looking at life."
One last point: I am a little uncomfortable with articles which deal with research using animals. Coming from a nursing/science/health background I am fully aware of what I am saying when I criticize research using animals. The answers to our health (and living) problems are not found via animal research, I believe.
In any case, my main reason for writing was to thank you for your interesting organization. Wishing you continued good luck, I remain,
To update both our and other prenatal learning research, here are some current activities in this rapidly developing field.
Moving beyond my pilot study-by definition limited in scope and controls-William R. Sallenbach, Ph.D., a substantially experienced child therapist, has undertaken a range of clinical evaluations. Utilizing the Battelle Developmental Inventory, he has completed measurements on 50 children stimulated in utero through my Cardiac Curriculum, and is continuing with 50 control subjects. His results compared against norms are bearing out the published findings in my original survey of 12 children. These outcomes should be available for the 1992 ISPPPM congress, and may be fortunate to appear in the Pre and Perinatal Psychology Journal Moreover, his plans call for considerably expanding such validation with developmental psychologists at the University of Washington, budget permitting, generating data from as many as several hundred children stimulated before birth through my approach.
As reported at the PPPANA Atlanta congress, verification of the Cardiac Curriculum's considerable benefits is arriving from a Soviet replication conducted by Mikhail Lazarev, M.D., director of the Children's Rehabilitation Center in Moscow; information on 12 infants strongly supports Dr. Sallenbach's and my outcomes, with his controls now reinforcing such conclusions.
Further evaluatory studies are forecast from Peter Hepper, Ph.D., Department of Psychology, Queen's University, Belfast, focusing this fall on 100 prenates to determine Down's syndrome mitigation, as well as from Sylvia Winchester, editor of Pre and Perinatal Psychology News, who is preparing a Fetal Alcohol Syndrome proposal. Rene Van de Carr, M.D., has commenced pilot work based on curricularized fetal EEG Alpha rhythm.
As these investigations increasingly corroborate my initial determinations, the value of replication through larger samples and diverse protocols, fully controlled and administered by experienced clinicians, become evident. This reflects a generic need which I can only embrace at the personal level. The prelearning discovery has such beneficial implications it deserves scrupulous examination-the fetus requires that.
Brent Logan, Ph.D.
Director, Prelearning Institute