The relationship of sexual adjustment and related sexual behaviors and attitudes to marital adjustment

Abstract

This paper examines the extent of relationship between sexual adjustment and marital adjustment for 30 married couples followed for 3–6 months. Sexual adjustment was assessed by means of the LoPiccolo-Steger Sexual Interaction Inventory, and two other measures termed a Couple Interaction Scale (CI) and a Couple Compatibility Ratio (CCR). Marital adjustment was assessed by means of the Locke-Wallace Marital Adjustment Scale (L-W MAS) and a clinically-devised instrument based on the extent of support between the marital partners. The two marital adjustment instruments agreed closely. A high degree of association was obtained between most of the sexual adjustment measures and the two marital adjustment measures; using the most reliable of these measures, it is estimated that sexual adjustment contributed between 40 % and 55 % of the variance in marital adjustment. This association was not due to a specific stage of. the human sexual response cycle of desire, excitement, orgasm and gratification. Intercorrelation of measures of each of these stages with the marital adjustment measures generally yielded significant relationships.     

Variability of response location for pigeons responding under continuous reinforcement, intermittent reinforcement, and extinction

The effect of several reinforcement schedules on the variability in topography of a pigeon's key-peck response was determined. The measure of topography was the location of a key peck within a 10-in. wide by 0.75-in. high response key. Food reinforcement was presented from a magazine located below the center of the response key. Variability in response locus decreased to a low value during training in which each response produced reinforcement. Variability increased when fixed intervals, variable intervals, random intervals, or extinction were scheduled.     

Stimulus generalization, discrimination learning, and peak shift in horses.

Using horses, we investigated three aspects of the stimulus control of lever-pressing behavior: stimulus generalization, discrimination learning, and peak shift. Nine solid black circles, ranging in size from 0.5 in. to 4.5 in. (1.3 cm to 11.4 cm) served as stimuli. Each horse was shaped, using successive approximations, to press a rat lever with its lip in the presence of a positive stimulus, the 2.5-in. (6.4-cm) circle. Shaping proceeded quickly and was comparable to that of other laboratory organisms. After responding was maintained on a variable-interval 30-s schedule, stimulus generalization gradients were collected from 2 horses prior to discrimination training. During discrimination training, grain followed lever presses in the presence of a positive stimulus (a 2.5-in circle) and never followed lever presses in the presence of a negative stimulus (a 1.5-in. [3.8-cm] circle). Three horses met a criterion of zero responses to the negative stimulus in fewer than 15 sessions. Horses given stimulus generalization testing prior to discrimination training produced symmetrical gradients; horses given discrimination training prior to generalization testing produced asymmetrical gradients. The peak of these gradients shifted away from the negative stimulus. These results are consistent with discrimination, stimulus generalization, and peak-shift phenomena observed in other organisms.     

Alexithymia,memory of emotion,emotional awareness,and perfectionism

The Toronto Alexithymia Scale (TAS-20; R. M. Bagby, J. D. A. Parker, & G. J. Taylor, 1994) is a self-assessment instrument designed to measure deficits in meta-emotional functioning (e.g., difficulties in identifying and describing emotions). Four studies were carried out to examine the association between the TAS-20 and (a) performance measures of meta-emotional functioning (memory of emotion and emotional awareness; Studies 1-2) and (b) measures of perfectionistic standards that may possibly be involved in the self-assessment of abilities-difficulties (Studies 3-4). The TAS-20 failed to correlate in the predicted direction with the performance measures but showed sizable correlations with measures of perfectionism. Moreover, perfectionism was found to predict TAS-20 scores independent of depression, anxiety, and somatic complaints. The results are discussed in terms of the TAS-20 measuring primarily certain aspects of meta-emotional self-efficacy.     

In situ repeated measures of affect and cognitive performance facilitated by use of a hand-held computer

The advent of hand-held computers means that it is now feasible to administer standard measures of affect and cognitive performance in field studies without the direct intervention of the investigator. The functional requirements for such an instrument are set out, and a set of programs developed for an electronic Organiser to meet those requirements are described. The programs include alarm scheduling, subjective rating scales, a sleep diary, and choice reaction time and memory search tasks. Compliance rates and usability of the instrument are assessed and judged satisfactory on the basis of examples from three field studies of shiftworkers.     

Measures of self-concept, attitudes, and achievement motivation of primary grade children

Semi-projective measures (suitable for small group testing) of Self-Concept and Attitutes toward School, Home, Peers, and Society along with a teachers' rating instrument of Achievement Motivation have been developed for preschool and primary grade children. National norms for disadvantaged children are reported along with correlations of these measures with standardized achievement tests.     

Cognitive vulnerability to depressive symptoms in adolescents in urban and rural Hunan, China: a multiwave longitudinal study

The current multiwave longitudinal study examined the applicability of two cognitive vulnerability-stress models of depression-Beck's (1967, 1983) cognitive theory and the hopelessness theory (Abramson, Metalsky, & Alloy, 1989)-in two independent samples of adolescents from Hunan Province, China (one rural and one urban). During an initial assessment, participants completed measures assessing dysfunctional attitudes (Beck, 1967, 1983), negative cognitive style (Abramson et al., 1989), neuroticism (Costa & McCrae, 1992), depressive symptoms, and anxiety symptoms. Once a month for the subsequent 6 months, participants completed measures assessing the occurrence of different types of negative events, depressive symptoms, and anxiety symptoms. Results provided support for cognitive vulnerability factors as predictors of increases in depressive symptoms following the occurrence of higher than average levels of negative events in Chinese adolescents. The results also supported the specificity of these two cognitive vulnerability factors as predictors of depressive versus anxiety symptoms following the occurrence of higher than average levels of negative events (i.e., symptom specificity), and the ability of cognitive vulnerability factors to predict prospective change in depressive symptoms above and beyond the effects of trait neuroticism (i.e., etiological specificity).     

Learning styles: Self‐reports versus thinking‐aloud measures

Background: Learning styles are often assessed through students' self‐reports on instruments such as Vermunt's Inventory of Learning Styles (ILS). Recent research, however, has questioned the adequacy of questionnaires for the assessment of learning styles. Aims: The objective of this paper is to evaluate methods of learning style assessment as a means for identifying students at risk. Therefore, the ILS as a self‐report instrument will be compared with the students' actual study processes, assessed through the thinking‐aloud method. Sample: In the first study 1,060 students from the Technical University of Delft participated. Thirty‐three of them were selected on the ILS for participation in the second study. Method: The ILS was administered to the 1,060 participants and their study results (GPA and credit points) were collected. Next, the selected 33 participants studied a technical text while thinking aloud. Knowledge acquisition was measured by means of a post‐test. Thinking‐aloud protocols were analysed on frequencies of study activities, thus representing process measures of learning styles. Results: The ILS proved to be a rather weak predictor of study results in Study 1. Results from Study 2 show hardly any correspondence between ILS and study process measures, although principal component structures of both measures were highly similar. Furthermore, study process measures outweighed the ILS in the prediction of study results (post‐test, GPA and credit points). Conclusions: Learning style theory was confirmed by results on the study process measures. The assessment of learning styles through self‐report instruments such as the ILS, however, should be reconsidered.     

A Method for Analyzing Videotaped Genetic Counseling Sessions

This study describes the development and evaluation of a multi-item scale for analyzing the genetic counseling process, the Manchester Observation Code (MOC) for genetic counseling. The instrument is specific to the field of genetic counseling and is designed for analysis of the communication between counselor and client. Coding is done directly from videotaped sessions. Because communication is the means by which genetic counseling is accomplished, the method measures four relevant components of communication: (1) grammatical form, (2) purpose, (3) subject, and (4) cue source. The instrument enables an observer to code the counselor's statements into these four components. Three videotaped sessions were used to measure interrater reliability, or the consistency of rating for each of the four communication domains using this method. Three videotaped sessions were also used to measure test-retest reliability, or the consistency of the designed method from one time to another. A total of 21 videotaped sessions were tested using the method. A statistical measure of reliability established consistency of the designed method; Cohen's kappa yielded 0.7 for interrater reliability and 0.79 for test-retest reliability. These findings suggest this instrument may be used to identify important elements of the genetic counseling process.     

Future events,early experience,and mental health: clinical assessment using the anticipated life history measure

This study's goals were (a) to provide convergent validity for the Anticipated Life History measure (ALH), an instrument prompting participants to describe their future life course from their 21st birthday until their death, and (b) to assess the impact of early experience and early memories on the ALH. The ALH narratives were coded for the presence and/or absence of future life events and for five clinical features (Narrative Integrity, Depression, Fantasy Distortion, Impulsivity, and Malevolence) using a detailed scoring manuaL A sample of 285 young adults completed the ALH and a battery of cognitive, mood, and life events measures. The results confirm the utility of this new instrument: Participants whose ALH scored high on the clinical measures also had higher levels of current depression, lower quality-of-life satisfaction, reported more negative early life experiences, and recounted negative early memories.     

A microcomputer-based visual stimulator

A microcomputer-based instrument is described that provides visual stimuli for a CRT display and collects and processes response data. The system produces a variety of visual patterns to facilitate the study of the properties of visual neurons of several different animals. The visual patterns include drifting sinusoidal or bar gratings, contrast reversal gratings, and diffuse light. By means of a keypad, the experimenter can select the visual pattern and its parameters, such as depth of modulation, spatial frequency, initial spatial phase, temporal frequency, and rotation angle.     

Optimism, Pessimism, and Friendship

Peterson and Bossio (1991) have proposed that pessimistic people, by default, will have predominantly pessimistic friends. We tested that notion by examining the correlation between the scores of close friends on both separate and direct measures of optimism and pessimism (via the O/P instrument) and a measure of explanatory style (EASQ), which purports to tap optimistic-pessimistic tendencies as a bipolar dimension. In two studies, only pairs of male friends yielded significant correlations, and only on the direct optimism measure (r= .65, both studies). Another significant correlation (r= .37) was found in Study 2 between sensation seeking scores of mixed-sex friends. No between-friend correlations were found in Study 2 for loneliness and assertiveness. Finally, both pessimism, as directly measured, and loneliness were correlated with typical friendship duration (r=-.24 and-.32 respectively), while none of the personality measures were correlated with number of reported friends.     

Optimism, Pessimism, and Friendship

Peterson and Bossio (1991) have proposed that pessimistic people, by default, will have predominantly pessimistic friends. We tested that notion by examining the correlation between the scores of close friends on both separate and direct measures of optimism and pessimism (via the O/P instrument) and a measure of explanatory style (EASQ), which purports to tap optimistic-pessimistic tendencies as a bipolar dimension. In two studies, only pairs of male friends yielded significant correlations, and only on the direct optimism measure (r= .65, both studies). Another significant correlation (r= .37) was found in Study 2 between sensation seeking scores of mixed-sex friends. No between-friend correlations were found in Study 2 for loneliness and assertiveness. Finally, both pessimism, as directly measured, and loneliness were correlated with typical friendship duration (r=-.24 and-.32 respectively), while none of the personality measures were correlated with number of reported friends.     

Attitudes Toward Colonialism,Political Dependence,and Independence

Preliminary studies done by Poe on the Psychological Effectiveness Scale (PES), which he introduced, indicate that when it is administered to college students, the instrument has considerable validity and internal consistency reliability. The aim of the present study was to explore further the psychometric attributes of the PES in Ss of a different socioeconomic status. One hundred Ss on a methadone maintenance program were asked to rate themselves and two abstract concepts: “abnormal person” and “typical person.” The findings included coefficient alphas in the .90s, high average item-correlation (total minus item), and a significant difference between the means of the three ratings. These findings confirm that the PES has sufficient reliability and construct validity to justify further use.     

Reliability, diagnostic efficiency, and validity of the Millon adolescent clinical inventory: examination of selected scales in psychiatrically hospitalized adolescents

This study examined the internal consistency, diagnostic efficiency, and validity of selected scales of the Millon adolescent clinical inventory (MACI; Millon et al., Manual for the Millon Adolescent Clinical Inventory, National Computer Systems, Minneapolis, MN, 1993). 241 psychiatrically hospitalized adolescents were administered the MACI and a battery of established self-report measures and a multidisciplinary team independently assigned DSM-IV psychiatric diagnoses at the time of discharge. The internal consistency of MACI scales ranged from 0.71 to 0.93. Conditional probabilities (sensitivity, specificity, positive predictive power, and negative predictive power) were calculated for selected disorders using independently generated clinical diagnoses as the standard. The diagnostic efficiencies for the selected scales were variable, with adequate performance for predicting classes of diagnoses but not for specific diagnoses. The MACI showed good criterion validity for most disorders, with participants with a clinical diagnosis having a significantly higher corresponding MACI scale score than participants not assigned that diagnosis. Concurrent validity, tested by correlating MACI scale scores with those of relevant, validated measures, was generally good. The MACI appears to be a psychometrically sound self-report instrument and appears valuable as a screening instrument for many problems found in adolescent psychiatric inpatients.     

Aggressive behavioral characteristics,hormones, and sexual orientation in men and women

Aggressive behavioral characteristics were assessed in groups of men and women by a self-report instrument, the Aggression Inventory, in which adult males reported more physical and verbal aggression than did females. Furthermore, males had higher scores on measures of impulsiveness and lack of frustration tolerance than did females, while women were more likely to avoid confrontation. In a second study, groups of male and female homosexuals and heterosexuals completed this Aggression Inventory after having blood samples taken to assay resting levels of testosterone (T) and estradiol (E). Groups of subjects within each gender were closely matched in terms of age, education, and vocational interests. Women were matched for the same time in their menstrual cycle (early follicular phase). Among men, homosexuals were indistinguishable from heterosexuals on all measures of aggression. Lesbians did not differ from heterosexual women on any aggression subscale except physical aggression, in which the homosexual women had lower scores. T and E were positively correlated with several indices of aggressive behavioral characteristics in men but were negatively correlated with those same measures in women.     

Organization,Processing, and Use of Performance Information: A Cognitive Role for Appraisal Instruments1

There is a history of interest in appraisal instruments as a means of improving the accuracy of ratings. But cognitive models have suggested an alternative role for instrumentation. The present study involved 125 subjects in an attempt to examine whether the format of the instrument, and the timing of its introduction, might influence cognitive processing of performance information and, in turn, recall and rating accuracy. Subjects received either a task- or trait-based instrument, either before observing performance, before a recall task, or before ratings. Both the type of scale and the timing of its introduction affected the organization of information in memory which, in turn, was related to recall accuracy. Rater judgment processes were affected as well. Implications for future research, and especially practice, are discussed.     

Educational Leadership Reconsidered: Arendt,Agamben, and Bauman

In this paper we claim educational leadership as an autonomous discipline whose goals and strategies should not mirror those typical of business and political leadership. In order to define the aims proper to educational leadership we question three common assumptions of what it is supposed to carry out. First, we turn to Hannah Arendt and her contemporary critics to maintain that education aims at opening up exceptions within the normal course of events rather than simply preserving it. This way, education is not reduced to an instrument at the service of the reinforcement of a given social and economic system. This leads us to ask what should exactly educational leadership oppose by means of these exceptions. According to Tyson E. Lewis’s wise application to education of Giorgio Agamben’s ontology of impotentiality, the apparently reasonable idea that education must help the subject to develop his potentials is precisely an instrumentalization of education which brings about a desubjectification of the learner. Education should actually make the pupil aware of his right not to carry his potentiality to its actualization and dwell instead in a state of impotentiality. Third and last, we complicate this picture by alluding to Zygmunt Bauman’s critique of the rejection of Western individuals to realize certain possibilities, which they deem too costly. By analysing in conjunction Agamben’s encouragement to suspend one’s potential and Bauman’s insistence on the need of not suspending it, we conclude by defining what, in our opinion, defines the raison d’être of educational leadership.     

Assessment of executive functioning in childhood epilepsy: the Tower of London and BRIEF

Children and adolescents with epilepsy are known to demonstrate executive function dysfunction, including working memory deficits and planning deficits. Accordingly, assessing specific executive function skills is important when evaluating these individuals. The present investigation examined the utility of two measures of executive functions-the Tower of London and the Behavioral Rating Inventory of Executive Functioning (BRIEF)-in a pediatric epilepsy sample. Ninety clinically referred children and adolescents with seizures were included. Both the Tower of London and BRIEF identified executive dysfunction in these individuals, but only the Tower of London variables showed significant relations with epilepsy severity variables such as age of epilepsy onset, seizure frequency, number of antiepileptic medications, etc. Further, the Tower of London and BRIEF variables were uncorrelated. Results indicate that objective measures of executive function deficits are more closely related to epilepsy severity but may not predict observable deficits, as reported by parents. Comprehensive evaluation of such deficits, therefore, should include both objective measures as well as subjective ratings from caregivers.