Motor programming is not the only process which can influence RT: some thoughts on the Marteniuk and MacKenzie analysis

The current status of research on the memory drum theory is evaluated with emphasis on the issues raised by Marteniuk and MacKenzie (1981). A general theme emerging from this review is that response programming is not the only process which can influence RT and that distinguishing programming from non-programming effects clarifies rather than "clouds" the issues.     

Moving from Principles to Practice: Recommended Policy Changes to Promote Family-Centered Care

This paper emphasizes the value of family-centered care. Discussion highlights family-centered philosophies (e.g., Systems of Care [SOCs]) and practice models (i.e., wraparound) and identifies discrepancies between conceptualizations and actual practice. Data from multiple sources detail issues in fidelity to family-centered values and needs and risks experienced by siblings of children with severe emotional disturbance and their caregivers. This discussion provides a springboard for policy recommendations to strengthen family support programming and enhance family-centered care, from modifying funding streams such that systems extend their reach beyond children with full-blown, diagnosable problems (those meeting standards of "medical necessity), to supporting prevention and early intervention initiatives that address families as targets for intervention. Recommendations include ensuring that communities with SOC funding address the needs of families; broadening Medicaid rules and definitions; expanding the range of reimbursable activities and services; and increasing funding for evaluating family-centered care models and family support programming.     

Threat and Television Viewing in the United States, 1960-1990

We examined people's television viewing choices to determine whether, during times of societal threat, people watch light programming to escape from self, or meaningful programming to explore their fears. Consistent with previous research (Doty, Peterson, & Winter, 1991; Sales, 1973), societal threat was defined as increases in unemployment, consumer price index, prime interest rate, bombings, crime, work stoppages, suicide, homicide, and divorce. The 20 highest rated television programs for each year from 1960 to 1990 were rated in terms of meaningfulness of content, realism of characters, and complexity of plot and compared to the indicators of societal threat. Results indicate that during times of societal threat people choose meaningful television programming that confronts serious issues.     

Fostering equitable consequences from computer learning environments

This article discusses (a) the potential advantages of learning computer programming, (b) the performance of males and females in middle school programming courses, (c) the problems teachers face in achieving this potential, and (d) the participation of males and females in programming courses. Females comprise about 40% of the students enrolled in middle school programming courses. They perform, on the average, as well as or better than the males, and comprise 60% of the most talented students. Significantly, neither males nor females make very much progress in learning to program and, therefore, in acquiring any of the general cognitive skills which might potentially result from programming courses.This material is based upon research supported by the National Institute of Education, Grant No. 400-83-0017. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author and do not necessarily reflect the views of the National Institute of Education. Special thanks are due to John Dalbey, Charles Fisher, Ellen Mandinach, Joanne Stein, and other members of the ACCCEL staff for helpful discussions of these issues.     

NeXT in the psychology laboratory: An example of an auditory pattern tracking task

The NeXT computer system is a relatively new, inexpensive, 68040-based computer with high computational power, storage, graphics, audio, and other capabilities. The present article examines the effectiveness of the NeXT for studies of auditory sequential memory. In these studies, subjects track the time of occurrence of a sequence of tones, using a mouse that controls the position of sliders represented on the computer screen interface. This interface allows the subject to represent the different sounds on the y-axis and the time of their occurrence on the x-axis. The computer produces random orders of stimulus sequences, provides feedback, and stores and transforms accuracy and response time data from the slider positions for subsequent analysis. A tutorial for the development of this interface and its variations is provided. As well, procedures for programming the experiment and the operation of the interface are described, accompanied by a frank account of issues surrounding development and management. It is concluded that high-quality sound and ease of both graphics interface design and program modification make NeXT an attractive option for research on auditory sequential order, promising much for further applications as well. Successful use of the NeXT, however, demands much from technical personnel for both programming and system management.     

Developing a laboratory course using PASCAL on the Apple II

Several resources are available to the person seeking to develop a laboratory course that utilizes microprocessors. Several roles for such equipment are envisioned, and some of the issues regarding types of equipment and programming languages are addressed.     

Motor Programming Within a Sequence of Responses

Choice reaction time prior to a motor response has been shown to depend on the nature of the response to be made. This effect is assumed to represent variations in programming time. However, as the length of a response sequence increases this effect becomes smaller, suggesting that some response programming is postponed until after the response sequence is initiated. The present experiment studied this assumed programming within a sequence of responses. For sequences comprised of two Morse Code responses (e.g. dit-dah) the initial reaction time was independent of the terminal response. However, programming of this terminal response was apparent as a lengthening of the duration of intervals within the response when the terminal response was dah rather than dit. When programming of parts of the sequence is postponed beyond the reaction time interval, the programming occurs later and influences the timing of the sequence of responses.     

Applied Computer Diagnostics — Theoretical Foundations and Future Perspectives

The paper reviews and discusses a number of issues relating to the use of computer technology to assist the process of assessing psychologically relevant variables — computer-assisted diagnostics. A definition of computer-assisted diagnostics is given and theoretical developments are discussed. The paper emphasizes the need to consider theoretical issues relating to a number of domains: theory of content, test theory, human—computer interaction, programming theory, instructional theory, normative theory and situation theory. The paper concludes with a view of the current situation and future perspectives, and describes some important ethical issues.     

Java experiments for introductory cognitive psychology courses

Interactive on-line experiments provide a unique and useful method for communicating material to students that is otherwise cumbersome and often confusing. The Java programming language is particularly suited for Internet-based programming applications of this sort because it bypasses many technical issues, including resource availability, security, and cross-platform compatibility. In most cases, topics appropriate to this medium of presentation should (1) not be easily demonstrated by other means, (2) represent an important finding in the field, and (3) be robust with respect to variations in both participants and equipment. The present paper outlines the integration of interactive experiments into an introductory cognitive psychology classroom, describing several experiments currently available on the World-Wide Web (WWW). Evaluation of the technical aspects of the technology as well as expansion of the format to other courses is discussed.     

Dating Violence Prevention Programming: Directions for Future Interventions

Dating violence among college students is a widespread and destructive problem. The field of dating violence has seen a substantial rise in research over the past several years, which has improved our understanding of factors that increase risk for perpetration. Unfortunately, there has been less attention paid to dating violence prevention programming, and existing programs have been marred with methodological weaknesses and a lack of demonstrated effectiveness in reducing aggression. In hopes of sparking new research on dating violence prevention programs, the current review examines possible new avenues for dating violence prevention programming among college students. We discuss clinical interventions that have shown to be effective in reducing a number of problematic behaviors, including motivational interventions, dialectical behavior therapy, mindfulness, and bystander interventions, and how they could be applied to dating violence prevention. We also discuss methodological issues to consider when implementing dating violence prevention programs.     

A note on the use of goal programming for the multiplicative AHP

The main aim of this paper is to identify the opportunities of utilizing goal programming (GP) in the multiplicative analytic hierarchy process (MAHP). It starts with the issue of weight derivation from judgemental matrices. The use of GP for the weight derivation problem is not new, but GP is viewed in this paper from the perspective of augmenting the capabilities of the widely used row geometric mean method (RGMM) of the logarithmic least squares technique (LLST). Different possible approaches using GP are discussed. It is shown that the formulation of the GP problem can be easily modified to provide the same weights as those of the LLST. While this proposed GP technique is not superior to the RGMM in terms of computational ease or speed, it is quite useful in solving certain other problems of the MAHP, such as interval judgements and missing judgements, which cannot be readily solved by the RGMM. The proposed technique provides extensive scope for utilizing the vast literature on non-linear programming, say, for conducting sensitivity analysis. It also has the potential to be useful to more complicated issues of the MAHP, such as group decision making and interlevel dependence, hitherto little explored areas of the MAHP. © 1997 John Wiley & Sons, Ltd.     

A Comparison of Gang- and Non-gang-Related Violent Incidents from the Incarcerated Youth Perspective

Research reveals that violence in correctional settings occurs due to both gang and non-gang issues. But there has been limited scholarship that directly compares violent incidents from the incarcerated youth perspective. This study aids in filling this research gap by utilizing interviews from 264 incarcerated male youth, which include 623 violent incident narratives. Analyses reveal differences between facility location, participant dynamic, number of racial groups, and situational dynamics when comparing gang and non-gang motivated violent incidents. The results provide a better understanding of violence among incarcerated youth and have implications for theory, policy, and programming within a juvenile correctional setting.     

Computerized Career Information and Guidance Systems: Caveat Emptor

Computerized career information and guidance systems, although now commonplace, have received little psychometric scrutiny. The authors argue for examining these systems in the same way in which paper and pencil instruments are assessed. Consideration is also given to issues related to programming, technical-service problems, and staffing.     

Some issues in programming multi-mini-processors

Large computer systems, called multi-mini-processors, can be constructed by joining together many minicomputers. Two such systems are described, and seven issues encountered in the programming of such systems are discussed.     

Educationally-Based,Culturally-Sensitive,Theory-Driven Mentorship Intervention with At-risk Native American Youth in South Dakota: A Narrative Review

Native American youth struggle with many social issues such as poverty, drug and alcohol abuse, teen pregnancy, and dropping out of high school, as a result of historical trauma and the current conditions on the reservation. This narrative review found that existing mentorship programs lack adequate research, particularly with Native American youth and youth from rural settings, yet the limited research does demonstrate potential promise. Available research findings suggest that mentorship programs are supporting at-risk youth generally, particularly with increasing their self-worth as well as having educational benefit for the youth. Two theoretical frameworks, strengths perspective and social learning theory, have been determined to offer support to increase the value of mentorship programs for Native American youth. This narrative review concludes that by understanding the social issues and the impact of historical trauma as well as understanding the use of applied theories, strong programming, and helpful factors or considerations, a culturally-sensitive, educationally-based mentorship intervention has potential to support at-risk Native American youth feel motivated to move forward with their educational futures.     

Therapeutic wilderness programs: Issues of professionalization in an emerging field

With the rapid increase in therapeutic wilderness programming, issues of professionalization have arisen. This article discusses the movement toward increased professionalization, with particular attention to staff qualifications for the provision of service, the distinction between therapeutic and therapy, and the ethics and consequences of therapeutic wilderness programs. It is concluded that increased credibility necessitates elevated standards for staff credentials and the provision of therapy within programs.     

Critical issues in the prevention of violence-related behavior in youth

Violence prevention programs with varying degrees of scientific support have proliferated in the United States and elsewhere. This paper previewed a broad range of programs involving youth, families, or systems that aimed to prevent or reduce violence-related behavior. The purpose of the review was to address critical issues concerning (1) target level of programming, (2) theory-driven versus problem-driven conceptualization, (3) cultural considerations, (4) developmental considerations, (5) intervention fidelity, and (6) outcome and impact assessment. Conclusions about these issues address tendencies and trends across programs.     

Toward operationalizing a psychoeducational definition of learning disabilities

An operational definition of “learning disabilities” is presented from the standpoint that classificatory psychoeducational definitions must ultimately relate to educational processes. Thus the condition should be described in terms of abilities crucial to educational achievement, and noneducational criteria should not be employed. It is pointed out that the most generally accepted current definition — which identifies children as “learning-disabled” on the basis of behavioral criteria, while excluding others because of etiological and other nonbehavioral factors — overlooks functional similarities among such groups as educable mentally retarded and emotionally disturbed children. These similarities warrant the inclusion under the rubric of “learning-disabled” of some children who may also be grouped within other diagnostic categories. Consequently, the profferred definition is based on a primary concern with day-to-day learning and management issues. Concepts subtended by the definition are operationally defined, and its relationship to programming is discussed.     

Culturally Congruent Mentoring: Predicting Asian American Student Participation Using the Theory of Reasoned Action1

Predictors of Asian American first‐year college students’ intention to participate in a culturally congruent mentoring program was empirically documented using Ajzen and Fishbein's (1980) theory of reasoned action (TRA). Intention to participate was predicted by the belief that participation eases transition to college. Also, attitude toward participation was positively related to students’ beliefs that participation will strengthen ethnic identity and combat model‐minority myth. With 78% of students who intended to participate, results suggest that Asian American college students need programming that addresses issues as first‐year college students and those related to their cultural experience. The use of the TRA to better understand issues related to peer mentoring is illuminated. Wider implications for implementing culturally congruent mentoring programs in educational settings are discussed.