Comparison of rates of recidivism among status offenders and delinquents

This study is concerned with how many status offenders and delinquents returned to a state training school in Wisconsin after their first release. The sample is derived from 1965 and 1967 correctional files, and subjects were followed for ten years in Wisconsin to see if they also had a conviction for a felony as an adult. Policy implications of the study are discussed.     

Rater training: Understanding effects of training content,practice ratings,and feedback

Despite the popularity of frame‐of‐reference training (FORT), it is not clear how different structural elements of FORT work in concert to improve rating accuracy. Furthermore, past rater training studies have lacked rigorous control groups leading to low thresholds for showing improvements in rating accuracy due to FORT. The current study allowed for the isolation of components of rater training that increase rating accuracy when compared to a rigorously designed control group. Results indicated that repeated rendering of practice ratings improve rating accuracy and this practice effect was amplified by practice rating feedback. Although accuracy‐based training content improved interrater agreement, it did not contribute to improvements rating accuracy over and above the control group. We discuss the implications of the findings in relation to best practices for designing rater training programs.     

Effect of interpolated extinction after partial delay of reward training on subsequent reacquisition and extinction

Four groups of albino rats were run four trials a day in a straight runway for 44 days. On the first 15 days, two groups were given continuous immediate reward (IR) and two groups a 50 per cent, schedule of 30-sec. partial delay of reward (PDR). On the next 15 days, one IR group and one PDR group were extinguished, while the other IR and PDR groups remained on their original schedules. In the third phase, all groups received 8 days of training on IR. Finally, all groups were given 6 days of extinction training. In the first extinction, PDR produced greater resistance to extinction than IR. In the second extinction period, the PDR group which had previously been given extinction and the two IR groups extinguished relatively rapidly and at approximately the same rates, while the PDR group which had not been extinguished was significantly more resistant to extinction than the other three groups.     

Differentiation of affective and denotative meaning systems and their influence in personality ratings.

The present study presents an empirical example of the dichotomy of affective and denotative meaning systems and their influence on individual differences in personality ratings. The three-mode factor analytic technique with a newly developed transformation methodology for the scale mode was applied to data collected by Hogenraad from 50 French-speaking Belgians, rating 40 personality concepts against 40 semantic differential scales. Results indicated that three affective dimensions (evaluation, potency, and activity) proved to be dominant in the indigenous factor structure of personality impressions and that three dimensions in the "other" space, orthogonal to affect, are clearly interpretable denotative semantic features of personalities. Three idealized individual differences on interactions of these two meaning systems with four concept factors were highlighted by the final rotated inner core matrix. The present methodology along with the semantic differential technique and three-mode factor analysis can be applied to various types of subjects and/or concept domains for better understanding of intra- and intercultural differences.     

Heart rate and ratings of perceived exertion during treadmill and elliptical exercise training

Elliptical exercise has recently increased in popularity. However, little is known regarding heart rate and perceptual responses during this exercise mode even though such information is important with respect to prescribing and regulating exercise intensity. In the current study, heart rate and perceived exertion were compared between treadmill and elliptical exercise. During treadmill exercise (TM(EST)) participants estimated RPE-Overall as well as RPE-Legs and RPE-Chest. Two elliptical sessions followed: (1) RPE estimation during elliptical exercise (EL(EST)): HR (b/ min.) from TM(EST) was achieved during elliptical exercise, with participants estimating RPE-Overall, RPE-Legs, and RPE-Chest. (2) RPE production during elliptical exercise (EL(PROD)): RPE-Overall from TM(EST) was produced during elliptical exercise. There were no significant differences between modes for RPE-Overall (TM(EST): 11.2 +/- 2.2 vs EL(EST): 11.9 +/- 3.2) or RPE-Chest (TM(EST): 11.0 +/- 2.4 vs EL(EST): 11.7+/- 3.2). Mean RPE-Legs was significantly different (TM(EST): 11.2 +/- 2.4 vs EL(EST): 12.5 +/- 3.1). Heart rate was not significantly different between TM(EST) (163 +/- 16.6) and EL(PROD) (159 +/- 20.0). Analysis indicated elliptical exercise is perceived as more intense with respect to leg (RPE-Legs) exertion. Further, RPE-Overall appears effective for regulating heart rate during elliptical exercise.     

Conditional discrimination after errorless and trial-and-error training.

Children were trained on a visual discrimination by stimulus shaping, stimulus fading, or trial-and-error. Those who did not acquire the conditional discrimination received a second, different training. More children initially trained by stimulus shaping acquired the conditional discrimination than did those initially trained with stimulus fading or trial-and-error. After a history of fading or trial-and-error training, children were less likely to acquire the conditional discrimination even after the more successful procedure of shaping was later used.     

A demonstration of undergraduate students' first impressions and their ratings of pathology

An interactive team exercise based in the dual topic areas of social and abnormal psychology is described that employs videotaped case studies to sensitize students to the processes by which they form first impressions of other people, and to various issues regarding assessments of mental disorders. Each of three case studies is presented in two parts: Part I simulates a "first impression" condition--involving students' ratings of perceived pathology--by briefly showing only a patient (no soundtrack present), and Part 2 constitutes a "further disclosure" condition by giving more exposure-involving therapists' diagnoses and assessments-of the same patient with both sight and soundtrack presented. Data are reported from 12 introductory psychology classes in which students (N=367) rated the three patients on psychopathology as perceived severity of disorder as compared to the actual assessments (also contained on the videotapes) made by clinical psychologists and psychiatrists. The demonstration is useful in eliciting consistent and predictable first impressions from students, in stimulating classroom discussion about the value and accuracy of person perceptions and first impressions, and in alerting students to problems related to the identification of mental disorders.     

Effects of analyst training and amount of available job related information on job analysis ratings

The present study investigated the effects of job analysis training and the amount of information available to the job analyst on job analysis ratings. Forty subjects were asked to complete the Position Analysis Questionnaire (PAQ) and the Job Components Inventory (JCI) for the position of College Resident Assistant. Results indicated that when using the PAQ as the job analysis instrument, there was no significant effect for either training or the amount of information received by the job analyst. For the JCI, the results indicated that trained analysts were more reliable and accurate than untrained analysts. Also, it was found that the more information received by the job analysts, the more reliable and accurate were their JCI ratings.     

Similarity ratings and confusability of lipread consonants compared with similarity ratings of auditory and orthographic stimuli.

Similarity ratings of pairs of lipread consonants were obtained using a 5-point scale. Matrices were constructed showing mean similarity ratings and confusions among stimuli. Both the similarity and the confusion data provide normative data useful for researchers in many areas. Lipread data collected here are compared with similarity ratings of orthographically and auditorily presented consonants collected by Manning (1977). These comparisons provide information about how stimulus similarity both within and between presentation formats may affect information processing of the three types of stimuli. These data are of special interest to researchers studying the visual processing of speech and the effect of format of presentation on recall.     

Self-efficacy and behaviour as predictors of subsequent behaviour in an assertiveness training programme

Bandura and his colleagues have offered evidence that self-efficacy measures are more accurate predictors of maintenance of behaviour change than are behavioural measures. The present article argues that their evidence is flawed by the use of inappropriate statistical techniques, and attempts to replicate these findings using alternative statistical methods. Forty-six female students participated in an Assertiveness Training Programme which ran for 6 weeks, with a follow-up 3 months later. At each session they made efficacy predictions about their performance in specific situations, and then role-played those situations. Efficacy and behavioural measures were compared as predictors of later behaviour, and it was shown that, contrary to Bandura's findings, efficacy measures were significantly less accurate than behaviours in predicting later behaviour. This result indicates that, although self-efficacy theory is a useful framework for understanding behaviour change, it may be inappropriate in some situations to rely entirely upon efficacy predictions.     

Empathy scores in medical school and ratings of empathic behavior in residency training 3 years later

The authors designed the present study to examine the association between individuals' scores on the Jefferson Scale of Physician Empathy (JSPE; M. Hojat, J. S. Gonnella, S. Mangione, T. J. Nasca, & M. Magee, 2003; M. Hojat, J. S. Gonnella, T. J. Nasca, S. Mangione, M. Vergare, & M. Magee, 2002; M. Hojat, S. Mangione, T. J. Nasca, M. J. M. Cohen, J. S. Gonnella, J. B. Erdmann, J. J. Veloski, & M. Magee, 2001), a self-report empathy scale, during medical school and ratings of their empathic behavior made by directors of their residency training programs 3 years later. Participants were 106 physicians. The authors examined the relationships between scores on the JSPE (with 20 Likert-type items) at the beginning of the students' 3rd year of medical school and ratings of their empathic behavior made by directors of their residency training programs. Top scorers on the JSPE in medical school, compared to Bottom scorers, obtained a significantly higher average rating of empathic behavior in residency 3 years later (p < .05, effect size = 0.50). The findings support the long-term predictive validity of the self-report empathy scale, JSPE, despite different methods of evaluations (self-report and supervisors' ratings) and despite a time interval between evaluations (3 years). Because empathy is relevant to prosocial and helping behavior, it is important for investigators to further enhance our understanding of its correlates and outcomes among health professionals.     

Administration of corticosterone after memory reactivation disrupts subsequent retrieval of a contextual conditioned fear memory: dependence upon training intensity

Reactivation of stabilized memories returns them to a labile state and causes them to undergo extinction or reconsolidation processes. Although it is well established that administration of glucocorticoids after training enhance consolidation of contextual fear memories, but their effects on post-retrieval processes are not known. In this study, we first asked whether administration of corticosterone after memory reactivation would modulate subsequent expression of memory in rats. Additionally, we examined whether this modulatory action would depend upon the strength of the memory. We also tested the effect of propranolol after memory reactivation. Adult male Wistar rats were trained in a fear conditioning system using moderate (0.4 mA) or high shock (1.5 mA) intensities. For reactivation, rats were returned to the chamber for 90 s 24h later. Immediately after reactivation, rats were injected with corticosterone (1, 3 or 10mg/kg) or vehicle. One, 7 and 14 days after memory reactivation, rats were returned to the context for 5 min, and freezing behavior was scored. The findings indicated that corticosterone when injected after memory reactivation had no significant effect on recall of a moderate memory, but it impaired recall of a strong memory at a dose of 3mg/kg. Propranolol (5mg/kg) given after the reactivation treatment produced a modest impairment that persisted over three test sessions. Further, the results showed that corticosterone, but not propranolol deficit was reversed by a reminder shock. These findings provide evidence that administration of glucocorticoids following memory reactivation reduces subsequent retrieval of strong, but not moderate, contextual conditioned fear memory likely via acceleration of memory extinction. On the other hand, propranolol-induced amnesia may result from blockade of reconsolidation process. Further studies are needed to determine the underlying mechanisms.