An experimental study of attitudes toward homosexuals

A major shortcoming of research on homophobic attitude change has been methodological deficiencies. This report presents details of an experimental design, along with results.

A Solomon Four‐Group Experimental Design (SFGD) was employed for the study. Ninety‐two volunteer college students at a Mid‐Atlantic university were randomly assigned to four groups, two of which represented the classic experimental design (with pre‐test and post‐test for both experimental and control group) while the two remaining groups parallel the post‐test only design (with no pre‐test for both experimental and control group).

The principal independent and dependent variables of the study were positive social interaction with homosexuals and the degree of homophobia. Findings indicated that interaction strongly influences reduction of homophobic behavior.     

Effects of training on age estimation

This study examined the possibility to improve accuracy of age estimates through training. Thirty‐four participants were divided into an experimental and a control group. The sessions included a pre‐test before training, six feedback or no‐feedback training tests and a post‐test after training. The experimental group performed the feedback tests and the control group the no‐feedback tests. Training was found to improve age estimation accuracy, particularly estimations of old stimuli, and training with feedback seemed to be superior to training without feedback. No difference was found between the groups at pre‐test, but at post‐test the experimental group exhibited greater accuracy in age estimation. Moreover, the experimental group increased its accuracy between the pre‐ and post‐tests. Copyright © 2006 John Wiley & Sons, Ltd.     

What do children learn about biology from factual information? A comparison of interventions to improve understanding of contagious illnesses

Background . Children have been shown to hold misconceptions about illness, and previous work has indicated that their knowledge can be improved through the use of interventions. Aims . This study aims to evaluate interventions based on the provision of factual information for improving understanding of contagious illness. Sample . The participants were 96 children from two age groups: 7 and 11 years. Methods . During the pre‐test, the children were asked about three contagious illnesses and one novel illness. There were three intervention conditions, differing in the level of factual information provided: explanations provided, no explanations provided and scientific factual style. The interventions were focused on contagious illnesses (cold, chickenpox). A post‐test was conducted 6 weeks later. Results . Results from the pre‐test show that the older children have more sophisticated understanding of illness than the younger children. Mean pre‐ to post‐test change was calculated and analyses revealed that there is greater pre‐ to post‐test change in the explanation and scientific fact conditions when compared with that in the no‐explanation condition. The improvements in knowledge generalized to other contagious illnesses, and the older children showed more improvements than the younger children. Conclusions . These findings add to the literature on children's understanding of contagious illnesses and contribute towards discussions on the best approach to health education.     

Robust Improvements on Reasoning Performance Following Discussion in Japan

Group discussion significantly improves performance on intellective problems. However, most experiments have been conducted in Western cultures. Cross‐cultural psychology suggests that members of Eastern cultures might be less likely to benefit from group discussion. One experiment in Japan suggested that this was not the case, but this experiment suffered from some limitations. To address these limitations, Japanese participants were asked to solve an intellective task four times: individually (pre‐test), in small discussion groups (test), individually again (transfer task, post‐test), and individually after a delay (delayed post‐test). The results revealed a robust improvement during group discussion. Groups in which at least one member had found the correct answer individually agreed on it during the discussion. Moreover, and in contrast with results obtained in Western cultures, most groups with no such member also found the correct answer. The gains obtained during discussion were maintained in the transfer tasks. This result provides further evidence that the improvement of reasoning performance in group discussion is a universal phenomenon, and provides support for the practice of collaborative learning in Japan.     

Effect of an intervention to prevent unwanted pregnancy in adolescents. A randomized,prospective study from Nordland County,Norway, 1999–2001

The aim of this study is to evaluate the effect of an intervention designed to prevent unwanted pregnancy in adolescents. A stratified sample of 74 compulsory schools was drawn at random from all compulsory schools in the county of Nordland in northern Norway. Of these 54 schools were willing to participate. The participating schools were assigned to four different groups according to a Solomon four‐group design. A total of 1183 pupils gave their informed consent for participation. For the intervention, a textbook in sex education was developed and handed out to pupils and teachers participating in the intervention groups. Data collections were carried out 1999–2001. The results from this study stem from data collected at post‐test 1. The individual was used as unit of analysis. Among adolescents who made their coital debut between the pre‐test and post‐test 1, more of those in the intervention group than in the pre‐test group reported use of contraception during first sexual intercourse. No other statistically significant effect of the intervention was found. The reason may be biased drop‐out. Copyright © 2003 John Wiley & Sons, Ltd.     

Mindfulness‐based cognitive therapy is effective as relapse prevention for patients with recurrent depression in Scandinavian primary health care

This study examined the effectiveness of mindfulness‐based cognitive therapy (MBCT) in primary care for patients with recurrent depression (major depressive disorder: MDD). According to the World Health Organization (WHO), MDD is now the leading cause of disease burden in middle‐ and high‐income countries. Patients (N = 45) with three or more previous depressive episodes were recruited to participate in MBCT as a preventative intervention. Using a benchmarking approach, outcome data was compared with data from a recent efficacy study. The methodology is a rigorous approach to assessing effectiveness when evidence‐based UK protocols are transferred into the existing Scandinavian service delivery. Additionally, a person‐centred methodological approach was used to assess clinical significance on the Reliable Change Index (RCI). The analysis revealed comparable or larger effects from pre‐test to post‐test in reduced psychiatric symptoms, increased quality of life and level of mindfulness, and the effects were maintained over 14 months. Analysis of the relapse rate in the current study (16%) compared to the TAU in the efficacy study (68%) yielded an h value of 0.78, a moderate effect size. Only 13% dropped out of the treatment. According to the RCI findings, 65% to 67% of participants in the clinical group improved, no individual worsened, and women showed a significantly greater improvement of depression and anxiety than men. Therapeutic alliance and motivation had no impact on the outcome. The overall result suggests that MBCT can be implemented successfully in Scandinavian primary health care as a preventive intervention for patients with recurrent depression.     

A long‐term fatty fish intervention improved executive function in inpatients with antisocial traits and a history of alcohol and drug abuse

The aim of the present study was to investigate the effects of fatty fish consumption on cognitive functioning in a group of inpatients characterized by antisocial behavior. Eighty‐three male forensic inpatients participated in this study. Participants were randomly assigned into a Fish or a Control group (e.g., meat, chicken, pork). One decision‐making task, the Iowa Gambling Task (IGT), and one planning task, the Tower of Hanoi (ToH), were administered before (pre‐test) and at the end of the intervention period (post‐test). For the IGT the Fish group showed improved performance from pre‐ to post‐ test. Moreover, the Fish group showed significantly better performance than the Control group on the IGT at post‐test. The Fish group also demonstrated improved performance from pre‐ to post‐test on the ToH; however, this was limited to participants with a history of substance abuse. Further, the improvement was only significant for tasks with high working memory load (5–7 move problems), and not for tasks with low working memory load (1–4 move problems). The Control group showed no improvement on any of the tasks regardless of alcohol or drug abuse history. The present study suggests that regular fatty fish consumption may improve executive functions in forensic inpatients with antisocial traits and a history of substance abuse. Thus, the current results may have important implications with regard to health care interventions.     

Multilevel multidimensional item response model with a multilevel latent covariate

In a pre‐test–post‐test cluster randomized trial, one of the methods commonly used to detect an intervention effect involves controlling pre‐test scores and other related covariates while estimating an intervention effect at post‐test. In many applications in education, the total post‐test and pre‐test scores, ignoring measurement error, are used as response variable and covariate, respectively, to estimate the intervention effect. However, these test scores are frequently subject to measurement error, and statistical inferences based on the model ignoring measurement error can yield a biased estimate of the intervention effect. When multiple domains exist in test data, it is sometimes more informative to detect the intervention effect for each domain than for the entire test. This paper presents applications of the multilevel multidimensional item response model with measurement error adjustments in a response variable and a covariate to estimate the intervention effect for each domain.     

Post‐incarceration Recidivism of Lone versus Group Juvenile Homicide Offenders

Killings by juvenile homicide offenders (JHOs) who use accomplices have been increasing since the 1980s and currently represent approximately half of juvenile arrests for murder in the United States. Nevertheless, prior research has not compared JHOs who kill alone with JHOs who kill in groups. The present research followed up 30 years later on a sample of 59 male murderers and attempted murderers sentenced to adult prison. This study was designed to analyze whether lone and group JHOs differed on pre‐incarceration, incarceration, and post‐incarceration variables. Significant findings indicated that compared with lone offenders, group JHOs had a higher mean of pre‐homicide arrests and were more likely to be Black, have a pre‐homicide delinquent record, commit a crime‐related homicide offense, and target a stranger. With respect to post‐homicide variables, group JHOs were more likely to be released from prison and more likely to be rearrested. The two types of JHOs did not differ significantly in relation to the number of post‐release violent offenses. Preliminary implications of the findings and avenues for future investigation are discussed. Copyright © 2016 John Wiley & Sons, Ltd.     

The constructive role of gender asymmetry in social interaction: Further evidence

Two hundred and sixty‐four children aged 6.5–7.5 years (first graders) took part in a pre‐test, interaction, and post‐test experiment working on a spatial transformation task known as the ‘village task’. Cognitive progress was assessed by pre‐ to post‐test gains in both an immediate and delayed post‐test in dyads and individual participants as a control. The results indicate clear links between particular pair types with both communication processes and with learning and cognitive developmental outcomes. The present study demonstrates that gender can act as a source of status asymmetry in peer interaction to influence communication, learning, and cognitive development in same‐ and mixed‐sex dyads.     

The Effect of Group Polarization on Opposition to Donald Trump

Using focus groups, we examined support and opposition for Donald Trump prior to the 2016 presidential election. When ingroup members participate in discussion, this conversation alone typically strengthens and intensifies members’ initial attitudes. We used a pre‐ to post‐focus‐group questionnaire to assess attitudes toward Trump, his campaign, and policies. We argue that group polarization influenced people’s opinions about Trump such that attitudes became more extreme after discussion with like‐minded individuals. We report changes for Trump nonsupporters for which group polarization occurred on attitudes toward illegal immigration, political correctness, the military, women, and veterans after the group discussion. For each, level of support for Trump’s views decreased. To further explore potential psychological mechanisms associated with group polarization, we employed network science methods to examine the structure of the language associated with these issues and identify potential drivers of attitude change. Results provide some support for a common mechanism for group polarization, which may be driven by language dynamics specific to individual attitudes.     

Collaborative philosophical inquiry for schoolchildren: Cognitive gains at 2‐year follow‐up

Background. Evidence of maintained gains from thinking skills interventions are rare in the literature even within sectors of education, let alone across sectors. Aims. This study investigated the cognitive effects of collaborative philosophical inquiry at long‐term 2‐year follow‐up, after the participants had transferred to secondary (high) school without experiencing further philosophical inquiry in the interim. Sample. Sample attrition was greater in the control than in the experimental group, but 96 experimental and 52 control subjects were available. Method. Intervened children who engaged in collaborative inquiry for 1 hour per week over 16 months and whose pre‐post cognitive gains were reported in Topping and Trickey (2007) were followed up 2 years later, some time after they had transferred from primary to secondary school, again using the Cognitive Abilities Test. Results. The significant pre‐post cognitive ability gains in the experimental group in primary school were maintained towards the end of their second year of secondary school. Higher achieving pupils were somewhat advantaged in sustaining these gains. The control group showed an insignificant but persistent deterioration in scores from pre‐ to post‐test to follow‐up. Conclusions. Given the pattern of sample attrition, the group difference seems likely to be underestimated. The study provides evidence of maintained cognitive gains from collaborative philosophical inquiry, transferred across contexts. Implications for future research, policy and practice are discussed.     

Group polarization and choice‐dilemmas: how important is self‐categorization?

Self‐categorization proponents (e.g., Turner, 1991 ) assume that group polarization occurs because discussants wish to differentiate themselves from outgroup positions and implicitly think of such groups even when they are not specifically mentioned. Ingroup/outgroup salience is thought to heighten such effects. To examine this view, we had participants discuss Choice Dilemma items either with or without explicit knowledge of outgroup positions. Contrary to a self‐categorization account, this manipulation of outgroup salience did not affect the degree of group polarization. In addition, rating measures revealed little spontaneous consideration of outgroup positions on the part of participants, nor was consideration of outgroup positions related to degree of polarization. Group members did show evidence of ingroup identification, but this identification was unrelated to participants' post‐discussion conformity to the group consensus. Taken as a whole, these results suggest distinct limits to the self‐categorization interpretation of group polarization involving Choice Dilemmas. Copyright © 2006 John Wiley & Sons, Ltd.     

Dynamic testing with tangible electronics: Measuring children's change in strategy use with a series completion task

Aims. This study sought to explore the use of a novel approach that incorporates dynamic testing and tangible electronics in the assessment of children's learning potential and strategy use. Sample. A total of 77 children with a mean age 8.9 years participated in the study; half of them were dynamically tested using graduate prompt techniques; the others served as a control group. Method. Children in the experimental group received a series of inputs consisting of a pre‐test, two training sessions, and a post‐test all involving a number of series completion tasks; the controls received only pre‐ and post‐tests. All test sessions were undertaken individually using a specially designed programme incorporating an electronic console and tangible materials equipped internally with sensors. Results. As a consequence of training, children significantly outperformed controls on a number of series completion tasks. Significant individual differences were noted in terms of the children's response to assistance. The study's hypothesis that dynamic testing would increase analytical, and reduce trial‐and‐error, behaviour was supported. While a significant proportion of the children employed strategies that had earlier been identified as optimal, a sizeable minority demonstrated rather more idiosyncratic approaches. Conclusions. Findings from the study demonstrate the potential value of electronic dynamic testing using graduated prompts. However, a number of further refinements to improve the procedure are suggested.     

Calculating savings to the nation from counselling services: Methodological challenges

The research endeavoured to develop and pilot a system to demonstrate savings to the nation resulting from counselling provided by a national voluntary agency. This paper demonstrates the methodological challenges encountered. A questionnaire was developed, focused on four broad dimensions of clients’ lives: Employment & Income, Health, Personal & Social, and Children. The questionnaire was piloted by eight counselling centres, and applied pre‐ and post‐intervention. It proved not always possible to attribute clear savings within the dimensions measured. Direct health‐related costs and sick days off work were relatively straightforward. However, for less tangible factors, e.g. personal and social, and children, it was not possible to attribute direct financial amounts to any improvements. The pilot, therefore, attributed savings where possible. Attrition was a major difficulty, with 976 pre‐intervention questionnaires reducing to only 159 post‐intervention. This paper indicates the challenges of estimating savings to the nation from counselling interventions, and illustrates a flexible flowchart which allows savings and costs to be attributed as and when available. Although no final calculations of savings to the nation are included, it is believed that the learning from the methodological challenges encountered should be useful to other services wishing to assess the financial costs and savings of psychological therapies and counselling.     

Effects of Mentally Subtracting Positive Events on Affective Status in Japanese College Students

This study examined the effect on positive and negative emotions in Japanese college students of mentally subtracting grateful events. Participants (N = 62) were randomly assigned to one of the following three conditions: (a) writing with surprise the ways that a positive thing or event might never have happened or might never have been part of life (the mentally subtracting a present good [MS] group), (b) writing without surprise the ways in which a positive thing or event happened easily or was certain to become a part of life (the counting gratitude group), and (c) no writing control. The results of analysis of variance showed that the MS group experienced significantly increased positive emotion and decreased negative emotion between pre‐test and post‐test. Furthermore, the MS group showed significantly greater positive emotion than the control group at post‐test. Surprise mediated the effects of the MS group intervention on positive emotion but not on negative emotion. Issues related to gratitude induction and mediation of surprise are discussed.     

Promoting the Transition from Implicit to Explicit Understanding: A Training Study of False Belief

Ninety‐one children aged between 2;10 and 5;0 participated in a training study of false belief. Children were assigned to either an explanation condition, a practice condition or a control condition where children heard two stories unrelated to false belief. Children’s eye movements in anticipation of the protagonist reappearing were monitored at pre‐test. Only the explanation condition led to improvements in judgement and justification of a protagonist’s future action based on false belief. Children who looked in anticipation to where the protagonist thought the object was at pre‐test were more likely to give a correct judgement at post‐test than those who did not. Those children in the explanation group who gave a correct judgement at pre‐test were more likely to give an appropriate justification at post‐test than those who did not. Three main conclusions are drawn: (1) providing explanation about the underlying principles of a task is more likely to lead to improvements in performance than merely informing children of whether their response is correct; (2) the nature of improvements in performance will depend on the level of knowledge of the child at pre‐test; (3) training will only be beneficial for those children who demonstrate evidence of implicit understanding.     

Integrating expectations,experiences, and psychological contract violations: A longitudinal study of new professionals

This research investigated the relationships among pre‐entry expectations, post‐entry experiences and psychological contract violations. The goal was to clarify the conceptual distinctions between the constructs and to test their differential impact on job satisfaction. In a national longitudinal study, 235 final‐year occupational therapy students were surveyed immediately prior to entering the profession and again 14 months later. Post‐entry experiences regarding supervision were found to predict psychological contract violation. Post‐entry experiences and psychological contract violations were found to jointly predict job satisfaction, with psychological contract violations demonstrating the stronger relationship. Pre‐entry expectations were positively correlated with job satisfaction, but this relationship was fully mediated by post‐entry experiences. Met expectations, as measured by an interaction between pre‐entry expectations and post‐entry experiences, was not a predictor of psychological contract violation. Nor did met expectations predict job satisfaction after controlling for contract violations. The findings reinforce a positive relationship between job satisfaction and turnover. These findings support the use of separate and commensurate measures of pre‐entry expectations and post‐entry experiences, and the integration of all three constructs in models of job satisfaction.     

Activating children's thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools

Background Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation ( DfEE, 1999 ). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. Aims To investigate the impact of an infusion methodology, activating children's thinking skills (ACTS), on the cognitive, social, and emotional development of children in Year 4–6 in primary schools. This is a sister project to research being conducted in Northern Ireland ( McGuinness, 2006 ). Sample The study involved 404 children from 8 primary schools in one local authority. These were divided into 160 in the experimental group and 244 in the waiting list control group. Methods A quasi‐experimental design was used with pre‐, post‐, and delayed post‐tests to ascertain changes in children's cognitive abilities, self‐perceptions, and social/behavioural skills using quantitative measures. In addition qualitative techniques were used with pupils and teachers to evaluate effectiveness. Results The experimental group made significantly greater gains in cognitive ability skills over a 2 year period compared to the waiting list control. Qualitative data demonstrated a positive impact on children's social and emotional development. In addition teacher professional development was reported to be enhanced. Conclusions This research indicated that children's cognitive abilities can be developed following a 2 year period of the ACTS infusion intervention. While some positive effects were evidenced on the social and emotional development of children, further study will be necessary to examine these in more detail.