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RAPHAEL GILLETT 《Scandinavian journal of psychology》1992,33(3):277-281
Two methods of analysing data from an identification parade give rise to seemingly contradictory outcomes, both of which reach statistical significance. The traditional method is based on the first choices of eyewitnesses, whereas the paired-comparison method takes account of each eyewitness's full rank ordering of the lineup participants. The person that most eyewitnesses pick out as the perpetrator of an offence (according to the first-choice method) may in fact be the person that those same eyewitnesses as a group regard as least likely to have committed the act (according to the paired-comparison method). Implications of the paradox for the analysis of lineup data are considered. 相似文献
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The development of a campus-based Substance Abuse Prevention Program (SAPP) is discussed. The program has been designed in accordance with recommendations made by prominent authorities in this field, keeping in mind the needs of the campus at which the program is located. Suggestions for developing such programs are provided. 相似文献
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Mood and realism of confidence judgements of one''s own answers to general knowledge questions 总被引:1,自引:0,他引:1
This study examines the effect of a depressed mood on the realism of subjects' confidence judgements of the correctness of answers to general knowledge questions. Research conducted on how mood influences cognitive processes gives reason to expect that a depressed mood might increase the realism of individuals' confidence ratings. Sixty subjects were divided into three conditions, two of which were given mood induction, one condition into an elated-happy mood and one condition into a depressed-sad mood. As evidenced by subjects' responses to mood scales only the depressed condition was affected by the mood induction. All subjects answered 93 general knowledge questions and rated their confidence in the correctness of the answer given. Subjects were instructed to think aloud when answering the last 31 questions. The conditions did not differ with respect to the proportion of questions answered correctly, mean level of confidence, nor with respect to three measures of the realism in subjects' confidence ratings (calibration, over/underconfidence and resolution). The results were the same when questions answered with and without think aloud instructions were analysed separately. 相似文献
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ROBERT W. LISSITZ JORGE L. MENDOZA CARL J. HUBERTY HAL V. MARKOS 《Personnel Psychology》1979,32(3):517-528
This paper considers the general problem of analyzing data for job similarities/differences. Cluster analysis and univariate analysis of variance, which are recent suggestions for attacking this problem, are briefly reviewed. The suggestion made in this paper is to use multivariate analysis of variance, accompanied by a multivariate extension of the well known proportion of variance index, ω2 . Discriminant analysis and related techniques are suggested to provide information regarding specific hypotheses. The potential users are provided with the references to well known computer packages that allow all the analyses to be performed easily, rapidly, and accurately on their own data. Appropriate interpretations of each result are also indicated, and illustrated with an example. 相似文献
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This article goes beyond the traditional survey of student attitudes toward the school guidance service. The student data are used as a springboard to the broader issues affecting the counseling profession. The focus is on counselor discouragement and what all concerned practitioners can do to revitalize the profession. 相似文献
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Two general factors have been singled out as being held in common by all types of psychotherapy: an educational, rational factor (often called "content") and a factor operative in the relationship between the therapist and his patient (often called "process"). In the field of family therapy, the non-educational aspects of intervention are sometimes presented in the form of "therapeutic, paradoxical communications" (Haley, Bateson, Jackson, Weakland) or the 'therapy of the absurd" (Whitaker, Malone). In the present paper, I wish to present a form of therapeutic communication, the teaching story, that embodies a unique mixture of both the educational and the paradox, or absurd. 相似文献
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