The developmental profile: preliminary results on interrater reliability and construct validity

This study presents the preliminary results of research into the interrater reliability and construct validity of the Developmental Profile (DP). In the DP a number of developmental lines, such as Object-Relations, Self-Images, and Problem-Solving Capacities, are assessed and classified according to the level of functioning. A total of 108 profiles were assessed, drawn from three different categories of patients. The weighted kappa values for interrater reliability were sufficient. On the adaptive level, but also on the maladaptive levels Symbiosis and Resistance, significant differences were found between psychiatric patients, "normal controls" (dental patients) and somatic patients. No differences were recorded between the latter two groups. The conclusion is that the DP is a promising instrument, of which the reliability and validity has to be further investigated in order to contribute to scientific support for psychodynamic theory formation.     

Students' R]eactions to Teachers' E]valuations: The Unique Impact of Negative Feedback1

This study attempts to identify some of the processes mediating self-fulfilling prophecies in the classroom. Specifically, we hypothesized that negative feedback conveyed by teachers would influence students' p]erceptions of how the teacher viewed their success/failure, effort, ability and task difficulty more than positive feedback. In response to college students' s]core on an anagrams test, a (confederate) teacher expressed either positive, negative or no evaluative feedback. Questionnaires assessed students' s]elf-perceptions and perceptions of the teacher's evaluations of them. Consistent with our hypotheses, negative feedback was seen as a more credible indicator of the teacher's evaluation than positive feedback. Furthermore, negative feedback led students to believe that the teacher held an extremely unfavorable but inaccurate impression of their effort and ability and that the teacher underestimated the difficulty of the task. There were few differences between the effects of positive feedback and no feedback, and there were no significant effects on self-perceptions. These findings suggest new insights into negativity effects in evaluations and into the mechanisms underlying self-fulfilling prophecies.     

Gender Differences in the Usefulness of Goal-Directed Coping for Middle-Aged and Older Workers

This study, involving 224 employed adults (aged 40 to 69), investigated the potential moderating effect of gender on the effectiveness of developmental coping dispositions at work. Moderated regression results indicated that, even after controlling for occupational differences, tenacious, goal-directed coping tendencies were more highly related to occupational satisfaction and well-being for middle-aged and older men than for similar women ( p < .05). These differences may reflect the operation of gender-role stereotypes that impede the progress of women at work.     

Motivational interpretations of hindsight bias: An individual difference analysis

When individuals learn the outcome of an event or the correct answer to a question, they overestimate its prior predictability: that is, they tend to believe they “knew it all along.” Cognitive and motivational interpretations of hindsight bias are briefly reviewed and a study designed to test the motivational interpretation is reported. Specifically, it was hypothesized that individual differences in the strengths of two motives, a need for predictability and a self-presentation motive, should be positively related to individual differences in the magnitude of hindsight bias. Sixty-eight subjects completed a Dogmatism Scale and an Intolerance for Ambiguity Scale (the predictability motive) and the Marlowe-Crowne Social Desirability Scale (the self-presentation motive) before participating in a standard hindsight-bias paradigm. Measures of both motives, as well as a self-reported ego-involvement measure, were positively associated with the amount of hindsight bias exhibited. Implications of this result for interpretations of hindsight and other conceptually related phenomena are discussed.     

Stimulus control of spatial behavior on the eight-arm maze in rats

Rats were trained on an eight-arm, elevated radial maze in a large cylindrical chamber where extramaze stimuli could be manipulated. The first experiment indicated that rats could use extramaze stimuli to locate the arms if such stimuli were available, whereas they performed less effectively and tended to employ response chaining if these stimuli were not available. The second experiment demonstrated that maze performance was disrupted by transposition of the stimuli but was relatively unaffected by rotation of the same stimuli. The third experiment suggested that the disruptive effect of stimulus transposition might be due to a “resetting” process elicited by the alteration in the configuration of the stimuli after stimulus transposition. These results suggest that when extramaze stimuli are available, rats tend to use such stimuli in a configurational manner to locate the arms rather than as a list of items processed independently of their spatial relationships to each other.     

Longitudinal reliability of the Life Satisfaction Index (Short Form) with nursing home residents: a cautionary note.

We administered the Life Satisfaction Index (Short Form) 18 times over a 39-wk. period to an initial sample of 76 old, frail, multiply impaired, and depressed nursing home residents participating in a longitudinal quasi-experimental study of the effects of cognitive group interventions on cognition and depression. As no changes over time were observed on the outcome variable of life satisfaction, the stability of the instrument's internal consistency could be examined. Kuder-Richardson KR-20 coefficients ranged from .11 to .60, with a mean of .42 (SD = .11). We conclude that caution should be used when applying this instrument to measure life satisfaction in frail nursing home residents.