MULTIPLE‐RESPONDENT ANECDOTAL ASSESSMENTS: AN ANALYSIS OF INTERRATER AGREEMENT AND CORRESPONDENCE WITH ANALOGUE ASSESSMENT OUTCOMES

We evaluated interrater agreement across multiple respondents on anecdotal assessments and compared cases in which agreement was obtained with outcomes of functional analyses. Experiment 1 evaluated agreement among multiple respondents on the function of problem behavior for 27 individuals across 42 target behaviors using the Motivation Assessment Scale (MAS) and the Questions about Behavioral Function (QABF). Results showed that at least 4 of 5 respondents agreed on the primary maintaining consequence for 52% (22 of 42) of target behaviors with the MAS and 57% (24 of 42) with the QABF. Experiment 2 examined correspondence between the anecdotal assessment results and functional analysis results for 7 individuals for whom at least 4 of 5 respondents showed agreement in Experiment 1. Correspondence with functional analysis results was observed in 6 of 7 cases with the QABF and in 4 of 7 cases with the MAS. Implications of these outcomes for the utility of anecdotal assessments are discussed.     

On the interpretation of removable interactions: A survey of the field 33 years after Loftus

In a classic 1978 Memory & Cognition article, Geoff Loftus explained why noncrossover interactions are removable. These removable interactions are tied to the scale of measurement for the dependent variable and therefore do not allow unambiguous conclusions about latent psychological processes. In the present article, we present concrete examples of how this insight helps prevent experimental psychologists from drawing incorrect conclusions about the effects of forgetting and aging. In addition, we extend the Loftus classification scheme for interactions to include those on the cusp between removable and nonremovable. Finally, we use various methods (i.e., a study of citation histories, a questionnaire for psychology students and faculty members, an analysis of statistical textbooks, and a review of articles published in the 2008 issue of Psychology and Aging) to show that experimental psychologists have remained generally unaware of the concept of removable interactions. We conclude that there is more to interactions in a 2 × 2 design than meets the eye.     

Individual differences in shifting decision criterion: A recognition memory study

An ability to flexibly shift a decision criterion can be advantageous. For example, a known change in the base rate of targets and distractors on a recognition memory test will lead optimal decision makers to shift their criterion accordingly. In the present study, 95 individuals participated in two recognition memory tests that included periodic changes in the base rate probability that the test stimulus had been presented during the study session. The results reveal a wide variability in the tendency to shift decision criterion in response to this probability information, with some appropriately shifting and others not shifting at all. However, participants were highly reliable in their tendency to shift criterion across tests. The goal of the present study was to explain what factors account for these individual differences. To accomplish this, over 50 variables were assessed for each individual (e.g., personality, cognitive style, state of mind). Using a regression model that incorporated different sets of factors, over 50?% of the variance was accounted for. The results of the analysis describe the total, direct, and mediating effects on criterion shifting from factors that include memory strength, strategy, and inherent characteristics such as a fun-seeking personality, a negative affect, and military rank. The results are discussed with respect to understanding why participants rarely chose an optimal decision-making strategy and provide greater insight into the underlying mechanisms of recognition memory.     

Enhancing Teen Pregnancy Prevention in Local Communities: Capacity Building Using the Interactive Systems Framework

Getting To Outcomes (GTO), an innovative framework for planning, implementing, evaluating, and sustaining interventions has been shown to be effective in helping community‐based organizations (CBOs) introduce science‐based approaches into their prevention work. However, the Interactive Systems Framework (ISF) suggests that adopting innovations like GTO requires a significant amount of capacity building through training and technical assistance (T/TA). In this study, 11 CBOs and three schools in South Carolina entered into a 3 year program of intense and proactive T/TA based on the ISF to learn how to apply an adaptation of GTO (Promoting Science‐Based Approaches‐Getting To Outcomes, PSBA‐GTO) to their teen pregnancy prevention programs. Using semi‐structured interviews, the partnering organizations were assessed at three points in time, pre‐T/TA, 12 months, and post T/TA (30 months) for their performance of the steps of GTO in their work. The seven organizations which participated in T/TA until the end of the project received an average of 76 h of TA and 112 h of training per organization. Interview results showed increased performance of all 10 steps of PSBA‐GTO by these organizations when conducting their teen pregnancy programs. These results suggest targeted and proactive T/TA can successfully bridge the gap between research and practice by using a three part delivery system, as prescribed in the ISF, which relies on an intermediary prevention support system to ensure accurate and effective translation of research to the everyday work of community‐based practitioners. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith     

School Context Protective Factors Against Peer Ethnic Discrimination Across the High School Years

Ethnically diverse high school contexts present unique social opportunities for youth to form interethnic relationships, but they may also subject students to certain social challenges such as peer ethnic discrimination. With a sample of 1,072 high school students (55% girls; 54% Latino, 20% African American, 14% Asian, 12% White) attending 84 high schools, school context factors that protect students’ exposure to peer ethnic discrimination across the high school years were investigated with a three-level hierarchical linear model. Each spring for four consecutive years (grades 9–12), self-reported peer ethnic discrimination, interracial climate at school, and perceived school ethnic composition were assessed. At the school level, objective high school ethnic composition data were collected. Peer ethnic discrimination was found to decline slightly across the high school years. Above and beyond this decline, more positive perceptions of the school interracial climate and both objective and perceived numerical ethnic majority status predicted lower levels of peer ethnic discrimination. Taken together, the results highlight the significance of both objective (e.g., ethnic composition) and subjective (e.g., interracial climate) aspects of the school ethnic context to students’ high school social experiences.     

Factors Associated With Physical Aggression Among US Army Soldiers

There are a growing number of studies that have approximated levels of aggression and associated outcomes among combat veterans returning from Iraq and Afghanistan using brief screening assessments. However, further research to evaluate the relative role of combat exposures and overt physical behaviors is required to further elucidate potential associations between military service, combat deployment, and overt physical aggression. The purpose of the current study was to assess the prevalence of self‐reported physical aggression in a sample of US Army soldiers using an adaptation of the Revised Conflict Tactics Scale (CTS2), and examine factors associated with higher levels of aggression. A population‐based cross‐sectional study was conducted at a single US Army Installation within a sample of active duty US Army soldiers (n = 6,128) from two large units. Anonymous surveys were collected 6 months following deployment to measure overt aggressive behaviors, posttraumatic stress disorder, anxiety, depression, traumatic brain injury, and misuse of alcohol. There were a relatively higher number of minor and severe physical overt aggressive actions reported among soldiers who previously deployed, notably highest among deployed soldiers reporting the highest levels of combat intensity. Soldiers screening positive for the misuse of alcohol were also significantly more likely to report relatively higher levels of physical aggression. This study quantified overt aggressive behaviors and associated factors, showing increasing combat exposures may result in increased physical aggression. Clinicians treating service members returning from combat may consider assessing relative levels of combat. Aggr. Behav. 38:357‐367, 2012. Published 2012 Wiley Periodicals, Inc.?     

Self-concept consistency and short-term stability in eight cultures

Self-concept consistency and short-term stability were investigated in the United States, Australia, Mexico, Venezuela, Philippines, Malaysia, China, and Japan. Evidence for substantial cross-role consistency and reliable within-individual variability in trait self-perceptions were found in each culture. Participants in all cultures exhibited short-term stability in their self-reported traits within roles and moderately stable if-then patterns of trait self-perceptions. Cultural differences, which primarily involved Japan, were partially accounted for by cultural differences in dialecticism, but not self-construals or cultural tightness. In all cultures, satisfaction of needs in various roles partially accounted for within-individual variability in self-reported traits. The results provide support for integrating trait and cultural psychology perspectives, as well as structure and process approaches, in the study of self-concepts across cultures.     

Infant responding to joint attention, executive processes, and self-regulation in preschool children

Infant joint attention is related to behavioral and social outcomes, as well as language in childhood. Recent research and theory suggests that the relations between joint attention and social-behavioral outcomes may reflect the role of executive self-regulatory processes in the development of joint attention. To test this hypothesis two studies were conducted. The first, cross-sectional study examined the development of responding to joint attention (RJA) skill in terms of increasing executive efficiency of responding between 9 and 18 months of age. The results indicated that development of RJA was characterized by a decreased latency to shift attention in following another person's gaze and head turn, as well as an increase in the proportion of correct RJA responses exhibited by older infants. The second study examined the longitudinal relations between 12-month measures of responding to joint attention and 36-month attention regulation in a delay of gratification task. The results indicated that responding to joint attention at 12-months was significantly related to children's use of three types of self-regulation behaviors while waiting for a snack reward at 36 months of age. These observations are discussed in light of a developmental theory of attention regulation and joint attention in infancy.     

Teaching suffering: The testimonial-commentary method

Attempts to define professionalism and humanism suggest that qualities such as compliance to values, patient access, doctor-patient relationship, demeanor, professional management, personal awareness, and motivation are prominent thematic components. In this communication, we present a method for instruction in the values of humanism that may help to overcome the "curricular inertia that plagues medical education." Our approach is structured around a technique of testimonial-commentary as a novel approach to teaching humanism that does not rely upon the traditional role-modeling format. To develop effective medical school curricula for teaching humanism, we cannot rely upon the textbooks of normal and abnormal human anatomy and physiology. We must delve into the "unscientific" realms of human identity ranging from sensuality to brutality: self-preservation to sacrifice. Underneath it all, we must acknowledge that there are the ties that bind us together as people. The Seminar on Human Suffering challenges medical school educators to work with the community at large to insure that physicians will be able to serve those that seek their counsel.     

Cognitive vulnerability to depression: a comparison of the weakest link, keystone and additive models

Multiple theories of cognitive vulnerability to depression have been proposed, each focusing on different aspects of negative cognition and utilising different measures of risk. Various methods of integrating such multiple indices of risk have been examined in the literature, and each demonstrates some promise. Yet little is known about the interrelations among these methods, or their incremental validity in predicting changes in depression. The present study compared three integrative models of cognitive vulnerability: the additive, weakest link, and keystone models. Support was found for each model as predictive of depression over time, but only the weakest link model demonstrated incremental utility in predicting changes in depression over the other models. We also explore the correlation between these models and each model's unique contribution to predicting onset of depressive symptoms.