Biserial estimates of correlation

Brogden's coefficient of selective efficiency and Clemans' are more efficient than biserialr when the correlation is high. Some empirical sampling studies are reported comparing the standard errors of these statistics.     

Dissociating the effects of attention and contingency awareness on evaluative conditioning effects in the visual paradigm

Two experiments are described that investigate the effects of attention in moderating evaluative conditioning (EC) effects in a picture-picture paradigm in which previously discovered experimental artifacts (e.g., Field & Davey, 1999 ) were overcome by counterbalancing conditioned stimuli (CSs) and unconditioned stimuli (USs) across participants. Conditioned responses for individuals who had attention enhanced were compared against a control group and groups for whom attention was impeded using a distracter task. In a second experiment the effects of attention were dissociated from those of contingency awareness by using backward-masked US presentations. The results of these experiments indicate that although associative EC effects may not be disrupted by a lack of contingency awareness, attention is an important factor in establishing conditioning. These results shed some light onto the possible boundary conditions that could explain past inconsistencies in obtaining EC effects in the visual paradigm.     

Comparing performance of pupils with high spatial-low numerical and high numerical-low spatial scores on a standardized mathematics test in the United Kingdom

Questions from a national mathematics test taken by over a 1,000 12- and 13-yr.-olds in the United Kingdom were perused for heavily loaded spatial and numerical items. Pupils' answers to the two types of item were examined, and those who answered well in one of the categories but poorly in the other were selected to form two groups, those high in spatial thinking but low in numerical thinking and those high in numerical thinking but low in spatial thinking to assess whether the approaches to solve the item used by each group were different. The two groups did indeed utilize different thinking strategies to solve the questions. For example, questions involving angle and volume, items thought to require a high spatial facility, were answered correctly by the predominantly numerical thinkers as often as by the predominantly spatial thinkers. This would indicate that one of the samples, i.e., numerical thinkers, used a different strategy than the other, i.e., spatial thinkers. This was verified by examination of students' work in the test booklets and personal interviews of them. Also, the same proportion of boys in each group was recorded, but a higher percentage of girls was recorded in the spatial group than in the numerical. This reflected the large number of boys who scored high on the spatial measures also doing moderately well on the numerical items and so, being moved out of the solely spatial group. Since the tests used by mathematics educators to assess learning are so heavily laden with linguistic/analytical rather than holistic/spatial types of questions, pupils high in spatial but low in numerical thinking face a severe handicap in schools.     

Understanding the Dynamics of Leadership: The Role of Follower Self-Concepts in the Leader/Follower Relationship

In this paper we integrate recent theory and research on the self-concept with leadership theory. We conceptualize the self as being defined at three levels: the individual, interpersonal, and group levels. The effects of the self on information processing and behavior are mediated by the working self-concept, which is composed of self-views, possible selves, and goals (standards). Leaders are seen as producing short-run changes by influencing the working self-concept and more enduring changes through the development of chronic schema. Subordinates are also seen as influencing leaders' self-schema, both individually and collectively. Both practical and theoretical implications of this perspective are discussed.     

“Nothing About Me, Without Me”: Participatory Action Research with Self-Help/Mutual Aid Organizations for Psychiatric Consumer/Survivors

Participatory action research with self-help/mutual aid organizations for psychiatric consumer/survivors is reviewed. We begin by tracing the origins of and defining both participatory action research and self-help/mutual aid. In so doing, the degree of correspondence between the assumptions/values of participatory action research and those of self-help/mutual aid for psychiatric consumer/survivors is examined. We argue that participatory action research and self-help/mutual aid share four values in common: (a) empowerment, (b) supportive relationships, (c) social change, and (d) learning as an ongoing process. Next, selected examples of participatory action research with psychiatric consumer/survivor-controlled self-help/mutual aid organizations which illustrate these shared values are provided. We conclude with recommendations of how the key values can be promoted in both the methodological and substantive aspects of future participatory action research with self-help/mutual aid organizations for psychiatric consumer/survivors.     

Right-hemispheric language evidence from cortical stimulation

While the left-hemispheric dominance for language in most right-handers is unquestionable, clinical observations suggest that the right, nondominant hemisphere has a considerable capacity for language. Under certain neuroanatomical conditions, the right-hemispheric capacity becomes functional and, thus, measurable. This study focuses on evoked language responses during electrical stimulation of the right hemisphere in three left-dominant patients undergoing temporal lobe resections for medically intractable seizures.     

The hippocampus and stress induced 17-OHCS elevations

The physiologic contribution of the limbic brain to emotionally induced stress is still poorly understood. The present study is designed to more specifically evaluate the role of the hippocampus in stress induced plasma 17-OHCS elevations. The conditional reflex to a sequential presentation of tone and shock was used as the stress agent in adult mongrel dogs. Plasma 17-OHCS levels were determined by the Porter-Silber method. Control and stress levels of 17-OHCS were determined before and after unilateral (left) hippocampectomy, and subsequent contralateral (right) hippocampectomy. A unilateral posterior hippocampal lesion partially attenuated (20%) the normal 17-OHCS stress response. In contrast to unilateral lesions, equivalent bilateral posterior hippocampal lesions abolished the normal 17-OHCS stress response. These observations support the thesis that the elevated 17-OHCS levels in response to the conditioning paradigm is dependent on the hippocampus. Furthermore, it is dependent upon the continuity of the hippocampal circuit and not upon the volumetric steroid binding capacity of the hippocampus. These studies also suggest that a unilaterally functioning hippocampus may be adequate to meet the physiologic needs of stress, as reflected by the 17-OHCS response. Presented at the 1978 meeting of the Pavlovian Society, St. Petersburg, Florida.     

The use of structured experiences in family therapy

Structured experiences such as sculpting, psychodrama, rôle-play and growth games are frequently used in family therapy. This article puts forward a framework for the use of structured experiences which can be used in the context of a family session to ensure that the family will gain the maximum learning and change. Use of the framework is illustrated with examples from practice.     

A Cross-Modal Comparison of Telephone and Face-to-Face Selection Interviews in Graduate Recruitment

Although there has been an increase in the use of telephone interviews for graduate recruitment by companies in the UK, there is little evidence attesting to their equivalence with traditional face-to-face selection interviews. A total of 70 candidates applying to a multinational oil corporation received both face-to-face and telephone interviews as the first stage of the 1996 graduate recruitment milkround. Group A (N = 41) received an initial face-to-face interview followed by a telephone interview and group B (N = 29) a telephone interview followed by a face-to-face interview. Findings indicate that candidates received significantly lower ratings when interviewed by telephone than when interviewed face-to-face (p ≤ 0.001). A significant interaction was also found (p ≤ 0.05) with candidates who received face-to-face interviews following telephone interviews demonstrating improved performance in their face-to-face interviews. The practical implications of these findings for companies wishing to use telephone interviews are discussed.