Prosodic Effects in Minimal Attachment

This experiment explores the role of prosodic cues in resolving temporary morphosyntactic ambiguities in spoken language comprehension. Using a cross-modal naming task, we find that prosodic cues are as effective as overt lexical cues in controlling how the listener resolves attachment ambiguities. This suggests that prosodic factors can affect the early stages of parsing and interpretation.     

The effects of intensive,extensive, structured study on GRE scores

Thirty-eight undergraduate students engaged in self-paced self-study using standard materials in one of five Graduate Record Examination (GRE) preparatory courses, lasting 5.5 to 7.5 weeks, offering 66 to 140 hours of study, and using attendance and participation incentives. Statistically and practically significant improvements were found from pretest to posttest verbal, quantitative, and combined scores. In one series of courses, the mean combined scores improved 96 points, increasing from 842 (pretest) to 938 (posttest). In the other, the mean improved 186 points, increasing from 888 to 1074. Earlier published research involved brief training (3 to 9 hours) and showed no benefits. The present research suggests that intensive, structured training can produce a mean improvement of at least 96 points, which is a socially significant accomplishment.     

Adolescents' perceptions of outpatient mental health services

Thirty-three adolescents from three mental health service settings were interviewed regarding their perceptions of the purpose, goals, expectations, frustrations and benefits of mental health experiences. They provided satisfaction ratings and importance rankings of seven domains of satisfaction: (a) Convenient/Accessible, (b) Meeting Needs, (c) Staff Competence, (d) Personal Relationship with Staff, (e) Effectiveness of Treatment, (f) Comfort/Appropriateness of Center, and (g) Costs and Paperwork. In addition, participants completed the Client Satisfaction Questionnaire (CSQ-8). Results indicated that, in general, the adolescents were very satisfied with the services they received. Gender, race/ethnicity and treatment site were not related to satisfaction scores, nor was the adolescent's perceived choice in seeking services. Some significant gender differences were found both in terms of the rankings of satisfaction domains, as well as in the adolescents' perceptions of their reasons for initiating counseling and the perceived goals and benefits of counseling. Additional differences in perceptions of services were found for treatment site and race/ethnicity. In general, adolescents were able to generate informative, sophisticated responses to questions regarding their perceptions of mental health services, and demonstrated that they are capable of evaluating services they receive.     

Assessing the effectiveness of a multimedia-based lab for upper division psychology students

The efficacy of multimedia-based training in producing increased learning was evaluated. Two multimedia software packages were compared with live or videotaped lectures on the same material. Results differed by type of student (low or high initial knowledge) and type of program. Multimedia training programs may need to provide more aid to students with less initial knowledge in the training domain. In addition, the effects of multimedia may be subtle and therefore require rigorous evaluation.     

USE OF ASSISTED READING TO INCREASE CORRECT READING RATES AND DECREASE ERROR RATES OF STUDENTS WITH LEARNING DISABILITIES

The effects of assisted reading on 3 elementary students with learning disabilities were evaluated using a multiple baseline design. Data were collected from the students' oral reading from their basal texts. The results indicated an increase in number of words read correctly as well as a decrease in the number of words read incorrectly when assisted reading was used in the classroom.     

The factor structure of the Maslach Burnout Inventory in two Swedish human service organizations

The Maslach Burnout Inventory, MBI, is a well established measure of burnout. Its validity outside the USA is, however, uncertain. The aim of the present study was therefore to apply the MBI on personnel in two Swedish human service organizations, comparing factor solutions and scoring norms to the original results. The population consisted of 5730 employees in the Social Insurance Organization (SIO) and the Individual and Family Care section (IFC) of the social welfare agencies. Principal components analysis, principal axes and alpha factor analyses were performed, all with varimax rotation. The suggested three factor solution showed to be remarkably stable irrespective of type of analysis. Score levels were somewhat lower on two subscales in the Swedish population. The conclusion is that the psychometric properties of the MBI seem to be very satisfactory and stable, at least in comparison between Sweden and USA. It is suggested that the dimensionality of MBI is rather invariant, but that the score levels covary with national, cultural, or professional contexts within the human services.     

Connections between reading disability and behavior problems: Testing temporal and causal hypotheses

In this study of children's reading and behavior problem status from Grade 2 to Grade 4 of elementary school, we tested hypotheses concerned with the temporal and causal connections between these two closely associated disorders. Children with both, either, or neither kinds of problems were followed up over 2 years. While reading disability remained stable over time, there was greater variability in behavior problem status. Our data did not support the claim that reading problems lead to the development of behavior problems. Children who were comorbid had the worst outcome at follow-up, suggesting that behavior problems may exacerbate reading delay. Reading-disabled children were lower (albeit in the normal range) on intelligence, but when IQ was controlled, large group differences on reading and spelling were still evident. Attention deficit hyperactivity disorder (ADHD) type behavior problems significantly differentiated children with comorbid problems from children with behavior problems alone. Sex differences were noted in the association, with two-thirds of reading-disabled boys also having behavior problems and two-thirds of reading-disabled girls having no behavior problems, suggesting that pathways to reading disability may be gender specific.This research was supported by a grant from the Australian Research Council. Our thanks to the children, families and teachers for their support of our project.     

Students' perceived closeness to professors: The effects of school,professor gender,and student gender

The present study is a replication and expansion of F. J. Crosby and L. M. Reinardy's 1993 study, which found that female college students felt closer to female professors than to male professors. While the original study was conducted at a women's college, the present study includes students at a women's college, a coed college that was previously a women's college, a coed college that was previously a men's college, and a large university. Seventy-four percent of students were Caucasian, 7% Asian, 5.5% African American, 3% Latino/Latina, 0.5% Native American, 5.5% Mixed Race, and 4% Other. Feelings of closeness were examined as a function of institution, professor gender, and student gender. It was again found that students at the women's college felt closer to female professors than to male professors. This affinity for female professors held true for both male and female students at the other three institutions. Additionally, students at the previously women's college felt closer to their professors than did students at either the university or the previously men's college. The importance of female professors in higher education are considered.