The crime prevention value of hot spots policing

This paper reviews the available research evidence on the effectiveness of hot spots policing programs in reducing crime and disorder. The research identified five randomized controlled experiments and four non-equivalent control group quasi-experiments evaluating the effects of hot spots policing interventions on crime. Seven of nine selected evaluations reported noteworthy crime and disorder reductions. Meta-analyses of the randomized experiments revealed statistically significant mean effect sizes favoring hot spots policing interventions in reducing citizen calls for service in treatment places relative to control places. When immediate spatial displacement was measured, it was very limited and unintended crime prevention benefits were associated with the hot spots policing programs. The results of this review suggest that hot spots policing is an effective crime prevention strategy.     

Relationships among team ability composition, team mental models, and team performance

This study examined the relationship between the similarity and accuracy of team mental models and compared the extent to which each predicted team performance. The relationship between team ability composition and team mental models was also investigated. Eighty-three dyadic teams worked on a complex skill task in a 2-week training protocol. Results indicated that although similarity and accuracy of team mental models were significantly related, accuracy was a stronger predictor of team performance. In addition, team ability was more strongly related to the accuracy than to the similarity of team mental models and accuracy partially mediated the relationship between team ability and team performance, but similarity did not.     

Large-scale investigation of the role of trait activation theory for understanding assessment center convergent and discriminant validity

This study used trait activation theory as a theoretical framework to conduct a large-scale test of the interactionist explanation of the convergent and discriminant validity findings obtained in assessment centers. Trait activation theory specifies the conditions in which cross-situationally consistent and inconsistent candidate performances are likely to occur. Results obtained by aggregating correlations across 30 multitrait-multimethod matrices supported the propositions of trait activation theory, shedding a more positive light on the construct validity puzzle in assessment centers. Overall, convergence among assessment center ratings was better between exercises that provided an opportunity to observe behavior related to the same trait, and discrimination among ratings within exercises was generally better for dimensions that were not expressions of the same underlying traits. Implications for assessment center research and practice are discussed.     

Reliability and factor structure of the Finnish version of the Sport Imagery Questionnaire

The aim of this study was to examine the reliability and factor structure of the Finnish version of the Sport Imagery Questionnaire, a measure which examines cognitive and motivational functions of imagery. The final sample comprised 231 participants drawn from 34 sports and ranging in age from 14 to 49 years (M = 20.9, SD = 5.8). Internal consistency and confirmatory factor analyses were undertaken to evaluate the reliability and factorial validity of the scale. Fit indices and modification data generated from examining the 30-item five-factor model were equivocal, suggesting minor amendment and recategorization of several items rather than major adjustment to the proposed latent factor structure. Cronbach coefficients alpha indicated the scale is reliable. Overall, these results provide positive additional support for the claim that the Sport Imagery Questionnaire has a reproducible factor structure and is a reliable test for measuring imagery use in Finnish athletes.     

What is learned when concept learning fails?—A theory of restricted-domain relational learning

Two matching-to-sample (MTS) and four same/different (S/D) experiments employed tests to distinguish between item-specific learning and relational learning. One MTS experiment showed item-specific learning when concept learning failed (i.e., no novel-stimulus transfer). Another MTS experiment showed item-specific learning when pigeons’ novel-stimulus transfer decreased because they chose familiar training comparisons instead of matching novel comparisons. In 8-item and 3-item S/D tasks, pigeons and monkeys were accurate with unfamiliar training-stimulus pairings, stimulus inversions, and distorted stimuli, suggesting relational learning within a domain restricted to the training stimuli (i.e., no novel-stimulus transfer). In 32-item S/D tasks, pigeons with previous 8-item training showed less transfer than those without prior training, suggesting a carryover of restricted-domain relational learning. Pigeons shifted from 1024-item to 8-item S/D tasks showed reinstatement of restricted-domain relational learning. These findings are important in specifying which types of learning occur in these tasks, showing that subjects failing novel-stimulus transfer are not required to switch from item-specific to relational learning as a training set is expanded, and demonstrating that concept learning failure is not proof of item-specific learning.     

Undergraduate psychology students' experiences of volunteering at a chronic mental health facility

A volunteer program for undergraduate psychology students at a chronic mental health facility was evaluated. All 53 volunteers found the program beneficial, 96.2% reported improved understanding of psychopathology, 98.1% noted increased knowledge of the mental health care system, 86.8% reported increased interest in clinical psychology, and 47.2% felt less anxious about working with persons with mental illness as a result of the program.