The Predictive Validity of Parent and Teacher Reports of ADHD Symptoms

The objectives were to evaluate the ability of the Inattention and Hyperactivity–Impulsivity factors of the ADHD Rating Scale-IV to differentiate children with ADHD from a control group and to discriminate children with different subtypes of ADHD. Also, we sought to determine optimal cutoff scores on the teacher and parent versions of this scale for making diagnostic decisions about ADHD. In a sample of 92 boys and girls 6 to 14 years of age referred to a regional ADHD program, we assessed ADHD diagnostic status using categorical and dimensional approaches as well as parent- and teacher-report measures. Logistic regression analyses showed that the Inattention and Hyperactivity–Impulsivity factors of the ADHD Rating Scale-IV were effective in discriminating children with ADHD from a control group and differentiating children with ADHD, Combined Type from ADHD, Inattentive Type. Although both teacher and parent ratings were significantly predictive of diagnostic status, teacher ratings made a stronger contribution to the prediction of subtype membership. Using symptom utility estimates, optimal cutoff scores on the Inattention and Hyperactivity–Impulsivity scales for predicting subtypes of ADHD were determined.     

Parent Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms: Factor Structure and Normative Data

Changes in the diagnostic criteria for attention-deficit/hyperactivity disorder (ADHD) have necessitated the creation of new measures for clinical assessment. The factor structure of a parent rating scale containing the 18 symptoms of ADHD was examined in this study. Factor analyses and assessment of differences in ADHD ratings across sex, age, and ethnic group were conducted using a sample of 4666 participants ranging in age from 4 to 20 years old who attended kindergarten through 12th grade in 22 school districts across the United States. Two factors (Inattention and Hyperactivity–Impulsivity) were derived and normative data for a nationally representative sample are presented. A higher frequency of ADHD symptoms was found for boys, younger children, and African-American participants. Potential uses of this scale in clinical practice and research are discussed.     

REBT and Rationality: Philosophical Approaches

This paper argues that philosophical critiques of concepts in psychotherapy are inappropriate unless the context in which they are used is taken into account. In the case of REBT it is misleading to try to evaluate Ellis' use of rationality by matching it with the concept which has developed in modern philosophy of science. There is no pure essence of rationality which could enable it to be applied normatively in all contexts. The pitfalls of attempting this are illustrated by analysing two recent attempts to criticise rationality in REBT, by Erwin (1997) and O'Donohue and Vass (1996). We argue that Rationality in REBT can only be understood by seeing it as part of a network of categories and practices (a discursive formation) that has evolved over the last 45 years.     

Our Eyes Do Not Always Go Where We Want Them to Go: Capture of the Eyes by New Objects

Observers make rapid eye movements to examine the world around them. Before an eye movement is made, attention is covertly shifted to the location of the object of interest. The eyes typically will land at the position at which attention is directed. Here we report that a goal-directed eye movement toward a uniquely colored object is disrupted by the appearance of a new but task-irrelevant object, unless subjects have a sufficient amount of time to focus their attention on the location of the target prior to the appearance of the new object. In many instances, the eyes started moving toward the new object before gaze started to shift to the color-singleton target. The eyes often landed for a very short period of time (25–150 ms) near the new object. The results suggest parallel programming of two saccades: one voluntary, goal-directed eye movement toward the color-singleton target and one stimulus-driven eye movement reflexively elicited by the appearance of the new object. Neuroanatomical structures responsible for parallel programming of saccades are discussed.     

Expectancy-Based Job Cognitions and Job Affect as Predictors of Organizational Citizenship Behaviors1

This study investigated the importance of expectancy-based job cognitions and job affect (the affective component of job satisfaction) in helping to account for “organizational citizenship behaviors” (OCBs; Organ, 1988). Data pertaining to the expectancy-based job cognitions (i.e., expectancies, instrumentalities, valences), job affect, and OCB performance of 65 state finance agency employees were examined. We anticipated that the effect of expectancy-based job cognitions on OCB would be partially mediated by affect-based job satisfaction. This expectation was confirmed in that, after controlling for negative and positive affectivity, generalized instrumentality beliefs were found to affect OCB-altruism directly, as well as indirectly through the influence of affect-based job satisfaction.     

The Five-Factor Model, Conscientiousness, and Driving Accident Involvement

ABSTRACT Personality researchers and theorists are approaching consensus on the basic structure and constructs of personality. Despite the apparent consensus on the emergent five-factor model (Goldberg, 1992, 1993), less is known about external correlates of separate factors. This research examined the relations between Conscientiousness, one dimension of the model, and driving accident involvement. Using multiple measures in independent samples drawn from college students (N= 227) and a temporary employment agency (N= 250), the results generally demonstrate a significant inverse relation between Conscientiousness and driving accident involvement; individuals who rate themselves as more self-disciplined, responsible, reliable, and dependable are less likely to be involved in driving accidents than those who rate themselves lower on these attributes. The findings are consistent with other research demonstrating the relations among Conscientiousness and other tasks and job performance. Suggestions for future research are discussed.     

Daily Mood Variability: Form of Diurnal Patterns and Determinants of Diurnal Patterns

Mood and affect are often assessed in psychological research without regard for the potential influence of time of day or other environmental factors. This study examined the determinants of daily mood variability. Ninety-four subjects completed a diary every 15 min for 1 day, and subjects' moods, activities, and locations were assessed. Diurnal cycles were found for several moods (e.g., happy, tired), activities (e.g., discourse, thinking), and locations (e.g., home, work). Diurnal cycles in most moods were strongly associated with activities and location, yet diurnal cycles of some moods (rushed, sad, and tired) were not dependent on these factors. These findings have implications for mood assessment: Mood assessment performed only at particular times of day, or those relying on point assessment, may be influenced by time of day and by the activities and location of the subject.     

Peirce's evolutionary pragmatic idealism

In this paper I synthesize a unified system out of Peirce's life work, and name it “Peirce's Evolutionary Pragmatic Idealism”. Peirce developed this philosophy in four stages:

1. His 1868–69 theory that cognition is a continuous and infinite social semiotic process, in which Man is a sign.
2. His Popular Science Monthly pragmatism and frequency theory of probabilistic induction.
3. His 1891–93 cosmic evolutionism of Tychism, Synechism, and Agapism.
4. Pragmaticism: The doctrine of real potentialities (“would-be's”), and Peirce's pragmatic program for developing concrete reasonableness.

Peirce's evolutionary conception of the cosmos is pantheistic, and he constructed it to reconcile religion with Darwinian evolution.     

Restructuring School Counselor Education: Work in Progress

Responding to the cry for school reform and to the growing demand for school counselors, this article offers a rationale for the pursuit of a new approach to educating school counselors. Based on a set of related assumptions, the proposed model relies on a group-oriented, democratic strategic planning process of empowerment that involves participants in the collaborative development of a school counselor education program.