WISC-R deaf norms reconsidered

Deaf norms have been published for the Wechsler Intelligence Scale for Children-Revised Performance Scale, (WISC-R PS). Argument requiring separate deaf norms are evaluated with data describing deaf and hearing children's performances on nonverbal IQ tests. It is concluded that deaf norms are not required for deaf children. The issue of which norms a psychologist should select for scoring WISC- R PS protocols is discussed with reference to the impact that deaf and hearing norms have upon inter- and intraindividual comparisons.     

Measurement Invariance and Informant Discrepancies of the KIDSCREEN-27 in Children with Mental Disorder

Applied Research in Quality of Life - Study objectives were to examine measurement invariance of the KIDSCREEN-27 between children with mental disorder and their parents; compare health-related...     

Mood Regulation and Memory: Repairing Sad Moods with Happy Memories

A total of 106 undergraduates participated in a study examining how individuals retrieve memories to repair negative moods. Participants first completed a measure of depression. Two weeks later, participants were assigned to either a sad or neutral mood induction. After mood induction, they recalled two memories, rated their affective responses to the memories, and indicated why they chose the valence and order of the memories. Consistent with mood-congruent recall, participants in the sad condition reported sadder memories than those in the neutral condition. However, participants with prior low depression scores tended to recall more positive second memories, whereas participants with higher prior depression scores recalled consecutive negative memories. Sixty-eight per cent of sad participants who retrieved a negative first and positive second memory mentioned mood repair as motivating the recruitment of the more positive second memory.     

You’ve Got to Believe: Core Beliefs that Underlie Effective Psychotherapy

A mixture of core beliefs may lay the foundation for effective psychotherapy. Sincere trust in these beliefs may help to promote therapeutic change. The therapist must have faith in the power of words to promote change. Clients usually change in a gradual manner, and the initial plan for therapy can be simplified by focusing on strategies for changing actions and attitudes. Also, therapy can help to improve various aspects of clients’ intimate relationships. However, before attempting to promote therapeutic change, it is important for the therapist to begin by understanding the client’s life situation, current distress, and natural tendencies. Clients benefit from emotional tolerance of stressors by recognizing that many negative life events turn out better than initially expected. A tendency to dwell on past events can perpetuate problems, while it can be more helpful to accept and grow from negative events. Therapists are encouraged to view a client’s emotions as natural reactions, not deviant dysfunctions that need to be blocked or suppressed through medications. In a similar manner, most labels, including many psychiatric diagnoses, pose a danger through societal discrimination and self-stigma. When therapists adopt these core beliefs, they can more effectively help clients move forward, making adaptive psychological changes.     

Performance of hearing-impaired students on planning, attention, simultaneous, and successive (PASS) cognitive processing tasks

This study examined the relationships among planning, attention, simultaneous, and successive (PASS) cognitive processing tasks for a sample of hearing-impaired students. There were 96 students (51 girls, 45 boys), aged 8 years to 16 years 11 months (mean AGE = 12.4 years, SD = 2.5 years). Most of the subjects (59%) received instruction through total communication and the remaining 41% students were enrolled in oral educational programs. The sample students attended a public day school (73%) or a state residential school for the deaf (27%). The confirmatory factorial results demonstrate that the PASS model was supported for this hearing-impaired sample as it has been in previous investigations involving normally hearing samples. These results support other exploratory and confirmatory factorial studies that have shown PASS tasks to be consistent with expectations.     

Evoked potential augmenting-reducing and personality differences

Normal volunteers (N = 120) were screened on the evoked potential (EP) measure of augmenting/reducing introduced by Buchsbaum and Silverman (1968). Extreme augmenters were compared with extreme reducers on the Zuckerman Sensation-seeking Scales, the Eysenck Personality Questionnaire, the Myers-Briggs Type Indicator, Raven's Advanced Progressive Matrices (RAPM) and a measure of pain sensitivity. Reducers are more extraverted and more sensation-seeking than augmenters; they are also less sensitive to pain and they have higher scores on the RAPM test. The fact that individuals selected for contrasting EP response patterns differ on these psychological variables supports the idea that there is a neurophysiological basis for individual differences in personality, pain perception and intelligence.