Transition in school psychological services: A case study

This article describes the transition of delivery of school psychological services from primarily a clinical model to one of consultation. It identifies existing conditions facilitating change, analyzes problems, and suggests solutions. New services arising from the changed perception of how a psychologist functions are discussed.     

Judging the strength of designated evidence

Judgments of evidence strength were obtained in a series of vignettes, each containing one or two items of evidence for each of two logically independent hypotheses. Each judgment concerned a designated subset of the presented evidence. Different groups of subjects encountered different but overlapping sets of evidence. We compared groups that judged the same designated evidence for the same hypothesis, but differed in exposure to surrounding (nondesignated) evidence. Results showed clear separation of relevant from irrelevant evidence and of designated from surrounding relevant evidence. This was particularly clear in the second experiment, where judgments of designated evidence remained invariant whether the surrounding evidence supported or contradicted the specified hypothesis. The conjunction fallacy was observed for judgments of evidence strength, but was substantially reduced by a simple instruction. Because subjects can separate evidence, it becomes possible to construct cardinally scaled standards of evidence strength using conjoint-measurement methods.     

Assessing the Five-Factor Model of Personality Description

Several approaches to assessing the dimensions of the five-factor model are reviewed and evaluated. The items in the assessment instrument may be adjectives or phrases, and the instrument itself may have been developed specifically to measure the five factors or may have been reinterpreted in terms of the five-factor model. Data are presented comparing an adjective-based measure of the model (Goldberg, 1990) with two phrase-based measures (Costa & McCrae, 1985; Hogan, 1986), and recommendations are made for the choice of an instrument in different research contexts. Allport's (1937) distinctions between the structure of the trait lexicon and the structure of personality in individuals are reiterated.     

Persistence of chronic nicotine-induced cognitive facilitation.

Nicotine has been found in a variety of species and behavioral paradigms to improve memory performance. The beneficial effect of nicotine has been seen after both acute and chronic administration. Interestingly, improved performance has been seen 24 h after acute injection and for at least 2 weeks after chronic administration. However, it is not clear from previous studies whether the persistence of the improved performance represents a true carryover of the drug effect or is due to the behavioral experience while under nicotine's effect. The current study was conducted to determine whether the facilitating effect of nicotine on learning and memory performance could be seen after withdrawal even if there was no behavioral training during the period of chronic nicotine administration. Rats were administered nicotine chronically for 3 weeks but were not tested during that time. Starting 1 week after withdrawal they were trained on a working memory paradigm in an eight-arm radial maze. The nicotine-treated rats started out at control-like levels of performance, but showed significantly faster learning as detected by three different measures of choice accuracy. By the final phase of testing the control subjects had caught up with the nicotine-treated rats. After the acquisition phase, acute challenges with the nicotinic and muscarinic antagonists, mecamylamine and scopolamine, did not elicit any differential effects in the nicotine-treated and control groups. The current study demonstrated that nicotine-induced cognitive facilitation persists for at least 4 weeks after withdrawal and does not depend upon behavioral test experience under the influence of the drug. The mechanism for this persisting effect is not currently understood.(ABSTRACT TRUNCATED AT 250 WORDS)     

Transfer of old ‘reactivated’ memory retrieval cues in rats

The present studies examined whether the retrieval of an old ‘reactivated’ memory could be brought under the control of new contextual cues. In Experiment 1 rats trained in one context were exposed to different contextual cues either immediately, 60 or 120 min after a cued reactivation of the training memory. When tested in the shifted context, subjects exposed shortly after reactivation treated the shifted context as the original context. This transfer diminished with longer post-reactivation delays. Experiment 2 replicated the basic finding and demonstrated that the transfer of the old retrieval cues was specific to the contextual cues present during exposure. These findings are consistent with previous research [i.e., Briggs, J. F., Fitz, K. I., & Riccio, D. C. (in press). Transfer of memory retrieval cues in rats. Psychonomic Bulletin & Review] showing the transfer of retrieval cues for a new memory, and demonstrating a similarity (in this case) between newly acquired and old reactivated memories.     

An Analysis of Group-Oriented Contingencies and Associated Side Effects in Preschool Children

Group-oriented contingencies are arranged to target the behavior of a group of people simultaneously. Overall, group-oriented contingencies have been shown to be effective in both decreasing problem behavior and increasing appropriate behavior. However, results are mixed regarding which type(s) of group-oriented contingency is most effective for changing behavior. In addition, although there are anecdotal reports of positive and negative side effects when using group-oriented contingencies, little research has involved direct measurement of these potential side effects. The purposes of the current study were to (a) compare the effects of three types of group-oriented contingencies for increasing on-task behavior and decreasing problem behavior, (b) determine whether implementing a group-oriented contingency for one behavior resulted in changes in a non-targeted behavior, and (c) determine how often and under what conditions side effects occurred within group-oriented contingencies conditions for two groups of preschool children. The results of the study were mixed. The results suggested that group-oriented contingencies were effective in decreasing problem behavior and increasing on-task behavior, but varied across groups as to which contingencies were the most effective at changing both behaviors. Secondary data suggested that side effects were associated with group-oriented contingencies, as well as the occurrence of problem behavior and reinforcer delivery.