Breast Cancer Risk Perceptions among Relatives of Women with Uninformative Negative <Emphasis Type="Italic">BRCA1/2</Emphasis> Test Results: The Moderating Effect of the Amount of Shared Information

The most common result of BRCA1/2 mutation testing when performed in a family without a previously identified mutation is an uninformative negative test result. Women in these families may have an increased risk for breast cancer because of mutations in non-BRCA breast cancer predisposition genes, including moderate- or low-risk genes, or shared environmental factors. Genetic counselors often encourage counselees to share information with family members, however it is unclear how much information counselees share and the impact that shared information may have on accuracy of risk perception in family members. We evaluated 85 sisters and daughters of women who received uninformative negative BRCA1/2 results. We measured accuracy of risk perception using a latent variable model where accuracy was represented as the correlation between perceived risk (indicators = verbal and quantitative measures) and calculated risk (indicators = Claus and BRCAPRO). Participants who reported more information was shared with them by their sister or mother about her genetic counseling session had greater accuracy of risk perception (0.707, p?=?0.000) than those who reported little information was shared (0.326, p?=?0.003). However, counselees shared very little information; nearly 20 % of family members reported their sister or mother shared nothing with them about her genetic counseling. Family members were generally not aware of the existence of a genetic counseling summary letter. Our findings underscore the need for effective strategies that facilitate counselees to share information about their genetic counseling sessions. Such communication may help their relatives better understand their cancer risks and enhance risk appropriate cancer prevention.     

Teacher Nominations of Preschool Children at Risk for Mental Health Problems: how False Is a False Positive Nomination and What Make Teachers Concerned?

Journal of Psychopathology and Behavioral Assessment - Identification attempts in populations with a low prevalence of problems usually result in a considerable number of false positives. Thus, the...     

Readers’ use of source information in text comprehension

In two experiments, we examined the role of discrepancy on readers’ text processing of and memory for the sources of brief news reports. Each story included two assertions that were attributed to different sources. We manipulated whether the second assertion was either discrepant or consistent with the first assertion. On the basis of the discrepancy-induced source comprehension (D-ISC) assumption, we predicted that discrepant stories would promote deeper processing and better memory for the sources conveying the messages, as compared to consistent stories. As predicted, readers mentioned more sources in summaries of discrepant stories, recalled more sources, made more fixations, and displayed longer gaze times in source areas when reading discrepant than when reading consistent stories. In Experiment 2, we found enhanced memory for source–content links for discrepant stories even when intersentential connectors were absent, and regardless of the reading goals. Discussion was focused on discrepancies as one mechanism by which readers are prompted to encode source–content links more deeply, as a method of integrating disparate pieces of information into a coherent mental representation of a text.     

Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension

In two experiments, we examined fourth and fifth graders' comprehension of the source of information in texts presenting controversial issues. In Experiment 1, participants read short texts in which two people presented different arguments regarding an issue. Participants identified who said what and evaluated each source's knowledge of the issue. Most students correctly identified the source of information but failed to take into account each source's characteristics when determining who was most knowledgeable. In Experiment 2, we implemented an intervention on students' evaluations of information sources. Less skilled students in the intervention group assessed source knowledge more accurately than those in a control group. We conclude that elementary school students' comprehension of who says what in a text can benefit from training sessions that involve practice, feedback, explanations, and discussions. We consider the implications for document-based learning in elementary and secondary education.     

Alternative Predictors for Dealing with the Diversity–Validity Dilemma in Personnel Selection: The constructed response multimedia test

In the context of the diversity–validity dilemma in personnel selection, the present field study compared ethnic subgroup differences on an innovative constructed response multimedia test to other commonly used selection instruments. Applicants (N = 245, 27% ethnic minorities) for entry‐level police jobs completed a constructed response multimedia test, cognitive ability test, language proficiency test, personality inventory, structured interview, and role play. Results demonstrated minor ethnic subgroup differences on constructed response multimedia test scores as compared to other instruments. Constructed response multimedia test scores were related to the selection decision, and no evidence for predictive bias was found. Subgroup differences were also examined on the dimensional level, with cognitively loaded dimension scores displaying larger differences.     

Immediate and delayed recall of a small-scale spatial array

The study examined people's spatial memory of a small-scale array of objects. Earlier work has primarily relied on short-retention intervals, and to date it is not known whether performance is affected by longer intervals between learning and recall. In the present investigation, university students studied seven target objects. Recall was tested immediately after learning and after an interval of seven days. Performance was found to be similar in the immediate and delayed conditions, and the results suggested that recall was facilitated by egocentric and intrinsic cues. The findings are discussed with reference to recent investigations that have shown task parameters can influence spatial recall.