Unconventionality and Originality: Does Self-Assessed Unconventionality Increase Original Achievement?

Creativity is negatively associated with certain personality traits (e.g., conformity) and social influences (e.g., group pressure). In this study, creativity was examined in relation to unconventionality, which was expected to correlate positively with creativity, especially originality. This hypothesis was based on the theory that unconventional people hold uncommon views and attitudes and develop more diverging concepts and associations, which build the foundation for creative thinking. To examine the hypothesis, an online study with N = 90 participants was conducted. Unconventionality was measured with a new self-rating questionnaire, and creativity was measured with unusual uses, consequences, and explanations measures, which assessed both originality (rarity and uniqueness) and flexibility (diversity). The association of unconventionality with originality, after controlling for flexibility, was compared to other constructs (openness, conservatism, education). Path analysis revealed strong effects of unconventionality on originality (latent β = .58, r = .64). Unconventionality continued to predict originality after controlling for openness, which was weakly related to originality (β = .08, r = .49). Unconventionality weakly predicted flexibility (β = .09, r = .26). Supplemental analyses indicated that the effects of unconventionality on originality were not attributable to confounds (e.g., conservatism or education). The results indicate that the effects of unconventionality are positive, specific, substantial, and independent of related constructs (e.g., openness).     

Instructing Children to Use Memory Strategies: Evidence of Utilization Deficiencies in Memory Training Studies

Utilization deficiencies occur when children experience little or no benefit in task performance from the use of a strategy. Miller and Seier (1994) found evidence for utilization deficiencies in over 90% of memory studies that evaluated spontaneous strategy use in children. In this article, we extend the concept of utilization deficiency to training studies and review nearly 30 years of memory-training research. We identified three different types of utilization deficiencies and evaluated 39 different studies with 76 separate conditions for evidence of utilization deficiencies (increases in strategy use with little or no corresponding increase in memory), production deficiencies (increases inbothstrategy use and memory performance), and unsuccessful training (increases inneitherstrategy use nor memory performance). Over half of all training conditions showed evidence of at least one type of utilization deficiency. Utilization deficiencies were more common for younger than older children and were more likely to be found when training involved multiple procedures (e.g., verbal instruction, rationale) rather than a single procedure (instruction only). The findings are discussed in terms of the need to broaden the concept of utilization deficiency and to reevaluate the process of strategy development.     

Coping strategies for auditory hallucinations: A review

This article reviews the literature on the strategies which psychiatric patients spontaneously use in order to cope with their auditory hallucinations. The common strategies found between studies are described and these are grouped according to four categories: (i) social contact; (ii) sensory stimulation; (iii) physiological arousal; and (iv) cognitive strategies. An attempt is made to relate these strategies to the theoretical and experimental literature on auditory hallucinations and, finally, the role of the counselling psychologist in fostering the development of effective coping strategies is outlined.     

Word-by-word analysis of observer agreement utilizing audio and audiovisual techniques

The purpose of this study was to compare audio and audiovisual techniques of analyzing stuttering behavior using a recently developed index of agreement (Young, 1975). Twenty speech pathologists identified moments of stuttering for ten adult stutterers using both audio and audiovisual methods. Although no statistically significant differences existed between the two conditions, the listeners had more difficulty identifying moments of stuttering during the audio condition when mild stutterers were used.     

Practitioners' accounts of religious and spiritual dimensions in bereavement therapy

This study explores religious and spiritual dimensions in bereavement therapy through in-depth qualitative interviews with 12 therapists for whom bereavement work constituted a major part of their therapeutic role. Information was gathered on the conceptualization of religious and spiritual issues, the perceived influence of therapists' beliefs on their practice and the therapeutic processes that occur in work with religious and spiritual issues. Interpretative Phenomenological Analysis was used to analyse the data, examining associations between these areas as well as highlighting the diversity of experiences and viewpoints. The multi-dimensional role of the therapeutic relationship was highlighted by participants as well as the perceived limitations of many theoretical models of therapy and bereavement in working with religious or spiritual issues. Some therapeutic processes were described in terms of the exploration of belief systems that have been challenged by bereavement and the re-creation of personal meaning. Implications for therapeutic practice and further research are discussed.     

Establishing derived categorical responding in children with disabilities using the PEAK‐E curriculum

The purpose of the study was to evaluate a procedure to generate derived categorical responding by three children with disabilities and to promote the emergence of untrained intraverbal categorical responses. In the study, three 4‐member equivalence classes including three stimuli (A, B, and C) and a category name (D) for each class were trained using a match‐to‐sample procedure. Test probes were conducted for categorical responding, including both a trained (D‐A) and two derived (D‐B, D‐C) relational responses, as well as the emergence of untrained intraverbal categorical responding (D‐A/B/C) throughout the study. Relational training was effective at promoting the emergence of categorical responding, and two of the three participants demonstrated the emergence of additional intraverbal responding without prior training. The results provide further evidence supporting the practical utility of stimulus equivalence as well as the PEAK‐E curriculum.