Personality assessment and counseling psychology

This article examines the place of personality assessment in counseling psychology. Three areas are considered: (a) the types of tests counseling psychologists use, (b) the perspective counseling psychologists apply to the use of tests, and (c) projective techniques and counseling psychology. Each area is examined, and the issues it raises for counseling psychology are presented. Some conclusions about personality assessment practices in counseling psychology are made, and several directions for future training are identified.     

The revelation effect: when disguising test items induces recognition

Documented here is a bias whereby items are more likely to be judged as having been presented beforehand if they are disguised in some way and so have to be discovered or "revealed." The bias was found for test words that were unfolded letter by letter (Experiments 1 and 3), presented with their letters either transposed (Experiments 2 and 3), or individually rotated (Experiments 4 and 5), or rotated as a whole (Experiment 5), and for test numbers that were presented in the form of roman numerals (Experiment 6) or equations (Experiment 7). The bias occurred both for items that were presented beforehand and for those that were not. No bias was found when words were judged, not for prior occurrence, but for typicality as category instances (Experiment 8), lexicality (Experiment 9), frequency of general usage (Experiment 10), or number of times encountered during the preceding week (Experiment 11).     

Further evidence of the intricacy of memory span

Memory span was measured for lists of verbal items constructed such that the items in the first half of the list were of one category and those of the second half were of another. In Experiment 1, the lists consisted of digits and words (e.g., 2, 8, 7, horse, cow, sheep or horse, cow, sheep, 2, 8, 7); in Experiment 2, they consisted of words from the same semantic domain and words from different semantic domains; in Experiments 3 and 4, they consisted of words that rhymed and words that did not rhyme. A category-order effect occurred in each experiment: Span was larger when the digits, same-domain words, or rhyming words occurred in the first half of the list than when they occurred in the second half. These findings suggest that memory span is more complex than is generally assumed.     

Is vocational assessment training in counseling psychology programs too restricted?

To gather information about vocational assessment training in counseling psychology programs, we surveyed the 64 programs that comprised the Council of Counseling Psychology Training Programs. A total of 56 (88%) directors returned their questionnaires. The survey data suggest that the Strong Interest Inventory (SII), in comparison to other vocational assessment methods, is taught in far more graduate programs and seemingly is accorded a relatively exclusive place in vocational assessment training. In discussing the results, we acknowledge the psychometric soundness and usability of the SII, lament the fact that students appear to receive limited exposure to other valuable vocational assessment tools during their training, and recommend that greater diversity be incorporated into the vocational assessment training of counseling psychology students.     

Lingual vibrotactile screening: an investigation of normal sensitivity based on multiple threshold determinations

This report describes a standardized training and sensory screening procedure which was used to obtain 7 separate lingual vibrotactile thresholds for each of 5 normal subjects during a 30-day interval. Baseline observations of lingual sensitivity were highly consistent and occurred within a narrow range of contractor displacements. The authors conclude that the screening method provides a quick and reliable clinical tool for general diagnostic use and discuss directions for continued research applications.     

A categorically postcategorical interpretation of the modality effect: a reply to Nilsson.

Watkins found the modality effect undiminished when four-syllable rather than one-syllable words were used, and concluded that the effect has a post-categorical origin. Nilsson replicated this result, and also found that with entirely unfamiliar words the effect was greater with one-syllable words than with four-syllable words. Nilsson considered his findings to be in support of a precategorical origin of the effect. This reply argues that, to the contrary, Nilsson's findings are not only consistent with a postcategorical interpretation, but also inconsistent with a precategorical interpretation.     

A postmodern critical theory of research use

The knowledge use field is in a state of conceptual disarray that has contributed to problems in the dissemination and use of knowledge. Examining the nature of knowledge in a critical realist epistemology results in a reconceptualization of knowledge use from a postmodern critical theorist perspective. This theory takes as its focus the study of research, dissemination, and use as cultural structure, ritual, and ideology; and addresses concerns about knowledge use by articulating a conceptual frame-work that triangulates among issues related to knowledge construction, power and action, and ethics and ideology, as integral to any concept of knowledge and its use. John M. Watkins is a private consultant atInquiry and Learning for Change. His primary work is in the area of action research and critical inquiry with schools and communities.     

Telephone counsellors' conceptualising abilities and counselling skills

Telephone counsellors must make accurate assessments of callers' needs so as to provide appropriate counselling help or referral. But few researchers have examined counsellors' conceptualising abilities in relation to their counselling skill. Two studies involving telephone counsellors were carried out. The first relied on counsellors' post-interview conceptualisations of callers' problems and needs and found no link between the accuracy of these conceptualisations and counselling skill. The second used Kagan's Interpersonal Process Recall (IPR) to retrieve counsellors' conceptualisations made during the course of their interviews. The accuracy of these conceptualisations-in-action was related to level of counselling skill. Implications for training and research are discussed     

Approaches to Learning of Nigerian Secondary School Children: Emic and Etic Perspectives

Two studies are reported which explore the approach to learning of Nigerian secondary school pupils from both emic and etic perspectives. In the first study, 150 14–16-year-olds were asked to provide open-ended answers to the question “What do you mean by learning?” Content analysis identified learning conceptions similar to those found in Western studies which are thought to underlie deep and surface approaches to learning. The second study investigates the reliability and validity of a Western-developed instrument, the Learning Process Questionnaire, for 265 14–16-year-old Nigerian children. The findings based on internal consistency reliability estimates, scale factor analysis, and hypothesized correlations with other variables were generally encouraging. Tentative comparisons of the approach to learning of these Nigerians with same-aged Australian, Nepalese, Hong Kong, and Filipino children questioned the stereotype of Third-World learners as rote learners.