Culturally Sensitive AIDS Educational Videos for African American Audiences: Effects of Source, Message, Receiver, and Context

The importance of using culturally sensitive educational materials in HIV-related interventions with racial and ethnic minority groups is widely recognized. However, little empirical research has been conducted to assess the relative effectiveness of different techniques for creating culturally sensitive AIDS educational videos. Two field experiments with three samples of African American adults (N = 174, 173, and 143) were conducted to assess how source characteristics (race of communicator), message characteristics (multicultural message vs. culturally specific message), and audience characteristics (racial distrust and AIDS-related distrust) influence proximate (perceptions of the message's credibility and attractiveness) and distal (AIDS-related attitudes, beliefs, and behavioral intentions) output variables for AIDS educational videos. In Study 1, an AIDS video with a culturally specific message was rated as more credible, more attractive, and of higher quality than was a video with a multicultural message. The multicultural message was rated less favorably when delivered by a White announcer than when the announcer was Black. In Study 2, the same pattern was replicated with a second community sample and a campus-based sample. Study 2 also indicated that a multicultural message might be more effective if delivered in a culturally specific context, namely, after audience members watch a culturally specific video. Minimal changes were observed in distal outcome variables. It is argued that influencing proximate output variables is necessary, though not sufficient, for effecting long-term change in AIDS-related attitudes, beliefs, and behaviors.     

Effects of diagnostic classification systems on clinical hypothesis-generation

In this study it was determined whether (a) classification as opposed to absence of classification has an effect on the quality of clinical hypotheses (b) the DSM-III-R and the CBCL have a different effect on the quality of clinical hypotheses, and (c) the potential difference between the DSM-III-R and the CBCL is moderated by the different number of syndromes identified by these systems. To investigate these questions, an experiment was conducted in which 86 clinicians generated hypotheses for six cases. The clinicians were divided into a DSM-III-R, a CBCL, and a control group. Of the six cases, two were classified by both classification systems as one syndrome, two were classified as one syndrome by the DSM-III-R but as two syndromes by the CBCL, and two were classified as two syndromes by the DSM-III-R but as one syndrome by the CBCL. The quality of the hypotheses was determined by means of four dependent variables selected from an overview of qualitative criteria: explanatory value, redundancy, possibility of operationalization, and specificity. No differences between the CBCL and the control groups were found. The DSM group performed better than the control group regarding explanatory value and redundancy. The DSM-III-R group also scored better than the CBCL group regarding explanatory value, particularly when the number of identified syndromes was two for the CBCL and one for the DSM-III-R.     

An injection olfactometer for humans and a new method for the measurement of the shape of the olfactory pulse

An injection olfactometer for human psychophysical experiments is described. The olfactometer is capable of presenting, either mono- or birhinally, single odorants and binary mixtures. The pulse form of the olfactory stimulus at the exit of the olfactometer approaches a rectangular form, which makes the olfactometer well suited for olfactory reaction time measurements. Since stimulation periods are independent of the subject’s inhalation, time-intensity measurements over prolonged periods of time are possible as well. In the second part of this paper, a new technique is described for the measurement of the stimulus pulse form at the exit of the olfactometer.     

The interactional perspective of pain behaviour in marriage

An attempt has been made in this paper to broaden the theoretical base of behavioural perspective of pain behaviour by incorporating the interactional dimension. A behavioural-interactional approach explains the functions of pain with greater clarity in the context of a marital dyad than does the behavioural approach. A distinction is made between learned pain behaviour and investment in maintaining pain behaviour. It is argued that when the patient and the spouse demonstrate an investment in maintaining pain behaviours, marital therapy is untenable. Case illustrations demonstrate the effects of learned and invested pain behaviours, on assessment and treatment.     

SEVERE CLASSROOM BEHAVIOR PROBLEMS: TEACHERS OR COUNSELLORS

This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior.     

Expert and referent power: A framework for understanding and maximizing consultation effectiveness

This paper describes consultation as an influence process and, in particular, describes the two forms of social power—expert and referent power—which allow school psychologists or any mental health professional to influence the consultees with whom they work. Several hypotheses are presented derived from social psychology research and theory on these forms of power which have practical importance for the school psychologist.     

Field dependence and the effect of REM deprivation on thirst.

Recently a number of studies have concerned the possible function of rapid eye movement (REM) sleep and the mastery of stress. The present study was designed to explore the possibility that REM sleep might play a function in reducing the potency of a stressful physiological stimulus, thirst, as well as the possibility that such a function might be specific to individuals falling at different points along the field-dependence dimension. While there was no difference between REM deprivation and non-REM awakening nights in subsequent morning thirst, there was a significant interaction between field dependence and night on morning thirst measures for 10 college students. These results are discussed in light of previous work on stylistic differences in dreaming and their possible role in adaptation to stress.     

U-statistic hierarchical clustering

A monotone invariant method of hierarchical clustering based on the Mann-Whitney U-statistic is presented. The effectiveness of the complete-link, single-link, and U-statistic methods in recovering tree structures from error perturbed data are evaluated. The U-statistic method is found to be consistently more effective in recovering the original tree structures than either the single-link or complete-link methods.     

The integration of motivational information: A conjoint measurement analysis

Within Anderson's (1974a, b, c, 1978b) information integration theory, the integration of motivational information was investigated by means of conjoint measurement techniques. Eighteen university students were asked to judge hypothetical co-students characterized by three features (intelligence, motivation and the extent to which they study) according to their chances to pass. Both rank order data and ratings were obtained. The orderings of most subjects could be represented very well by an additive model. A polynomial regression procedure was applied to determine the shape of the response function for the ratings. As this function was quite linear for all subjects, the ratings could be said to form an interval scale.     

Concurrent avoidance of shocks by pigeons pecking a key

Three pigeons were studied on concurrent, unsignaled, avoidance schedules in a two-key procedure. Shock-shock intervals were two seconds in both schedules. The response-shock interval on one key was always 22 seconds, while the response-shock interval associated with the other key was varied from 7 to 52 seconds in different experimental conditions. Response rates on the key associated with the varied schedule tended to decrease when the response-shock interval length was increased. Responding on the key associated with the constant schedule was not systematically affected.