Application of a metacognitive strategy to assessment, intervention, and consultation: A think-aloud technique

Research on metacognition is reviewed and suggestions are made for application of this knowledge by school psychologists in assessment, intervention, and consultation. Two empirical studies illustrate the application of a specific metacognitive strategy — the think-aloud procedure—to assessment and intervention. The first study showed that asking students to give reasons for responses improved performance on a test of reading comprehension. The second study showed that incorporating the think-aloud technique in remedial reading instruction resulted in substantial gains in reading comprehension.     

Using discrepancies to predict the perceived quality of work life

Two job satisfaction surveys tested the hypothesis that discrepancy models provide stronger predictions of satisfaction than do more parsimonious models relying solely on a single component of discrepancy scores. Questionnaire data from samples of 180 working college students and 125 human service workers focused on specific facets of the job, such as: pay, promotion opportunity, and hours of work. Wanted amount of specific job facets was the standard of comparison considered in both surveys. The questionnaires provided measures of facet satisfaction, facet amount, wanted amount, the perceived discrepancy between facet amount and wanted amount as well as the calculated discrepancy between facet amount and wanted amount. Results from 60 tests of differences between correlations provided mixed support. Discrepancy scores were consistently stronger predictors of satisfaction than were wanted amount scores; 24 of 30 tests provided significant support and only 2 of 30 tests provided significant differences in the direction opposite to the hypothesis. Discrepancy scores were not, however, consistently stronger predictors of satisfaction than were facet amount scores; only 8 of 30 tests provided significant support and 8 of 30 test provided significant differences in the direction opposite to the hypothesis. Discussion focused on the importance of addressing these findings in efforts to improve discrepancy theories of satisfaction.M. Joseph Sirgy (the editor of this special issue) and two anonymous reviewers provided helpful comments on an earlier draft of this paper.Bob Rice passed away recently. He will be sorely missed.     

"Lost in a shopping mall" -- a breach of professional ethics

The "lost in a shopping mall" study has been cited to support claims that psychotherapists can implant memories of false autobiographical information of childhood trauma in their patients. The mall study originated in 1991 as 5 pilot experiments involving 3 children and 2 adult participants. The University of Washington Human Subjects Committee granted approval for the mall study on August 10, 1992. The preliminary results with the 5 pilot subjects were announced 4 days laters. An analysis of the mall study shows that beyond the external misrepresentions, internal scientific methodological errors cast doubt on the validity of the claims that have been attributed to the mall study within scholarly and legal arenas. The minimal involvement -- or, in some cases, negative impact -- of collegial consultation, acadmic supervision, and peer review throughout the evolution of the mall study are reviewed.     

Cognitive Processing and Self-Report of Lateral Preference

Our knowledge of the human brain has increased more during the past 40 years than at any other time in history. Of particular interest have been the findings of a correspondence between cognitive functions and individual structures of the brain. Similar from a gross anatomical point of view, the hemispheres of the brain have been shown to serve specialized cognitive functions. This work offers an overview of the cognitive aspects of cerebral lateralization as a context for considering this issue, followed by a review of specific self-report techniques in the appraisal of lateral preference.     

God and objects: Beginning with existence

International Journal for Philosophy of Religion -     

Predictive validity of the WISC-R with Mexican-American children

The reliability and predictive validity of the WISC-R was investigated with 46 Mexican-American children. Approximately a year and a half after the administration of the WISC-R, scores on the Iowa Tests of Basic Skills (ITBS) were collected. Internal consistency estimates for WISC-R subtests and composites were found to be comparable to those reported in the WISC-R manual. Correlations between WISC-R subtests and those of the ITBS ranged from modest for verbal subtests to mild when performance subtests were used as predictors. The best single predictor proved to be that of Verbal IQ, which accounted for some 40% of the variance in future achievement when measured by the ITBS. It was concluded that the WISC-R meets minimum requirements of reliability and predictive validity with Mexican-American children.     

Assessment of the aftermath of rape: Changing patterns of fear

In order to test a social learning theory model which states that fear and anxiety responses are classically conditioned by a terror-inducing rape experience, 46 recent rape victims and 35 nonvictims matched for age, race, and neighborhood of residence were assessed with the 120-item Modified Fear Survey at four postrape intervals: (1) 6–10 days, (2) 1 month, (3) 3 months, and (4) 6 months. Victims were significantly more fearful than nonvictims, and victim fears declined somewhat over time but remained at high levels at the 6-month postrape period. Content analysis of highly feared situations revealed that most fears were rape related in that they were rape cues, rape-precipitated concerns, and/or cues signaling vulnerability to subsequent attack. Patterns of fear appeared to change such that attack vulnerability cues were most feared.This research was supported by NIMH Grant No. 1 RO1 MH29602 from the National Center for Prevention and Control of Rape.An earlier version of this article was presented at the Twelth Annual Convention of the Association for Advancement of Behavior Therapy, Chicago, November 18, 1978.     

A note on temporal relations between language and gestures

The initiation of the spontaneous gestures of Wernicke's aphasics was analyzed in relation to shifts in semantic content between the syntactic boundaries of main clauses and embedded clauses. Gestures proved more likely to arise at the initial boundaries of embedded clauses when these were semantically discontinuous with the main clause than when these were semantically related to the main clause. Spontaneous gestures may signal underlying shifts in semantic intention, thereby reflecting the difficulties encountered by Wernicke's aphasics in maintaining a coherent stream of thought across syntactic boundaries.     

Reviews of current books

Pastoral Psychology -