Brief training to promote the use of less intrusive prompts by nursing assistants in a dementia care unit

We evaluated the efficacy of a brief staff-training procedure to increase the use of graduated prompting by 2 certified nursing assistants (CNAs) while they helped to dress 3 persons with dementia in a seven-bed dementia care unit. The multiple baseline design across participants showed that CNAs dressed residents with minimal resident involvement during baseline observations. Following brief in-service training, CNAs provided graduated prompts and praise appropriately, suggesting that CNAs can promote active involvement in personal care routines by older adults with dementia.     

Sex differences in the effect of articulatory or spatial dual-task interference during navigation

Women are more likely to employ landmark-based strategies when navigating, and they are superior at employing this type of strategy. The cause of this sexually dimorphic behaviour is unknown. Seventy-nine undergraduates performed a matrix navigation task wherein the symbols within the matrix were highly nameable. Participants were either given landmark-based or Euclidean-based instructions for navigation within the matrix. During navigation, participants were subjected to either articulatory or spatial interference. The articulatory interference selectively impaired women's ability to navigate correctly, regardless of the type of instruction. The performance of the men was not affected differentially by the two types of interference. When given a test of symbol recognition following the navigation task, women recognized more of the symbols employed in the task. Collectively, this result suggests that women rely on linguistic information more than men do when navigating, regardless of the type of instruction.     

Cross-modal and non-sensory influences on auditory streaming

Carlyon et al (2001 Journal of Experimental Psychology: Human Perception and Performance 27 115-127) have reported that the buildup of auditory streaming is reduced when attention is diverted to a competing auditory stimulus. Here, we demonstrate that a reduction in streaming can also be obtained by attention to a visual task or by the requirement to count backwards in threes. In all conditions participants heard a 13 s sequence of tones, and, during the first 10 s saw a sequence of visual stimuli containing three, four, or five targets. The tone sequence consisted of twenty repeating triplets in an ABA - ABA ... order, where A and B represent tones of two different frequencies. In each sequence, three, four, or five tones were amplitude modulated. During the first 10 s of the sequence, participants either counted the number of visual targets, counted the number of (modulated) auditory targets, or counted backwards in threes from a specified number. They then made an auditory-streaming judgment about the last 3 s of the tone sequence: whether one or two streams were heard. The results showed more streaming when participants counted the auditory targets (and hence were attending to the tones throughout) than in either the 'visual' or 'counting-backwards' conditions.     

Decoding digit symbol: speed,memory, and visual scanning

The authors evaluated the relative contributions of speed, memory, and visual scanning to Digit Symbol score in a sample of young adults (N = 87). Speed (Symbol Copy) explained 35% of Digit Symbol variance; only half of this was attributable to graphomotor speed (Name Printing), implying a role for perceptual speed. Visual-scanning tests (e.g., Symbol Scan) explained (on average) 34% of Digit Symbol variance, much of which was independent of perceptual-motor speed, establishing an important role for visual-scanning efficiency in Digit Symbol performance. By contrast, memory tests (on average) explained only 4% to 5% of Digit Symbol variance: statistically significant but clearly subsidiary, although a visual memory composite correlated more strongly with Digit Symbol. The Digit Symbol incidental learning procedures did, however, correlate moderately with other memory measures, suggesting that they are valid memory screening devices.     

Measuring Qualitative Aspects of Preschool Boys' Noncompliance: The Response Style Questionnaire (RSQ)

Child noncompliance is a core maladjustment factor in current clinical models of aggression and antisocial development. However, little is known about the relations among qualitative aspects of child noncompliance and aggressive maladjustment. The authors developed the Response Style Questionnaire, an instrument designed to measure the multidimensional qualities of child noncompliance, and tested its validity and reliability. Tests of internal validity provided a five-factor solution, featuring distinctions in noncompliance quality between and among skilled noncompliance (verbally skilled and emotionally regulated) and unskilled noncompliance (overt/confrontational, covert/sneaky, and emotionally labile). Theory-driven tests of external validity using peer-adjustment variables as criteria provided discriminant prediction (a) among qualitatively distinct aspects of noncompliance and (b) between noncompliance qualities and rate. Discussion focuses on a modified view of the nature and role of noncompliance in aggressive and antisocial development.     

Self-Regulating Interest: The Moderating Role of Hardiness and Conscientiousness

Sansone, Weir, Harpster, and Morgan (1992) found that individuals intentionally regulated their interest in an activity when they had both the need (the task was boring) and a reason to exert the effort (an ostensible health benefit). The present study examined Hardiness and Conscientiousness as moderators of this self-regulatory process when individuals had the option of quitting in addition to the options of persisting and of engaging in interest-enhancing strategies. Undergraduates performed a boring copying activity under instructions to stop when they felt they could evaluate the task. Half were told that their evaluations would help researchers develop good jobs for others (Benefit). Results indicated high hardy individuals copied more letters when they were provided the additional Benefit information, and this effect was mediated through their attempt to make the task more interesting. High conscientious individuals persisted longer than individuals lower in conscientiousness independently of the benefit manipulation or strategy use. Implications of individual differences in self-regulation of motivation are discussed.     

Pancultural Gender Stereotypes Revisited: The Five Factor Model

Williams and Best's (1982, 1990a) cross-culturalgender stereotype data from 25 countries, previouslyanalyzed in terms of affective meanings, ego states, andpsychological needs, were re-analyzed in terms of the Five Factor Model (FFM) of personality.In each country, participants were approximately 100university students, equally divided by gender. Withresults averaged across all countries, it was found that the pancultural male stereotype was higherthan the pancultural female stereotype on Extraversion,Conscientiousness, Emotional Stability, and Openness toExperience while the pancultural female stereotype was higher on Agreeableness. Re-analysis of thestereotype data from Japan and Pakistan, which had beenfound relatively atypical in previous analyses, revealedFFM profiles generally similar to the pancultural profiles. The evaluative nature of each factoris discussed and related to the stereotypes associalization models.     

Wisdom and Life Experience: How Grandfathers Mentor Their Grandchildren

This exploratory study uses qualitative methods to focus on the largely unexamined role of the grandfather and to examine men's experiences as grandfathers. We gathered information through both surveys and individual interviews to explore men's feelings and attitudes toward the grandfather role. Of the 51 grandfathers that completed a survey, 20 participated in interviews. Our examination of the data collected reveals the life lessons men teach their grandchildren. The grandfathers in this study expressed strong desires for purposeful involvement in their grandchildren's lives and indicated desires for transferring values to grandchildren and teaching interpersonal relationships. Through this involvement, they educate through life experiences and serve as mentors for their grandchildren. We suggest that this mentoring role makes a positive contribution to the lives of grandchildren and to the identity of grandfathers.