Effects of counselor sex,student sex,and student attractiveness on counselors' judgments

Thirty-two male and thirty-two female high school counselors in a large metropolitan school district were provided with routine student profile data and asked to make predictions about the student's potential for post-high school education and to suggest occupations for the student to explore. All data reviewed by the counselors were identical except for a photograph of the student attached to the profile. Within counselor sex groups, counselors were randomly assigned to one of the following four photograph conditions: (a) attractive female; (b) unattractive female; (c) attractive male; and (d) unattractive male. Male subjects were found to discriminate on the basis of student sex when they suggested occupations for the student to explore. Predictions of post-high school education and the social status of suggested occupations were not found to be related to counselor sex, student sex, or student attractiveness.     

Effective elaboration and inferential reasoning

The present study investigated the effects of several variables on subjects’ abilities to draw inferences from two related premises. Contiguous presentation of the related sentences led to significantly higher inference scores than did noncontiguous presentation. The nature of the initial premise was also manipulated. For some subjects, the initial premise was relatively consistent with subjects’ semantic knowledge, whereas other subjects received initial premises that were somewhat arbitrary with respect to semantic knowledge. Inference scores were significantly higher for subjects who received the more consistent initial premises. This effect persists even when differential memory for the initial premises has been accounted for. The results suggest certain constraints on the nature of the knowledge one must possess in order to make appropriate inferences from material.     

Electrocutaneous stimulation II. The estimation of distance between two points

Using a numerical estimation procedure, subjects judged the perceived distance between pairs of brief electrical stimuli presented over different physical distances, on different body regions, and in different spatial orientations. The skin turns out to be anisotropic, with the same physical separation between electrodes appearing greater on the forehead than on the forearm, greater on the forearm than on the abdomen. Perceived distance also depends on the orientation and, to some extent, on the time relation between the two electrical pulses. Under all conditions, the perceived distance between electrical stimuli was “compressed” as compared with visual distance. These results bear on the design of devices that attempt to transmit information by electrical stimulation of the skin.     

Electrocutaneous stimulation L The effects of stimulus parameters on absolute threshold

Thresholds for detecting electrical stimulation were measured as a function of (1) body locus, (2) electrode configuration, (3) stimulus waveform, and (4) pulse duration. The results were: (1) the forehead gave slightly, but not reliably, lower thresholds than the abdomen; (2) concentric electrodes gave slightly, but not reliably, lower thresholds than unifocal electrodes; (3) cathodal monophasic (?) pulses and biphasic pulses (+/? and ?/+) gave identical thresholds, while anodal monophasic (+) pulses gave higher thresholds; and (4) thresholds decreased as pulse duration increased up to .5 msec, but changed less with longer pulses.     

The relative error magnitude in three measures of change

Formulas for the standard error of measurement of three measures of change—simple difference scores, residualized difference scores, and the measure introduced by Tucker, Damarin, and Messick—are derived. Equating these formulas by pairs yields additional explicit formulas which provide a practical guide for determining the relative error of the three measures in any pretest-posttest design. The functional relationship between the standard error of measurement and the correlation between pretest and posttest observed scores remains essentially the same for each of the three measures despite variations in other test parameters (reliability coefficients, standard deviations), even when pretest and posttest errors of measurement are correlated.     

Empirical bayes estimation of coefficients in the general linear model from data of deficient rank

Empirical Bayes methods are shown to provide a practical alternative to standard least squares methods in fitting high dimensional models to sparse data. An example concerning prediction bias in educational testing is presented as an illustration.The authors would like to thank the referees for several useful comments.The analysis of the data discussed in this report was part of a study funded jointly by the Graduate Management Admission Council and Educational Testing Service.     

Consultation with multidisciplinary teams: A program of development and improvement of team functioning

The purpose of this paper is to review a program designed to assist multidisciplinary teams engaged in screening and eligibility determination to assess their own functioning and set specific goals to improve their case handling procedures. The program was implemented in four elementary and one secondary school of a large suburban school district. In this paper, the approach is described and some preliminary data are provided on the usefulness of the program in assisting multidisciplinary teams to select and implement those changes which they feel will improve their case handling. Considerations for implementing the program on a district-wide basis are also noted.     

Some foundations and directions for applied developmental psychology

Applied developmental psychology (ADP) is an “umbrella” discipline which includes a range of psychological sciences and professions committed to use of the data base and methods of developmental psychology to address problems in education, health, human services and public policy. ADP emerges now as a manifestation of increasing recognition of the limits of developmental psychology's traditional models and paradigms, increasing recognition of our appropriate role in social problem-solving and public policy formation and an employment market which reflects these awarenesses. Consideration of clinical psychology as an ADP provides examples of synergies and distinctions helpful in defining ADP. The “linkage” concept inherent in a “scientist-practitioner” model is emphasized as a key in this definition and as a basis for designing appropriate doctoral training programs in ADP.