Psychometric properties of Loevinger's Sentence Completion Test in an adult psychiatric outpatient sample

Little research has been conducted on Loevinger's Washington University Sentence Completion Test of Ego Development in adult psychiatric outpatients. The measure is a promising method of assessing a construct of personality and character functioning that should be useful in research on psychopathology and in choosing treatment modalities. The data presented in this study address the question of the psychometric adequacy of the measure in this segment of the subject population. Specifically, estimates of interrater reliability, internal consistency, and test-retest reliability are presented for a sample of 42 adult outpatients. In addition, the relationship between total protocol ratings and item sum scores is explored.     

Effects of daily stress on negative mood

This article examines the influence of daily stressors on mental health in a community sample. Ss were 166 married couples who completed diaries each day for 6 weeks. In pooled within-person analyses, daily stressors explained up to 20% of the variance in mood. Interpersonal conflicts were by far the most distressing events. Furthermore, when stressors occurred on a series of days, emotional habituation occurred by the second day for almost all events except interpersonal conflicts. Contrary to certain theoretical accounts, multiple stressors on the same day did not exacerbate one another's effects: rather an emotional plateau occurred. Finally on days following a stressful event, mood was better than it would have been if the stressor had not happened. These results reveal the complex emotional effects of daily stressors, and in particular they suggest that future investigations should focus primarily on interpersonal conflicts.     

Ask and You Shall be Given: Request Size and Donations to a Good Cause1

In an attempt to replicate the findings reported in this Journal by Weyant and Smith (1987), members or recent donors to a Canadian civil liberties organization were asked to donate money under one of three conditions: (a) In the control condition, they were simply asked for a donation; (b) in the “smaller request” condition, they were asked to make a donation, but amounts of Canadian $30 to $100 were suggested; and (c) in the “larger request” condition, amounts of $50 to $250 were suggested. Unlike the Weyant and Smith studies, we found no difference in the proportion of respondents making a donation, but significant differences in the size of the donations made by those making donations. In our study, the most effective way of getting large donations was to ask for a large amount. It was suggested that the most likely explanations for the differences in the results of the two studies were the following: First, our target population were previous donors to the organization, whereas those in the Weyant and Smith studies were not likely to have been. Previous research suggests that those who had been donors previously are influenced, positively, by requests for a specific large donation, whereas those not previously approached are, if anything, negatively influenced. Second, our “larger request” appears to be within a plausible range for donations, whereas the larger request in the Weyant and Smith study may have been seen as being outside of the plausible range. In any case, however, we would recommend caution in drawing a conclusion about the most effective request size to encourage people to donate money to charity.     

Instructional programs for psychology: A review and analysis

This paper presents 10 general observations about current software for instruction in psychology and examines selected examples employing four instructional techniques for computer-assisted instruction. We find that although the number of programs employing experimental or data-oriented approaches to psychology as a primary vehicle of instruction is increasing, tutorial drill and practice programs and gaming are not well represented.     

Giving Credit Where Credit Is Due: A Case of No Sex Bias in Attribution1

This study examines the effects of informational cues on the attribution of success in a masculine task. Israeli managers (subjects) first evaluated the performance of a fictitious male/female manager and then attributed a cause to his/her success in attaining the managerial position. As predicted, performance evaluation affected the attribution and manager sex did not. An unexpected association between leadership style and attribution was found. Implications of these findings for female managers and for further research are considered.     

Ethical considerations in the use of computers in psychological testing and assessment

Ethical considerations in the use of computers in psychological testing and assessment are discussed. Particular attention is given to existing ethics and standards that provide guidance to users of computerized test interpretation and report-writing programs. Issues covering professional accountability and confidentiality are also discussed as they relate to computer-assisted assessment. Areas of appropriate use of computers in testing and assessment are suggested, including test scoring, the analysis of scores, and generating remedial recommendations. Findings are summarized and several guidelines are suggested for users of computers in testing and assessment.     

Resolving discrepant results of the Wheatstone Experiment

Summary Soon after Wheatstone published his results obtained with the twelve earliest stereograms. Brewster disputed the result obtained with one of them. This stereogram consisted of a thick vertical line presented to one eye and a thin vertical and thick inclined line to the other. Wheatstone reported seeing depth with this figure but Brewster did not. We conducted three experiments to explore the possible reason for the disagreement. Experiment 1 indicated that the stereogram produces a variety of perceptions including the depth as reported by Wheatstone and the rivalry as reported by Brewster. Experiment 2 showed that Brewster's procedure of keeping the eyes fixed while viewing the stereogram reduces the proportion of subjects reporting depth. In Experiment 3, the top half and the bottom half of the stereogram were presented in different trials. The top of the stereogram that contains no conflicting cues produced reliable depth, but the bottom that does, did not. It is concluded that the difference in the procedures they used and the nature of the stimulus were responsible for the conflicting results.     

Doctoral training in behavior analysis: Training generalized problem-solving skills

This essay provides guidelines for designing a doctoral program in behavior analysis. First, we propose a general accomplishment for all behavior analytic doctoral students: that they be able to solve problems concerning individual behavior within a range of environments. Second, in order to achieve this goal, we propose that students be trained in conceptual and experimental analysis of behavior, the application of behavioral principles and the administration of behavioral programs. This training should include class work, but it should emphasize the immersion of students in a variety of environments in which they are required to use behavior analytic strategies. Third, we provide an example of a hypothetical graduate program that involves the proposed training. Finally, an evaluation plan is suggested for determining whether a training program is in fact producing students who are generalized problem-solvers. At each step, we justify our point of view from a perspective that combines principles from behavior analysis and educational systems design.