Teaching socially valid social interaction responses to students with severe disabilities in an integrated school setting

To evaluate the effects of a procedure designed to teach appropriate social responses to adolescents with severe disabilities in an integrated school setting this study employed an ABA withdrawal design, replicated twice with two students, and an AB design with a third student. Social responses were recorded during daily training sessions and generalization probes. Treatment involved implementation, by the classroom teacher, of a constant time delay procedure utilizing nonhandicapped peers and a socially validated teaching curriculum. The results showed increases in correct responding and decreases in echolalia following intervention. Generalization of appropriate responding to nonhandicapped peers was demonstrated to varying degrees for all participants.     

The Nature and Dynamics of Post-Sterilization Regret in Married Women 1

Data for nine different indicators of regret were collected from 213 married women with a tubal sterilization and 137 wives of men with a vasectomy at 1,2, and 3 years following surgical sterilization. Relationships between the indicators across the 3 years and within each year were analyzed, using two psychological models. A final, combined model was synthesized and fitted to the data. This model addresses many of the important issues of reliability and validity that have plagued the literature on post-sterilization regret for years.     

Intimacy and liking: mutual influence and the role of unique relationships

Traditional assumptions (e.g., there are traitlike differences in disclosure) predict that people who are generally liked should generally disclose (e.g., individual-level effects). In contrast, dynamic interactional models predict that significant disclosure-liking effects are apt to be a function of mutual influences in particular dyads (e.g., dyadic-level effects). To directly explore these issues and separately examine individual and dyadic effects, 45 sorority women were asked to indicate how much they disclosed to, received disclosure from, and liked each other. Social relations analysis (Kenny & LaVoie, 1984) revealed significant disclosure-liking effects only at the dyadic level, casting doubts on traditional assumptions and supporting a dynamic interaction model of disclosure-liking effects. Implications for personality and interpersonal relationships are discussed.     

Development of control-of-outcome scales and self-efficacy scales for women in four life roles

Scales to measure control-of-outcome expectancies and self-efficacy expectancies based on social comparisons were developed for adult females in the four life roles of occupation, parenting, marriage, and economic management. Internal consistency and construct validity of the scales were examined in two studies. Internal consistency estimates of six of the eight scales exceeded .70. A factor analysis within each role supported the distinction between control-of-outcome expectancies and self-efficacy expectancies. Construct validity was supported by finding the hypothesized relations between the developed scales and standard measures of self-esteem, depression,and locus of control. As hypothesized, the developed scales accounted for unique portions of the variance in role-specific coping orientation and role stress. Specifically, control-of-outcome expectancies predicted active or passive coping orientation in the personal roles of parenting and marriage. It was concluded that the developed scales might have utility for understanding coping and experienced stress in various life roles.     

California psychologists' religiosity and psychotherapy

Forty-seven randomly selected California clinical psychologists were surveyed to examine the effect religious or spiritual orientation has on the practice of psychotherapy. This included an assessment of ideology, attitudes toward religiosity, affiliation with organized religion, dimensions of religiousness, and use of clinical interventions of a religious nature. The majority of these psychologists were found to address religious and spiritual issues in their personal lives, to respect the function religion serves in peoples' lives, and to address religious and spiritual issues in professional practice. The majority of these psychologists use interventions of a religious nature. Very limited training occurs respective of religious and spiritual concerns; 81% reported that religious or spiritual issues were rarely or never discussed in the course of their graduate education and training.This paper was presented at the annual meeting of the American Psychological Association in Los Angeles in August 1985.     

Starting to add worse: effects of learning to multiply on children's addition

A major stumbling block in acquiring a new skill can be integrating it with old but related knowledge. Learning multiplication is a case in point, because it involves integrating new relations with previously acquired arithmetic knowledge (in particular, addition). Two studies explored developmental changes in the relations between single-digit addition and multiplication. In the first study, third-graders, fifth-graders, and adults performed simple addition or multiplication in mixed- and blocked-operations formats. Substantial interfering effects from related knowledge were found at all age levels, but were more pronounced for younger subjects. Thus in the early stages of learning multiplication, one consequence of learning a new operation is interference in performance of an earlier, related, but less recently studied skill. Consideration of error patterns supported the view that the problem of integrating operations is a prominent one even in the early stages of mastering multiplication. Patterns of errors were generally consistent across all age groups, and all groups were much more likely to give a correct multiplication response to an addition problem than the reverse. A second, longitudinal study confirmed this finding, showing evidence for impaired performance of addition over time within individual children (second-, third-, and fourth-graders) tested on simple addition and multiplication over a 5-month period. Analysis of reaction times for addition indicated that second-graders in advanced math classes and third-graders in regular math classes tended to slow down over the year in responses to addition problems. Fourth-graders, on the other hand, tended to increase their speed of addition over the course of the year. Multiplication showed a different pattern during this period, with no evidence for slowing among children who were able to perform this task. Disruption of previously learned knowledge in the course of acquiring new skills provides evidence that new knowledge and old knowledge are being integrated. This kind of non-monotonic development may provide an empirical method for determining the functional limits of a domain of knowledge.     

Subtypes of substance abusers: personality differences associated with MacAndrew scores

Several earlier studies have reported clinically relevant personality correlates of high vs low scores on the MacAndrew Scale (Mac) of the MMPI. Unfortunately, these projects have not adjusted for age or nature of abuse. Also, most have assumed that the personality correlates are the same for female patients as for male patients. This study attempts to address these deficiencies. Even after correcting for age and diagnosis, high Mac patients differ from low Mac patients on major scales of the MMPI. The pattern of such differences varies considerably between men and women. Substance abuse treatment implications of these differences are discussed.     

Improving eyewitness recall for licence plates

Two methods for maximizing the completeness and accuracy of eyewitness recall for licence plates were evaluated in this research: (1) asking questions derived from generally accepted principles of memory retrieval enhancement (Geiselman, Fisher, Firstenberg, Hutton, Sullivan, Avetissian and Prosk, 1984; Geiselman, Fisher, MacKinnon and Holland, 1985, 1986) and (2) providing subjects with a licence plate simulation device to view and interchange alphanumeric characters. Undergraduate subjects viewed a series of slides portraying a young man, placing a television set in a car and driving down the street. With a seven-character California plate in Experiment 1 (n = 151), subjects in the condition with the simulation device and cognitive interviewing had a significant 22 per cent increase in correct licence plate recall. The results were replicated in Experiment 2 (n = 108) with an 18 per cent increase in correct information using a six-character plate. Errors appeared to be those letters adjacent in the alphabet to the licence plate letters.     

The cognitive consequences of poverty: A neo-Piagetian study with Zulu children

Samples of impoverished Zulu schoolchildren drawn from three age groups were tested repeatedly on the Figural Intersection Test (FIT), a measure of M-power in Pascual-Leone's theory of constructive operators. Results showed an initial underperformance when compared with Canadian and urban Zulu children. This was attributed to the effects of impoverishment. However, impoverished children did acquire the age-related levels of performance after repeated trials, a result consistent with the concept of M-power in the theory of constructive operators.