The effects of generation on item and order retention in immediate and delayed recall

Recent research has shown that generating words from fragments, relative to simply reading them, inhibits processing of order information. Nairne, Riegler, and Serra (1991) showed that this reduction in processing of order information leads to deficits in recall performance. In three experiments, we generally replicate Nairne et al.'s results and demonstrate that the deficit in recall for the generated items is dependent on the easy distractor task and the relatively short (30-sec) retention interval they used. When a difficult distractor task was used, generating produced a deficit in amount of order information processed, but actually facilitated recall when recall was delayed 80 sec. The results are consistent with the hypothesisthat generating words inhibits order processing, but they do not support the contention that the reduction in order pro~ cessing isresponsible for the deficit in recall that is sometimes observed for the generated items.     

The impact of synthesis teaching and parent training with mothers of conduct-disordered children

A procedure to enhance the impact of parent training with multistressed mother — child dyads was explored with 29 clinic-referred dyads. The procedure, called synthesis teaching, was provided for one randomly selected group of dyads, while the other group was engaged in problem discussions about their children. Both groups received parent training as the principal intervention for the mothers' conduct-disordered children. Results showed that these interventions had no effects on dyads in the clinic setting, but had a progressively more significant effect at home for the synthesis teaching group. That is, mothers in this group showed reductions in their indiscriminate parenting and their children demonstrated behavioral improvements. In contrast, mothers in the control group did not change their behavior and their children did not demonstrate observed behavioral changes. Interpretations of the results center on how synthesis teaching might have produced these effects.The research data reported in this paper were generated by support from grant R01-1068-58 from the National Institute of Mental Health, Crime and Delinquency Section.     

Perceived Contraceptive Attributes and Method Choice1

This research investigated the relationship of perceived contraceptive attributes to contraceptive choice. More specifically, the study a) examined what attributes women perceive as important in their choice of a contraceptive method; b) compared women who use the vaginal sponge with women who use oral contraceptives or the diaphragm on perceived importance of attributes; and c) compared sponge users with pill users and diaphragm users on perceived characteristics of three contraceptive methods. Data were collected in telephone interviews from a national sample of 330 current sponge users and 330 women who use other forms of female contraception. Those attributes that were rated highest concerned effectiveness and safety, whereas those that were rated lowest focused on convenience of use and interference with sexual activity. Women differed somewhat by user status on the attributes they believe are important in contraceptive choice, with each group emphasizing those attributes characterizing their own method. Moreover. each user group perceived their own method more favorably than did users of other methods. Perceptions of specific contraceptive methods. particularly the sponge. were more predictive of user status than were general importance ratings.     

Expectations and high school change: Teacher-researcher collaboration to prevent school failure

Describes the multilevel outcomes of a collaborative preventive intervention for ninth-graders at risk for school failure using qualitative and quasi-experimental methods. Teachers, administrators, and researchers implemented innovative practices communicating positive expectations for low-achieving adolescents in their transition to high school. Changes were made in the practices of curriculum, grouping, evaluation, motivation, student responsibility, and relationships (in the classroom, with parents, and in the school). Both implementation and evaluation evolved as a function of collaboration. Change was promising but not uniform. Project teachers became more positive about students and colleagues, expanded their roles, and changed school tracking policies. The 158 project students, in contrast to the 154 comparison students showed improved grades and disciplinary referrals post-intervention and increased retention in school 1 year later, but their absences rose and improved performance was not maintained. The implications of this analysis for school-based interventions and its evaluation are discussed.     

Employee pregnancy: The impact on organizations,pregnant employees and co-workers

Perceptions of current and appropriate practices, and behavioral intentions regarding the treatment of pregnant employees were examined utilizing the Pregnancy in the Workplace questionnaire. Subjects believed employing organizations should provide more supportive maternity leave policies and should seek to minimize negative career impacts (e.g., reduced promotional opportunities) on pregnant employees. However, subjects also felt employers were too generous in making workload reductions for pregnant employees. While subjects believed more should be done to assist pregnant employees, they were unwilling to agree to support such actions with their personal behaviors. Opinions varied as a function of sex, age, and nationality of the respondent, as well as supervisory experience with a pregnant employee. Women, younger employees, non-U.S. citizens, and those without experience supervising a pregnant employee were significantly more supportive of pregnant employees, and indicated greater support for legislation to assist pregnant employees.     

AX murderers,dragons, spiders and webs: Therapeutic metaphors in couple therapy

Using metaphors in psychotherapy is not a new practice. Metaphor has long occupied the interests of theorists and practitioners of psychoanalysis. Recently, influenced by the work of Erikson, metaphors have been utilized by non-analytic therapists. This paper explores the historical background of metaphors, examines the components of metaphors, explores metaphors and the social construction of reality, and presents a discussion of the use of metaphor in couple therapy.     

Intellectual,academic, and adaptive functioning of Tourette syndrome children with and without attention deficit disorder

The intellectual, academic, and adaptive strengths and weaknesses of 30, medication-free children (M = 10.5 years) with Tourette syndrome (TS) were assessed with a battery of standardized psychoeducational measures and the Vineland Adaptive Behavior Scales. Results indicated significant relative weaknesses in mental and written arithmetic, and relative strengths in reading achievement and abstract, logical thinking. Socialization skills emerged as a significant weakness in adaptive functioning. Comparisons between TS children with attention deficit disorder with hyperactivity (ADD-H) (n = 19) weakness in both groups in all areas assessed, but significantly lower performance IQs in TS subjects with ADD-H. These findings are discussed in relation to future research with TS children.     

Rhyme recognition and phonemic perception in young children

A forced-choice rhyme recognition test was used to assess the ability of 4-,5-, and 6-year-old children to recognize rhymes. The number and position of phonemes shared by the rhyming and nonrhyming response choices were systematically varied. Although there were age differences, the performance levels were quite high for all age groups, including the 4-year-olds. For all age groups, formal similarity of the stimulus word and nonrhyming choice proved to be a major factor determining the difficulty of rhyming items. The results were discussed in terms of potential implications for improving reading readiness.This paper is based on an M.A. thesis conducted by the first author under the direction of the second author. Funds for the purchase of computer time were made available by the Graduate College, University of Iowa.     

DEVELOPMENT OF SPONTANEOUS MANDING IN LANGUAGE DEFICIENT CHILDREN

Six institutionalized children, aged 7–11, with little or no spontaneous vocal manding, were trained to request food items under appropriate natural conditions when snacks were presented. “I want a” was appropriate when an adult presented food in the playroom. “Out” was appropriate when the items were displayed in the hallway, across a half-door barrier from the child. A sequence of steps was trained, through increasingly naturalistic setting and cuing conditions. The two mands were trained in sequence, not concurrently. To encourage “spontaneous” productions, no vocal cuing was provided by the adult. After criterion performance in each step, several probe sessions were conducted for various cuing conditions, adults, and settings. Probes after imitation training showed no spontaneous manding. Thus, failure of manding was not due to production difficulties. In probes after training for “approximately” natural cues, most children showed little transfer to the natural cues. This implies that training for the specific appropriate cues may often be required. However, good transfer generally occurred across persons, and from training room to playroom. Probes also showed that most children did not use one of the trained mands in the stimulus conditions that were appropriate for the other mand. Thus, adding a second mand did not generally disrupt use of the first. However, significant disruption occurred for two children. Finally, at the end of training, extinction training was given for one mand in one setting. Performance of the other mand was litle affected. In sum, the appropriate form of a mand depends on specific stimulus and setting characteristics, and these characteristics must be considered in training.