Idiographic outcome analyses of the clinical significance of two interventions for patients with musculoskeletal pain

This study adopted a perspective of the individual to define domains of everyday life for the analysis of clinically meaningful change. The purpose was to compare the clinical significance of two interventions for patients with musculoskeletal pain, applying an idiographic outcome measure, The Patient Goal Priority Questionnaire, in combination with the Jacobson and Truax methodology [(1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 67 (3), 300-307] for determination of clinical significance. The concurrent validity of the outcome variables behavioral performance, satisfaction with behavioral performance, and fulfilled pre-treatment expectations was also studied. Eighty-two patients, randomized to either individually tailored behavioral medicine treatment (experimental group) or physical exercise therapy (control group) were evaluated at baseline and 3 months post-treatment regarding behavioral treatment goals. The experimental intervention had high impact on participants' performance of their highest ranked everyday life activities, and resulted in larger proportions of clinically significant outcomes compared with controls. The concurrent validity of the outcomes was high for those reporting clinically significant changes, but more generally, there was a moderate agreement across outcome categories. The individual should be the unit for analyses of clinical significance to enhance the ecological validity of the construct. Further development of idiographic outcome measures is necessary, as is the inclusion in pain intervention research.     

Numerical order and quantity processing in number comparison

We investigated processing of numerical order information and its relation to mechanisms of numerical quantity processing. In two experiments, performance on a quantity-comparison task (e.g. 2 5; which is larger?) was compared with performance on a relative-order judgment task (e.g. 2 5; ascending or descending order?). The comparison task consistently produced the standard distance effect (faster judgments for far relative to close number pairs), but the distance effect was smaller for ascending (e.g. 2 5) compared to descending pairs (e.g. 5 2). The order task produced a pair-order effect (faster judgments for ascending pairs) and a reverse distance effect for consecutive pairs in ascending order. The reverse effect implies an order-specific process, such as serial search or direct recognition of order for successive numbers. Thus, numerical quantity and order judgments recruited different cognitive mechanisms. Nonetheless, the reduced distance effect for ascending pairs in the quantity task implies involvement of order-related processes in magnitude comparison. Accordingly, distance effects in the quantity-comparison task are not necessarily a process-pure measure of magnitude representation.     

Sex differences in math performance: The role of children's approach to schoolwork

This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests.     

Effects of mothers' perceptions of children's competence: the moderating role of mothers' theories of competence

There is much evidence that parents' perceptions of children's competence affect the development of children's academic functioning. In the current research, the possibility that this is moderated by parents' theories about the stability of competence was examined. In a 2-wave, 1-year study of 126 children (9 to 12 years old) and their mothers, children's academic functioning (i.e., grades, perceptions of competence, attributions for performance, and mastery orientation) and affective functioning (i.e., self-esteem and depressive symptoms) were examined. Among mothers with relatively high entity theories, their perceptions acted as self-fulfilling prophecies foreshadowing children's academic and affective functioning over time. However, among mothers with relatively low entity theories, mothers' perceptions did not predict children's academic and affective functioning.     

Caffeine as a performance-enhancing drug in rats: sex, dose, housing, and task considerations

Past animal studies of the performance-enhancing properties of stimulant drugs, such as caffeine, may have suffered from a number of procedural and ethical problems. For example. the housing condition of the animals was often not taken into consideration. As well, endurance tests, such as the forced swim task, sometimes involved ethically (and procedurally) questionable interference with natural swimming behaviour. Some of the manipulations, such as attaching a weight to the swimming animal's tail to increase the difficulty of the task and using mortality as a dependent variable, seem grotesque, even unnecessary. In this experiment, the performance-enhancing effects of caffeine in a modified forced swim task and a dominance task were evaluated using male and female rats as subjects (N=60), housed in either enriched or isolated environments. Analysis indicated that rats respond to caffeine as an interactive function of sex, housing, dose, and task characteristics. It was concluded that performance-enhancing properties of stimulant drugs may be the result of a complex interplay of variables, making simple generalizations questionable.     

Verb reading in developmental language impairment

This research addresses the issues of frequency and regularity in verb reading and their importance for the organization of the mental lexicon in DLI francophones. A reading task probes response latencies and response accuracy for DLI and control participants on frequent and infrequent inflected forms of verbs. DLI participants are slower at reading verbs even if their mean accuracy rates are higher than controls'. Results also indicate that the type of suffix on the verb affects controls and DLI participants differently in their accuracy rates: DLI participants exhibit higher error rates on less frequent inflections, while controls do not. Finally, unusual patterns are found for DLI participants on regular versus irregular verbs: regular verbs are slower to be read by DLI participants. These results are compared to findings from a previous simple lexical decision study. They are interpreted as indicating that DLI word reading patterns are qualitatively different from those evidenced by controls.     

Connecting terror management and dissonance theory: Evidence that mortality salience increases the preference for supporting information after decisions

From the perspective of terror management theory, reminders of mortality should intensify the desire to pursue cognitive consistency. The authors investigated this notion with regard to dissonance theory starting from the finding of research on "selective exposure to information" that after having made a decision, people prefer consonant over dissonant information. The authors found that following mortality salience, people indeed showed an increased preference for information that supported their decision compared to information conflicting with it. However, this only occurred with regard to a worldview-relevant decision case. For a fictitious decision scenario, mortality salience did not affect information seeking. Practical and theoretical implications are discussed.     

I like her, because I like myself: self-evaluation as a source of interpersonal attitudes

Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.