A human sound transducer/reproducer: Temporal capabilities of a profoundly echolalic child

Stimulus-echo latencies of a blind, severely echolalic child were measured to assess the capabilities of spontaneous transduction/reproduction of a verbal signal. Mean offset-to-onset latencies of 270 msec and onset-to-onset latencies of 792 msec are comparable to laboratory reaction times for syllable imitation. Results are considered within the theoretical context of physiological speech, i.e., externalized exposure of a psittacine level of verbal processing divorced from semantic, syntactic, lexical and, quite probably, phonological interference.     

Theoretical Orientations of New Zealand Psychologists: An International Comparison

Registered practicing psychologists in New Zealand (n = 221) were surveyed concerning their predominant theoretical orientation. Results were compared with findings obtained among Australian psychologists by Byrne and Reinhart (1990), British psychologists by Garrett and Davis (1995), and North American psychologists by Norcross, Karg, and Prochaska (1997a). The results showed that while New Zealand psychologists use cognitive approaches more often than both British and North American psychologists, they use behavioral and psychodynamic approaches less often. Overall, it was found that the eclectic approach is the most popular theoretical orientation obtained in surveys of Australian, New Zealand, and North American psychologists, in that no group subscribed exclusively to a single theoretical orientation.     

A simplified technique for conditioning respiratory mouth movements in fish

This report describes a simple technique and restraining device for investigating classically conditioned inhibition of respiration in the fish. The restraining device is seen as having wide applicability for investigations which necessitate the immobilization of the S.     

Work planning and performance review as a basis for merit pay decisions: An evaluation

The Work Planning and Performance Review (WPPR) System, developed in a midwestern state as a basis for pay-for-performance decisions in the state government, is described. The WPPR's job relevance was evaluated in one state agency by comparing WPPR scores with scores on a behavioral checklist developed for that purpose. Supervisor and subordinate perceptions of the relevance of the two systems are described. Comparison and perception data indicate the WPPR lacks content validity. Probable impact on the merit pay system is discussed.     

PARENT EDUCATION PROJECT III: INCREASING AFFECTION AND RESPONSIVITY IN DEVELOPMENTALLY HANDICAPPED MOTHERS: COMPONENT ANALYSIS,GENERALIZATION, AND EFFECTS ON CHILD LANGUAGE

We evaluated the effects of a parent training program consisting of verbal instruction, modeling, and feedback on the affection and responsivity of 3 developmentally handicapped mothers towards their children. The results indicated the following: First, the training package increased maternal physical affection, praise, and imitation of child vocalizations. These parenting skills increased to levels found in comparison groups of nonhandicapped mothers. Second, the training package was more effective than verbal instruction alone, the latter being the predominant method presently used by social service workers. Third, most maternal gains were maintained over a 3- to 18-month follow-up period, although one mother required a reinforced maintenance procedure. Fourth, instructing mothers to generalize served to increase the generalization of newly acquired skills from play times (the training context) to child-care tasks (e.g., diapering, feeding). Fifth, teaching the parents to imitate child vocalizations was related to gains in both the frequency and quality of verbal behavior of the two language delayed children as measured by standardized developmental tests and in vivo comparisons with age-matched children (who had nonhandicapped parents). These results show that behavioral instruction can improve important child-rearing skills of developmentally handicapped mothers, with corresponding benefits to their children.     

How Social Norms Promote Misleading Social Feedback and Inaccurate Self‐Assessment

Self‐assessments are often prone to error. Past research has identified cognitive and motivational biases that lead self‐assessments astray. In the present paper, we discuss how behavior shaped by social norms leaves the negative information that people require for accurate self‐assessments invisible. First, social norms lead people to suppress critical feedback in favor of more positive evaluations. Although people recognize that they prefer to provide positive feedback to others, they fail to consider that they might be the recipient of incomplete feedback. As a result, they are left with overconfident self‐impressions. Second, social norms lead people to hide their own negative emotional experiences from others. Again, people are aware that this positivity norm influences their own behavior but do not apply this knowledge to their understanding of others. As a result, people regard their own negative emotions as more socially aberrant than is actually the case.     

An Introduction to Issues of Gender in Stalking Research

Stalking research has increased substantially in the past 20?years. This special issue is intended to contribute to this literature by using gender as a focus point in 1) applying new theoretical perspectives that incorporate the role of gender to the study of stalking perpetration (Davis et al. 2010; Duntley and Buss 2010), 2) addressing divergent findings regarding gender in experiences of victims (Sheridan and Lyndon 2010) and perpetrators (Thompson et al. 2010), and 3) furthering the study of how gender influences perceptions of stalking (Cass and Rosay 2011; Dunlap et al. 2011; Sinclair 2010; Yanowitz and Yanowitz 2010). To place this special issue in context of the current state of knowledge on gender and stalking, we review the state of the existing research as it relates to the domains covered by articles present in this issue.     

Using the theory of planned behavior to examine residential substance abuse workers intention to use evidence-based practices

There is considerable discrepancy between what is considered evidence-based practice (EBP) and what is actually delivered in substance abuse treatment settings. The Theory of Planned Behavior (TpB) is a well-established model that may assist in better understanding clinician's intentions to use EBPs. A total of 106 residential substance abuse workers employed by The Salvation Army participated in the current study. The workers completed an anonymous survey that assessed attitudes toward EBP and examined the constructs within the TpB. A linear regression analysis was used to predict clinicians' intentions to use EBPs. Overall, the model accounted for 41% of the variance in intentions, with attitudes, subjective norms, and perceived behavioral control all significant predictors. The discussion highlights the potential for social reinforcement in the workplace to promote the implementation of EBPs. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

A Threshold Task to Determine Help-Seeking for Deliberate Self-Injury: a Proof of Concept Study

Journal of Psychopathology and Behavioral Assessment - Those engaging in deliberate self-injury have low rates of help-seeking (HS) behaviour. There is a lack of a consolidated theory of HS and...