Race Differences on a Reading Comprehension Test With and Without Passages

Previous research has found that test takers can score above chance level on reading comprehension tests even when the passages are omitted. The present research investigated whether the effect would vary as a function of race. In Study 1, 386 participants completed a reading test with the passages omitted. General mental ability and race were significantly correlated with test performance. In Study 2, 827 job applicants completed the test as part of an entry-level selection battery. Eliminating items for which large race differences existed in Study 1 had no real effect on the size of the Black-White mean difference.     

THE MUTUAL ENRICHMENT OF BASIC AND APPLIED RESEARCH IN PSYCHOLOGICAL SCIENCE AND PRACTICE

Abstract— Dealing with the problems of substance abuse requires both an appreciation of clinical reality and an understanding of basic psychosocial principles. Each of the conference presentations of theory and research most of them nonapplied in nature, created a welcome and rare occasion for experimental and clinical psychologists (and hybrids) to reflect together on the applied implications of some basic research and on the research implications of some applied professional activities. Among the issues found especially noteworthy by this discussant. Here the following the return of cognition and rational decision making as legitimate and critical foci in behavior therapy, the role of exposure to aversive events in reducing their fearsomeness, the advantages of not working doggedly to achieve goals that are better approached with a nonachievement attitude the possibility that the difficulty in altering pathological behavior derives from the properties of human language, appreciation of individual differences in psychotherapy outcome research, the importance of considering the meaning that therapeutic ministrations can have for certain patients, and the need to reexamine the utility of patients expressing their concerns.     

Ipsative and Normative Scales in Adjectival Measurement of Personality: Problems of Bias and Discrepancy

887 respondents completed ipsative and normative versions of the PAL-TOPAS personality questionnaire. Data were analysed to test for (1) systematic bias in scores associated with the two response formats and (2) predictors of the magnitude of the discrepancy in the individual's ipsative and normative scores. Discrepancy was assessed for both item responses and scale scores. Sources of biases investigated included ipsative scaling artifact, extremeness of scores on the normative scales and response variability. Results showed that systematic bias in scale scores and magnitude of discrepancy were predicted by different factors. One source of systematic bias was associated with ipsative scaling artifact: the ipsative scales measure both the scale itself and rejection of other alternatives. A second source of systematic bias was acquiescence in response to normative items. A confirmatory factor analysis showed that a good but imperfect fit to the data may be obtained by constructing a structural model of the inter-relationship between normative and ipsative scores which accommodates both sources of bias. The strongest influence on discrepancy in scale scores was extremeness of normative scoring, associated with a bias towards either general acceptance or rejection of trait adjectives. It is concluded that both normative and ipsative response formats have limitations, and it may often be desirable to assess both.     

LONG-TERM FOLLOW-UP OF ECHOLALIA AND QUESTION ANSWERING

A long-term follow-up of echolalia and correct question answering was conducted for 6 subjects from three previously published studies. The follow-up periods ranged from 26 to 57 months. In a training site follow-up, subjects were exposed to baseline/posttraining conditions in which the original trainer and/or a novel person(s) presented trained and untrained questions. Four subjects displayed echolalia below baseline levels, and another did so in some assessments. Overall, echolalia was lower than in baseline in 80.6% of the follow-ups. Five subjects displayed correct responding above baseline levels. No clear differences were noted in correct responding or echolalia between the trainer and novel-person presentations or between trained and untrained questions. In a follow-up in a natural environment conducted by a novel person, lower than baseline levels of echolalia were displayed by 3 subjects; 2 subjects displayed lower than baseline levels in some assessments. Two subjects consistently displayed correct responding above baseline, and 3 did so occasionally. Issues related to the study of maintenance are discussed.     

Semantic Holism is seriously false

Semantic Holism is the claim that any semantic path from inferential semantics (the indeterminate semantics forced by the classical inference rules of PC) reaches all the way to classical semantics if it is even one step long. In our joint paper Semantic Holism, Belnap and I showed that some such semantic paths are two steps long, but we left open a number of questions about the lengths of semantic paths. Here I answer the most important of these questions by showing that there are infinitely long semantic paths that begin at inferential semantics but that do not even reach classical semantics. I do this by showing how to construct such an infinite semantic path from the members of the family of (n–1)-out-of-n-disjunction connectives.     

Comorbidity of ADHD and reading disability among clinic-referred children

Of a consecutive series of 115 boys diagnosed in a university outpatient clinic as ADHD, 39% also demonstrated a specific reading disability. Pure ADHD patients were compared with mixed ADHD + RD and normal controls on a battery of cognitive and attentional measures. The aim was to determine whether a distinct pattern of deficits would distinguish the groups. Both ADHD subgroups performed significantly worse than controls on measures of sequential memory and attentional tasks involving impulse control andplanful organization. Only ADHD+RD boys differed from controls on measures or rapid word naming and vocabulary. The reuslts are discussed within the framework of an automatic versus effortful information-processing model.     

Toward a value diffusion theory of depression

Unlike psychoanalytic theory, which claims that loss of a valued relationship, role, or goal trigers a trauma of infancy or childhood involving separation from the mother, value diffusion theory describes the relationship between loss and depression differently: First, loss precipitates a destabilization of values (specifically, “continuity” and “discontinuity” values) that form a part of the character of an individual; second, if the destabilization persists and is of sufficient severity, value diffusion, a state in which the individual actually experiences a loss of identity or self, occurs, which often produces a state of depression. The author draws attention to a direct relationship between concepts underlying a value diffusion theory and psychoanalytic theory of depression. Psychoanalytic theorists have noted the special significance of two kinds of loss producing depression: (1) a loss of relationships, and (2) a loss of achievements. In value diffusion theory, the first of these corresponds to one of a set of values to which the author has given the name “continuity” values in prior publications, and the second to one of a set of values given the name “discontinuity”. A case study is presented of an elderly depressed woman to illustrate certain aspects of value diffusion theory, and to contrast it with psychoanalytic and learned helplessness theory as causal explanations of depression.     

The Vocational Exploration Group and minority youth: An experimental outcome study

This study was designed to investigate experimentally the effectiveness of the Vocational Exploration Group in assisting students to become more aware of the world of work and its relevance for them. Sixty male, Mexican-American, junior high students were randomly assigned to one of three groups: (1) Vocational Exploration Group, (2) VEG without interaction, or (3) Control. Upon completion of treatments subjects were post-tested with an instrument designed to assess knowledge of factors such as differing functions of jobs, interests and skills needed in different jobs and satisfactions available from work. Analyses revealed no statistically significant differences (a = .05) among groups.