“Think Aloud”: A program for developing self-control in young aggressive boys

Think Aloud was designed as a training program to improve self-control in 6- to 8-year-old boys. It involved modeling and verbalization of cognitive activity to foster use of verbal mediation skills in dealing with both cognitive and interpersonal problems. It was hypothesized that this training would lead to improvement in test performance and teacher ratings of classroom behavior in hyperaggressive boys. Twelve aggressive second grade boys participated in daily, 30-minute, individual sessions for 6 weeks. Normal and aggressive control subjects received no intervention. Teachers rated both trained and untrained aggressive boys as improving in aggressive behaviors but they rated the experimental group as showing improvement on a significantly larger number of prosocial behaviors. The pattern of performance on cognitive tests also changed significantly in the experimental group. On pretest, their pattern differed from normals and resembled the aggressive control group, while on posttest their pattern resembled normals and differed from aggressive controls. Suggestions were made concerning additional refinements needed in the program, but overall results indicated potential value in the present approach for providing assistance to aggressive boys in the early grades.This investigation, from the Departments of Pediatrics and Psychiatry, University of Colorado Medical School, was supported in part by a Research Scientist Award No. MK2-47 356 from the National Institute of Mental Health and by Grant No. NEG 003-0029 from the National Institute of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the NIE, and no official endorsement by the National Institute of Education should be inferred.We are grateful to Mary Ann Bash and Margaret Simmons for their assistance in carrying out the program and to the Denver Public Schools for their continued cooperation.     

BELIEFS ABOUT THE CONSEQUENCES OF MATERNAL EMPLOYMENT FOR CHILDREN

A 24-item scale was developed to measure Beliefs about the Consequences of Maternal Employment for Children (BACMEC), including beliefs about both benefits (13 items) and costs (11 items). Studies of five samples ( n = 375) demonstrate that the total BACMEC scale and its subscales are highly reliable and have good convergent, divergent, and con-current validity. Scores on the Costs Subscale predicted greater sex-role traditionalism, women's employment status (not employed), and an older age of child at which mother's employment was deemed acceptable. Benefits scores predicted women's employment status (employed) and work hours (longer), younger age of child when maternal work is accept-able, and greater support for policies to aid working parents. The scales were not susceptible to a social desirability bias. Suggestions are provided for the use of the BACMEC scale in future research concerning employment and families.     

FIELD REPLICATION OF CLASSWIDE PEER TUTORING

We conducted a large-scale field replication study of classwide peer tutoring applied to spelling instruction (Greenwood, Delquadri, & Hall, 1984). Two hundred and eleven inner-city students in four schools participated during their first- and second-grade school years. The effects of classwide peer tutoring were compared to teacher instructional procedures and pretest probes using a group replication design (Barlow, Hayes, & Nelson, 1984). Analysis of group and individual results indicated that (a) both teacher instructional procedures and classwide peer tutoring were effective in increasing spelling performance above pretest levels, (b) peer tutoring produced statistically greater gains relative to the teachers' procedures for both low and high student groups formed on pretest levels, (c) these outcomes were representative of groups, classes, individuals, and years during the project, and (d) participant satisfaction with the program was generally high. A separate analysis of the social importance of treatment outcome revealed differential findings for low and high groups related to pretest levels. Implications of these findings are discussed.     

Multiple processes in prospective memory retrieval: factors determining monitoring versus spontaneous retrieval

Theoretically, prospective memory retrieval can be accomplished either by controlled monitoring of the environment for a target event or by a more reflexive process that spontaneously responds to the presence of a target event. These views were evaluated in Experiments 1-4 by examining whether performing a prospective memory task produced costs on the speed of performing the ongoing task. In Experiment 5, the authors directly tested for the existence of spontaneous retrieval. The results supported the multiprocess theory (M. A. McDaniel & G. O. Einstein, 2000) predictions that (a) spontaneous retrieval can occur and can support good prospective memory and (b) depending on task demands and individual differences, people rely to different degrees on monitoring versus spontaneous retrieval for prospective remembering.     

Prospective memory: When reminders fail

A frequent assumption in the area of prospective memory is that a reminder to do an activity in the future improves the likelihood of doing the activity. The results of four experiments indicated, however, that the most general version of this assumption is incorrect. Subjects were either reminded of a prospective memory task several times during a retention interval or not reminded of the prospective memory task. The most effective reminders referred both to the prospective memory target events and to the intended activity. Reminders that referred only to the target events did not improve prospective memory (relative to a no-reminder control). Reminders that referred only to the intended activity did improve prospective memory, but not to the level of reminders that referred both to the target events and to the intended activity. Instructions to imagine oneself performing the prospective memory task did not further improve prospective memory. Neither the delay between the prospective memory instructions and the prospective memory cover task nor the delay between a reminder and a prospective memory target event significantly influenced performance. The results, which are discussed in terms of theoretical and practical implications, support a new theory of prospective memory and suggest surprising conditions under which reminders fail to benefit prospective memory.     

Evidence for the automatic evaluation of self-generated actions

The accuracy of simple actions is swiftly determined through specific monitoring brain systems. However, it remains unclear whether this evaluation is accompanied by a rapid and compatible emotional appraisal of the action that allows to mark incorrect actions as negative/bad and conversely correct actions as positive/good. In this study, we used a new method to decode the affective value of simple actions generated by participants during a standard Go/noGo task. Immediately after each Go/noGo action, participants responded to the valence of either a positive or a negative word. Results showed that False Alarms performed during the Go/noGo task led to a faster evaluative categorization of negative words relative to positive words. This action-word evaluative priming effect occurred when the interval between these two events was set to either 300 or 600ms, but not 1000ms. Finally, higher levels of trait anxiety were associated with a reduction of the evaluative priming effect. Our results suggest that simple actions are rapidly evaluated as positive or negative depending on the automatic monitoring of their perceived accuracy.     

On the Relationships Between Jeffreys Modal and Weighted Likelihood Estimation of Ability Under Logistic IRT Models

This paper focuses on two estimators of ability with logistic item response theory models: the Bayesian modal (BM) estimator and the weighted likelihood (WL) estimator. For the BM estimator, Jeffreys’ prior distribution is considered, and the corresponding estimator is referred to as the Jeffreys modal (JM) estimator. It is established that under the three-parameter logistic model, the JM estimator returns larger estimates than the WL estimator. Several implications of this result are outlined.     

Gestalt compositionality and instruction-based meaning construction

We would like to propose a new model of meaning construction based on language comprehension considered as a dynamic process during which the meaning of each linguistic unit and the global meaning of the sentence are determined simultaneously. This model, which may be called “gestalt compositionality,” is radically opposed to the classic compositional mechanism advocated by linguistic formalism based on the primacy of syntax. The process considers the syntactic structure of an utterance as the product of meaning construction rather than its source. The comprehension of an utterance is consequently directly based on the interaction between the different basic components of this utterance: lexical units, grammatical markers, positional relations between units, and more generally, basic “constructions” in the sense of Construction Grammar. Thus, meaning is really the result of a gestalt compositional process insomuch as the contribution of each basic component depends on the contribution of the other components present in the utterance. We show a first attempt at modeling from French and English examples.     

Anxiety not only increases,but also alters early error-monitoring functions

Anxiety has profound influences on a wide range of cognitive processes, including action monitoring. Eventrelated brain potential (ERP) studies have shown that anxiety can boost early error detection mechanisms, as reflected by an enhanced error-related negativity (ERN) following errors in high-anxious, as compared with low-anxious, participants. This observation is consistent with the assumption of a gain control mechanism exerted by anxiety onto error-related brain responses within the dorsal anterior cingulate cortex (ACC). However, whether anxiety simply enhances or, rather, alters early error detection mechanisms remains unsolved. In this study, we compared the performance of low-versus high-trait-anxious participants during a go/no-go task while high-density EEG was recorded. The two groups showed comparable behavioral performance, although levels of state anxiety increased following the task for high-anxious participants only. ERP results confirmed that the ERN/Ne to errors was enhanced for high-anxious, relative to low-anxious, participants. However, complementary topographic analyses revealed that the scalp map of the ERN/Ne was not identical between the two groups, suggesting that anxiety did not merely increase early error detection mechanisms, but also led to a qualitative change in the early appraisal of errors. Inverse solution results confirmed a shift within the ACC for the localization of neural generators underlying the ERN/Ne scalp map in high-anxious participants, corroborating the assumption of an early effect of anxiety on early error-monitoring functions. These results shed new light on the dynamic interplay between anxiety and error-monitoring functions in the human brain.