Factor validation of the addiction severity index scale structure in persons with concurrent disorders

Confirmatory factor analysis was used to test the scale structure of the Addiction Severity Index (ASI) in a sample of 1,802 substance abusers (43% alcohol dependent) with a concurrent psychiatric disorder (46% with mood disorders). The fit of the original composite score model based on the work of P. L. McGahan, J. A. Griffith, R. Parente, and A. T. McLellan (1990) was compared with the evaluation indices (EIs) developed by A. I. Alterman et al. (1998). The 5-dimensional model based on the EIs was an overall better fit to the data. Internal consistency (Cronbach's alpha) for the EIs ranged from.66 (family domain) to.75 (legal domain). The 5 EIs were moderately correlated (rs =.42-.72) with the interviewer severity ratings from the ASI. Evaluation studies involving concurrent disordered substance abusers should use the EIs as summary measures of change.     

Disrupting feedback processing interferes with rule-based but not information-integration category learning

The effect of a sequentially presented memory scanning task on rule-based and information-integration category learning was investigated. On each trial in the short feedback-processing time condition, memory scanning immediately followed categorization. On each trial in the long feedback-processing time condition, categorization was followed by a 2.5-sec delay and then memory scanning. In the control condition, no memory scanning was required. Rule-based category learning was significantly worse in the short feedback-processing time condition than in the long feedback-processing time condition or control condition, whereas information-integration category learning was equivalent across conditions. In the rule-based condition, a smaller proportion of observers learned the task in the short feedback-processing time condition, and those who learned took longer to reach the performance criterion than did those in the long feedback-processing time or control condition. No differences were observed in the information integration task. These results provide support for a multiple-systems approach to category learning and argue against the validity of single-system approaches.     

Coordination changes in the early stages of learning to cascade juggle

The experiment was setup to examine the coordination changes in assembling the movement form of 3-ball cascade juggling. Eight adult participants learned to juggle over 4 weeks of practice. Juggling scores were recorded at each session and performance was videotaped at eight selected sessions for purposes of movement analysis. Once the basic spatial and temporal constraints on cascade juggling were satisfied, and the figure-8 juggling mode was established, temporal modulations of the relative motions of the hands were emphasized. All participants learned to juggle and the increase over practice in the number of consecutive balls caught was best fit with a power law. The non-proportional rate of performance increment was consistent with the qualitative changes in the form of the hand and ball movement kinematics that occurred over practice.     

A neuropsychiatric developmental model of serial homicidal behavior

Serial sexual homicide has been the object of intensive study from forensic psychiatric, criminological, developmental, and sociological perspectives. In contradistinction to these approaches, neuropsychiatric concepts and methods have received relatively little attention in this area. In this article we adopt a neuropsychiatric developmental perspective and undertake a review of the psychiatric literature on violence and autism spectrum disorders. Our analysis of this literature suggests the presence of an association between autism spectrum psychopathology and serial homicidal behavior. Recommendations for further research to help clarify the nature of this association are briefly discussed.     

Refinements in the Rorschach Ego Impairment Index incorporating the human representational variable

The Ego Impairment Index (EII; Perry & Viglione, 1991) is a composite measure of psychological impairment and thought disturbance developed from the empirical and theoretical literature on the Rorschach. In this article, we summarize reliability and validity data regarding the EII. Our major goal was to present the rationale and empirical basis for recent refinements in the EII. Among the subcomponents of the original EII was the Human Experience variable (HEV), which has recently been revised and replaced with the Human Representational variable (HRV; Viglione, Perry, Jansak, Meyer, & Exner, 2003). In this study, we replaced the HEV with the HRV to create the EII-2. This was accomplished by recalculating the factor coefficients with a sample of 363 Rorschach protocols. We present additional validity data for the new EII-2. Research recommendations and interpretive guidelines are also presented.     

Effects of alternative reinforcement on human behavior: the source does matter

Competing theories regarding the effects of delivering periodic response-independent reinforcement (more accurately, response-independent points exchanged for money) on a baseline rate of behavior were evaluated in human subjects. Contiguity theory holds that these events decrease target responding because incompatible behavior is adventitiously strengthened when the point deliveries follow target behavior closely in time. Matching theory holds that response-independent points, like any other alternative reinforcer, should reduce target responding. On this view, temporal contiguity between target responding and response-independent point delivery is unimportant. In our experiment, four different responses (moving a joystick in four different directions) were reinforced with points exchangeable for money according to four independent variable-interval schedules. Different schedules of point delivery were then superimposed on these baselines. When all superimposed point deliveries occurred immediately after one of the four responses (the target response), time allocated to target responding increased. When the superimposed point deliveries could be delivered at any time, time allocated to target responding declined and other behavior increased. When superimposed points could never immediately follow target responses, time allocated to target responding decreased further and other behavior or pausing predominated. The findings underscore the contribution of temporal contiguity in the effects of response-independent deliveries of food, money, points, etc.     

The Mpowerment Project: community-building with young gay and bisexual men to prevent HIV1

The Mpowerment Project is a community-level HIV prevention intervention for young gay and bisexual men ages 18–27. The program seeks to build a strong, supportive young gay and bisexual men's community where young gay and bisexual men nurture and protect each other, particularly with regard to HIV prevention. The program's theoretical framework draws from the areas of diffusion of innovations, community organizing, peer influence, and personal empowerment. The Mpowerment Project promotes a norm for safer sex through a variety of social, outreach and small group activities. The project is run by a Core Group of 12–15 young gay and bisexual men who, with volunteers, design and carry out all project activities. Implemented in 4 communities (Eugene, OR; Santa Barbara, CA; Albuquerque, NM; Austin, TX), the Mpowerment Project has proven to be effective in reducing high risk sex. This paper discusses the development and implementation of the program and various challenges encountered.     

Is temporal spacing of tests helpful even when it inflates error rates?

The occurrence of errors is often thought to impede associative learning. This was tested in 2 studies, each of which involved 2 sessions. In Session 1, subjects learned foreign vocabulary (Experiment 1) or obscure English words (Experiment 2) and received 2 tests (each with corrective feedback) separated by a variable lag. Greater lags drastically reduced performance on the 2nd test. However, they dramatically improved performance in a Session-2 test given 1 day (Experiment 1) or 1 week later (Experiment 2). This pattern held even for items that elicited errors on the 1st test of Day 1. Evidently, the benefit of spacing overwhelms any possible harmful effect of producing errors. The results have clear and nonobvious implications for computer-aided instruction.