Discrimination between hopes and expectancies for nonvolitional outcomes: psychological phenomenon or artifact?

Despite the large literature concerning the impact of hope and expectancy on various outcomes (e.g., nonvolitional), less is known about the constructs of hope and expectancy themselves. In a recent study, Montgomery et al. (2003) demonstrated that hopes and expectancies are separate but related constructs; however, because both hopes and expectancies were measured within the same context, it is possible that these findings were simply a methodological artifact. Furthermore, it is unknown whether these data would generalize to other populations. Taking into account the importance of this distinction for both the expectancy and hope literatures, the present study sought to: (1) Determine if the distinction between hope and expectancy is a general and reliable phenomenon by using a culturally different sample (i.e., Romanian sample); and (2) Examine the robustness of this distinction by controlling for the context effect. One hundred-twenty five volunteers completed items in regard to 10 nonvolitional outcome scenarios in one of five measurement contexts. The results revealed that hope and expectancy were distinct constructs (p<0.0001), and that this distinction is both general and robust across contexts. Implications for theory and research are discussed.     

Contemplative Pedagogy: Frequently Asked Questions

Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy.     

Updating the trainability tests literature on Black-White subgroup differences and reconsidering criterion-related validity

A number of applied psychologists have suggested that trainability test Black–White ethnic group differences are low or relatively low (e.g., Siegel & Bergman, 1975), though data are scarce. Likewise, there are relatively few estimates of criterion-related validity for trainability tests predicting job performance (cf. Robertson & Downs, 1989). We review and clarify the existing (and limited) literature on Black–White group differences on trainability tests, provide new trainability test data from a recent video-based trainability exam, and present archival data about how trainability test scores relate to cognitive ability, Black–White differences, and job performance. Consistent with hypotheses, our results suggest large correlations of trainability tests with cognitive ability (e.g., .80) and larger standardized ethnic group differences than previously thought (ds of 0.86, 1.10, and 1.21 for 3 samples). Results also suggest that trainability tests have higher validity than previously thought. Overall, our analysis provides a substantial amount of data to update our understanding of the use of trainability tests in personnel selection.     

The therapeutic alliance in adolescent substance abuse treatment: a one-with-many analysis

Studies of the therapeutic alliance typically use a one-with-many (OWM) design in which each therapist (the one) treats multiple clients (the many). This study used Kenny, Kashy, and Cook's (2006) OWM method to examine the composition of the therapeutic alliance and to analyze the association between alliance and outcome in a sample of 398 adolescents treated for substance abuse by 14 therapists. Both the client and therapist alliance ratings yielded large relationship variances, with limited consensus among clients treated by the same therapist about the quality of the alliance. If a client reported an especially strong alliance with his or her therapist, the therapist was likely to also report an especially strong alliance with that client (dyadic reciprocity). The association between the components of the alliance and treatment outcome was complicated, with different levels of measurement and different components of the alliance (perceiver, partner, or relationship) derived from different informants (therapist or client) relating to different outcomes.     

The role of psychopathic personality disorder in violence risk assessments using the HCR-20

Antisocial and psychopathic traits are essential to evaluate when assessing risk for violence using the HCR-20. The role of the PCL-R on the HCR-20 was investigated using a series of meta-analytic tests. Across 34 samples in which both tools were rated, AUCs for violence were similar (～.69), and exclusion of the psychopathy item (H7) did not reduce the HCR-20's accuracy. Quantitative synthesis of results from multivariate analyses conducted in 7 raw datasets that used both tools demonstrated that the average probability of observing violence for every point increase on the HCR-20 (without H7), while controlling for the PCL-R, was 23%, whereas for the PCL-R it was -1%. The HCR-20 (without H7) added incremental validity to the PCL-R, whereas the converse was not true, and only the HCR-20 (without H7) possessed unique predictive validity. Results suggest the HCR-20's predictive validity was not negatively impacted by excluding the PCL-R. Areas for future study are discussed, including research on various ways to assess and incorporate into risk assessment personality traits related to violence.     

Parental conditional regard as a predictor of deficiencies in young children's capacities to respond to sad feelings

This study explored the relationship between parents' use of conditional regard (PCR, Assor, Roth, & Deci, 2004; Roth, 2008) to promote suppression of sad feelings and the following emotional skills in young children: (1) recognition of sadness in facial expressions, (2) awareness of sad feelings in oneself, and (3) empathic response to others' sad feelings. The study distinguished between two PCR components: conditional negative regard (similar to love withdrawal) and conditional positive regard. Emotion‐focused interviews were conducted with 102 children aged 5–6 years, and their parents completed questionnaires assessing parents' use of conditional regard. As expected, both PCR components correlated negatively with the emotional skills. Regression analyses showed that the seemingly benign practice of conditional positive regard had unique negative associations with the three emotional skills also when effects of negative PCR were controlled. Copyright © 2010 John Wiley & Sons, Ltd.     

Intra-individual reaction time variability in schizophrenia, depression and borderline personality disorder

Intra-individual reaction time variability (IIV) in neuropsychological task performance reflects short term fluctuations in performance. Increased IIV has been reported in patients with schizophrenia and could be related to a deficient neural timing mechanism, but the role of IIV in adult patients with other psychiatric disorders has not been established. Therefore, we compared IIV measures obtained in a Go/Nogo task from patients with schizophrenia, major depression and borderline personality disorder. IIV was increased for patients with schizophrenia. When correcting for differences in mean reaction time, depressive and borderline patients also showed increased IIV. Importantly, all groups showed a strong association between IIV and accuracy of task performance. This suggests that increased IIV might be a sensitive marker for the efficiency of top-down attentional control in all diagnostic groups. Aside from these similarities, the complete results including measures of IIV, mean reaction time and accuracy show differential patterns for patients with schizophrenia compared to those with borderline personality disorder or depression. These results are discussed with respect to common versus disorder-specific neural mechanisms underlying increased IIV.