Measurement of social-evaluative anxiety in junior high school students

This paper provides some initial normative and validity data on the Social Avoidance and Distress (SAD) and the Fear of Negative Evaluation (FNE) scales for junior high school students. Findings indicated: the level of social-evaluative anxiety does not significantly vary during the junior high school years or between sexes, junior high school students report similar levels of FNE to college students but less SAD, a significant positive correlation between treatment subjects' SAD scores and peer sociometric ratings of social-evaluative anxiety, and subjects treated for social anxiety reported significantly less SAD and FNE at follow-up assessment. Recommendations for future research and clinical use of the SAD and FNE are offered.     

The end phase of analysis: indicators, functions, and tasks of termination

This paper considers the end phase of analysis. Beginning with a brief review of the literature on termination, specifically the indicators for initiating the termination process, we identify the structural attainments necessary for the patient to successfully complete the analysis and to maintain smooth post-analytic functioning. We stress in this regard the significance of self-analytic functions and the relative immutability of the transference neurosis. These points are illustrated with clinical examples. Our paper concludes with a discussion of the tasks and contributions of the analyst during the termination process. We make special reference to countertransference vulnerability resulting from the analyst's own termination experiences.     

Reciprocal Effects Between Locus of Control and Job Attributes

The purpose of this study was to examine the reciprocal relationships between locus of control and job attributes of a representative sample of 1383 employees in a large Australian city. It was predicted that employees with an internal locus of control would attain jobs higher on skill-utilization, influence and income than those attained by employees with an external locus of control. It was also predicted that jobs involving high skill-utlization, influence and income would induce greater internal control beliefs than those low on skill-utilization, influence and income. Locus of control was measured using Rotter's scale (Rotter, 1966). Reciprocal causation was assessed using two-stage least squares analysis. For the total sample, it was found that locus of control and job attributes were reciprocally determined. However, locus of control was not related to influence when skill-utilization and income were controlled. When the sample was split on the basis of gender and marital status, the predicted relationships between locus of control, skill-utilization and income were found for married men only. For married women, locus of control was neither a determinant of job attributes nor an outcome of job experience. These sub-group differences were interpreted in terms of differences in job tenure, work values and occupational opportunity.     

The emerging role of school psychology

This report relates personal experiences as they influenced the emerging role of the school psychologist, especially in Pennsylvania and Indiana from 1930 to 1970.     

Factor analysis of the Wechsler adult intelligence scale-revised (WAIS-R): An examination of the standardization sample

Orthogonal and oblique factor analyses were performed using the Wechsler Adult Intelligence Scale-Revised (WAIS-R) standardization sample (Wechsler, 1981). Using objective criteria, it was decided to retain two factors. Evidence for a strong general intelligence (g) factor was found from both the orthogonal and oblique rotations. Whereas the verbal IQ provided an acceptable estimate of the Verbal Comprehension factor, a purer measure was found in the form of a Verbal Comprehension Deviation Quotient containing only the Information, Vocabulary, Comprehension, and Similarities subtests. The performance IQ was found to be an inadequate measure of the Perceptual Organization factor. A Perceptual Organization Deviation Quotient, containing only the Block Design and Object Assembly subtests, was recommended as an effective alternative. Analysis of the variance components for each subtest at every age level revealed that a substantial proportion of subtests at a wide range of age levels evidence either high or intermediate levels of specific variance. These results are discussed in terms of interpreting individual subtest scores and patterns. Each of the study's major findings are compared with prior work done with the Wechsler Adult Intelligence Scale (WAIS) (Wechsler, 1955).     

Transfer of matching-to-figure samples in the pigeon

Three pigeons were trained on a modified six-key matching-to-sample procedure. The third peck on the figure-sample key (which presented a bird, hand, face, beetle, rabbit, fish, flower, or red hue, as the sample) lighted only one comparison key. Every three additional pecks on the sample lighted another comparison key, up to a maximum of five keys. Pecks on keys of matching figures produced grain. Pecks on nonmatching keys (mismatches) turned off all lights on the comparison keys and repeated the trial. Three figures were used during acquisition. The birds learned to peck each sample until the matching comparison stimulus appeared on one of three comparison stimulus keys, and then to peck that key. Later, five novel stimuli, employed as both sample and comparison stimuli, and two additional matching keys were added. Each bird showed matching transfer to the novel samples. The data suggest that the birds may have learned the concept of figure matching rather than a series of two-component chains or discrete five-key discriminations.     

Generalization of treatment effects in training public speakers

Three studies compared the efficacy of various treatments for public-speaking incompetence. These effects were evaluated for the target behavior as well as for generalization effects across situations (conversations), settings (different sizes and types of audiences) and time (6-month follow-up). The first study showed that Self-instructional Training, either alone or in combination with other procedures, produced little or no benefits. The second study demonstrated the superiority of a Skills Training program over flooding therapy, while the final study failed to detect any enhancement of treatment benefits for the addition of home-practice to the Skills Training. In the first two studies generalization occurred across the three dimensions (settings, situations and time), while in the final study it was shown that the program was effective for a clinical population as well as recruited volunteers.