Development of abbreviated nine-item forms of the Raven's standard progressive matrices test

The Raven's standard progressive matrices (RSPM) is a 60-item test for measuring abstract reasoning, considered a nonverbal estimate of fluid intelligence, and often included in clinical assessment batteries and research on patients with cognitive deficits. The goal was to develop and apply a predictive model approach to reduce the number of items necessary to yield a score equivalent to that derived from the full scale. The approach is based on a Poisson predictive model. A parsimonious subset of items that accurately predicts the total score was sought, as was a second nonoverlapping alternate form for repeated administrations. A split sample was used for model fitting and validation, with cross-validation to verify results. Using nine RSPM items as predictors, correlations of .9836 and .9782 were achieved for the reduced forms and .9063 and .8978 for the validation data. Thus, a 9-item subset of RSPM predicts the total score for the 60-item scale with good accuracy. A comparison of psychometric properties between 9-item forms, a published 30-item form, and the 60-item set is presented. The two 9-item forms provide a 75% administration time savings compared with the 30-item form, while achieving similar item- and test-level characteristics and equal correlations to 60-item based scores.     

A review of psychological factors related to bullying victimization in schools

School bullying is a serious problem affecting the victims, their daily life, and society in general. An increasing amount of research on school bullying has recently been published which calls for an updated review on the literature. The objective of this article is to review psychological variables which may explain individual reactions to bullying victimization in school-aged children. The selected psychological variables are coping, social support, attachment, negative affectivity/neuroticism, and somatization. The strengths and limitations of the reviewed research are discussed, and future research directions focusing on a more dynamic understanding of personal factors are suggested.     

Possibilities of objective assessment of the course of activation in ideomotor training

An active exploration of movement tasks is accompanied with central nervous activation. Its systematical examination needs a teamwork of scientists of various branches of knowledge (i.e. physiology, psychology, sport sciences). Mental training (motor imagination - MI) was chosen as a model for such examinations. In connection with the execution of MI there are characteristic chances of the mean alpha frequency of the EEG, heart rate, respiration rate and skin conductance. The time course of these parameters depends on the number, the duration and the sequence of MI. A graduated submaximal load on ergometer has no influence on the course of the examined parameters. Our investigation allows the conclusion that different activation processes go on within different subsystems during the execution of MI. From a physiological point of view it seems to be necessary that a concrete paradigm of MI must be examined concerning the course of the parameters and, thus, to guarantee the effort of MI.     

Dating jealousy among college students

In a study of dating jealousy, questionnaires were administered to 147 male and 189 female college students. Subjects were asked to rate how they would feel about their dating partner's behavior in five hypothetical situations designed to measure jealousy. Results indicate that females are more jealous than males over situations involving the partner spending time on a hobby or with family members, but other situations evoke no sex differences. Sex-role orientation is the variable most consistently related to dating jealousy, with sex-role traditional subjects being the most jealous. A significant proportion of subjects expect dating partners to give up close personal friendships with others of the opposite sex, and most subjects begin to expect sexual exclusiveness from the earliest stages of their relationships.     

Sex differences in clinical judgments of male and female therapists

This study asked whether clinicians would judge a case differently if the patient were male or female. One hundred and three clinical social workers were given a clinical vignette with age and sex randomly varied. Clinicians were asked to evaluate the patient's functioning and to make treatment recommendations. As predicted, the female was rated more favorably than the male, suggesting that participants used different mental health standards for men and women. Predictions that the female would be seen as more organic and more in need of medication were not supported. Therapist gender effects emerged: female (but not male) therapists saw psychodynamic issues as less important for the older patient, and especially the older woman. Implications of these findings are discussed.The authors wish to acknowledge the contributions of April E. Fallon, Ph.D., to this study.     

Response bias in sex-role attitude measurement

The widespread use of survey research by social scientists as a means for generating data has prompted an examination of the interview situation for sources of bias. Two potential aspects of the interview have been of particular interest to analysts — dissimilarities between interviewers and subjects on key sociopersonal variables and the nature of the subject matter of the interview. This study examines the impact of sex differences between interviewers and subjects on responses to a sensitive subject-matter area — sex-role orientations — in a telephone interview situation.The authors wish to acknowledge the assistance of members of an introductory research methods class at LSU during spring 1980 for their help in gathering the data upon which this article is based.     

Model Reinforcement in Group Counseling with Elementary School Children

This study investigated the effectiveness of model reinforcement and reinforcement group counseling with elementary school children using sociometric status as a criterion. Eighteen low sociometric students experienced group counseling with sociometric stars included as models (six groups); 18 others experienced group counseling with all low sociometric students (three groups); and a control group met for an activity period. An analysis of co-variance was computed to measure the difference of change in social acceptance among the three treatments. The findings indicated that low sociometric students in the model reinforcement groups made significantly more gain in social acceptance than either those receiving counseling without models or the control group. A two-month follow-up showed the sociometric gains were retained.     

THE TRAINING-EMPLOYMENT VACUUM CYCLE

The training-employment vacuum cycle program suggests: (1) Take the underemployed, non-skilled worker, who has a feel for upward job mobility, and offer him the opportunities of our current job training programs. (2) Fill the job vacuum he creates by filling his job with a hard core unemployed individual. This will allow the unemployed individual immediate job gratification, fulfill his economic need and allow him to view work at an entry level position so he can judge from this vantage point the merits of further training. (3) After the unemployed individual has worked for a period of time the cycle would start over. He would then be offered training and another unemployed individual would be drawn into the vacated position.