Dynamic Testing in Selection for an Educational Programme: Assessing South African Performance on the Raven Progressive Matrices

This article describes the research results of an investigation into the use of dynamic testing for the selection of candidates for an educational programme. The selection of students from educationally disadvantaged backgrounds for mathematics‐, science‐, and technology‐based programmes is a problem for which most South African higher education institutions still have to find adequate solutions. Dynamic testing procedures are often seen as more fair to use for selection than single‐session tests in situations of unequal educational opportunity. The possibility that a selection instrument using a dynamic testing process could add significantly to the selection effectiveness already achieved in a South African mathematics and science foundation year using single‐session tests was investigated. The performance of a group of educationally disadvantaged black South African students on the Raven Progressive Matrices is compared to that of other groups reported in research literature. Considering the disadvantaged nature of the South African group, the group performed well on the Raven test when compared with data from other countries.     

Analyzing Judgments of Ethnically Diverse Applicants During Personnel Selection: A study at the Dutch police

A judgment‐analysis study was used to investigate assessors' judgment processes, evaluating ethnic minority vs ethnic majority applicants. Sixteen ethnic majority assessors judged 5089 applicants during the Dutch police officer selection procedure, with each assessor judging 30 ethnic minority applicants minimally. Information from an employment interview, an assessment center, and a Big Five personality test were combined into a final selection advice. Results showed that as much as or more information sources were used to judge ethnic minority than ethnic majority applicants. Furthermore, a larger number of irrelevant cues were used for the judgment of ethnic minority applicants. Finally, when judging ethnic minority applicants, assessors based their decision to a lesser extent on their own ratings than on ratings of others.     

Aggressive behavior induced by electrical stimulation in the midbrain central gray of male rats

Electrical stimulation via electrodes implanted in the lateral hypothalamus may induce intraspecific aggressive behavior. Small electrolytic lesions placed via these electrodes resulted in a five– to tenfold increase in the current threshold for aggression. Degenerating fibers were stained by means of the Fink-Heimer method and could be followed caudally to the dorsal midbrain central gray and to the mammillary bodies. A few axons could be traced rostrally to the medial septum. Aggression could be induced from 10 of 112 electrodes implanted in the central gray; the other electrodes elicited either locomotion, vocalization, jump, or “alarm-like reactions.” The morphology of the induced aggression was similar to the morphology of the hypothalamically induced aggression, though it was often accompanied with motor disturbances and was less intense. Hypothalamic stimulation was combined with simultaneous central gray stimulation in rats with electrodes both in the hypothalamus and in the central gray. Hypothalamic thresholds for aggression could be lowered by this stimulation of the central gray, even when no aggressive responses were observed during central gray stimulation alone. This suggests that, although aggression is not manifest, electrical stimulation may activate neural tissue involved in aggressive behavior. It is concluded that in rats central gray and hypothalamus are part of the same neural network mediating intraspecific aggression.     

Anxiety,anger and depression: Relationships at the trait level

Abstract

The relationship between anxiety and depression has been extensively researched at the state and clinical syndrome levels. However, relatively few studies have directed their attention to the interrelations between the constructs at the trait level. The present two studies investigated the interrelationships between anxiety, anger and depression at the trait level in nonclinical, subclinical and clinical samples. The results showed anxiety and depression to be highly correlated in students, adults, medical and psychiatric in-patients. As to the relationship of anger with both anxiety and depression, results, especially between anxiety and anger, were likewise significant although much weaker than commonly reported at the affective state level. Moreover, partial correlations suggested the results on the anger-depression relationship to be mainly due to the mediating (causal) influence of anxiety. The results are discussed with reference to the discrepancy of distinctions commonly made between the constructs at the theoretical level and lack of such distinction found at the empirical level. The possible mediating role of both trait-anxiety and trait-anger-in in the development of a depressive disposition is offered as an alternative explanation for the interrelatedness of the three constructs at the trait level.     

Psychotraumatic Stress and Anxiety

Abstract

A systematic review of all available treatment studies for music performance anxiety was undertaken. Interventions were categorised into psychological treatments and pharmacological treatments. Psychological treatments included behavioral, cognitive, cognitive-behavioral, combined treatments and other therapies. Issues such as the number of studies in each treatment modality, their sample sizes and the methodological quality of most of the studies reviewed precluded firm conclusions about the effectiveness of any of the treatments assessed for music performance anxiety. The field is in urgent need of larger scale, methodologically rigorous studies to assist the large minority of musicians who suffer from performance impairing music performance anxiety.     

Reaction Time,Age, and Cognitive Ability: Longitudinal Findings from Age 16 to 63 Years in Representative Population Samples

Reaction time variables are used widely in studies of human cognitive ageing and in research on the information processing foundations of psychometric intelligence. The research is largely based on biased population samples. In the present study, large (500+), representative samples of the population of the West of Scotland were tested at ages 16, 36 and 56 years on simple and choice reaction time. Participants were re-tested eight years later, at which time they also took the Paced Auditory Serial Addition Test (PASAT). We report simple and choice reaction time means and their variabilities, their stability across 8 years, and their correlations with the PASAT. Simple and choice reaction times become slower and more variable with age. Women from age 36 to 63 show more variability in choice reaction times than men, an effect which remains after controlling for mean reaction time. Reaction time differences largely account for age differences, but not sex differences, in PASAT scores.     

The Needs of Foster Children and How to Satisfy Them: A Systematic Review of the Literature

Family foster care deeply influences the needs of children and how these are satisfied. To increase our knowledge of foster children’s needs and how these are conceptualized, this paper presents a systematic literature review. Sixty-four empirical articles from six databases were reviewed and categorized (inter-rater agreement K = .78) into four categories: medical, belongingness, psychological and self-actualization needs. The results give a complete overview of needs that are specific to foster children, and what can be implemented to satisfy these needs. This study shows psychological needs are studied more often compared to the other categories, which specially relates to much attention for mental health problems. Furthermore, most articles focus on how to satisfy the needs of foster children and provide no definition or concrete conceptualization of needs. Strikingly, many articles focus on children’s problems instead of their needs, and some even use these terms interchangeably. This review illustrates that future research should employ a proper conceptualization of needs, which could also initiate a shift in thinking about needs instead of problems.     

Characterizing neurocognitive late effects in childhood leukemia survivors using a combination of neuropsychological and cognitive neuroscience measures

Knowledge about cognitive late effects in survivors of childhood acute lymphoblastic leukemia (ALL) is largely based on standardized neuropsychological measures and parent reports. To examine whether cognitive neuroscience paradigms provided additional insights into neurocognitive and behavioral late effects in ALL survivors, we assessed cognition and behavior using a selection of cognitive neuroscience tasks and standardized measures probing domains previously demonstrated to be affected by chemotherapy.

130 ALL survivors and 158 control subjects, between 8 and 18 years old at time of testing, completed the n-back (working memory) and stop-signal (response inhibition) tasks. ALL survivors also completed standardized measures of intelligence (Wechsler Intelligence Scales [WISC-IV]), motor skills (Grooved Pegboard), math abilities (WIAT-III), and executive functions (Delis–Kaplan Executive Function System). Parents completed behavioral measures of executive functions (Behavior Rating Inventory of Executive Function [BRIEF]) and attention (Conners-3).

ALL survivors exhibited deficiencies in working memory and response inhibition compared with controls. ALL survivors also exhibited deficits on WISC-IV working memory and processing speed, Grooved Pegboard, WIAT-III addition and subtraction fluency, and numerical operations, as well as DKEFS number-letter switching. Parent reports suggested more attention deficits (Conners-3) and behavioral difficulties (BRIEF) in ALL survivors compared with referenced norms. Low correspondence between standardized and experimental measures of working memory and response inhibition was noted.

The use of cognitive neuroscience paradigms complements our understanding of the cognitive deficits evident after treatment of ALL. These measures could further delineate cognitive processes involved in neurocognitive late effects, providing opportunities to explore their underlying mechanisms.     

The Mediational Role of Parenting on the Longitudinal Relation Between Child Personality and Externalizing Behavior

ABSTRACT Building on prior cross‐sectional work, this longitudinal study evaluated the proposition that maternal and paternal overreactive and authoritative parenting mediates the effect of child personality characteristics on externalizing behavior. Data from the Flemish Study on Parenting, Personality, and Problem Behavior were used in a moderated mediation analysis (N=434). Teachers rated children's Big Five characteristics, fathers and mothers rated their parenting, and 3 years later, children rated their externalizing behavior. Mediational analysis revealed both direct and indirect effects. Higher levels of Extraversion and lower levels of Benevolence were related directly to higher levels of child externalizing behavior. Higher levels of paternal authoritative parenting and lower levels of maternal overreactivity were related to lower scores on externalizing behavior. In addition, the relation between Benevolence, Emotional Stability, and externalizing behavior was partially mediated by parental overreactivity. Conscientiousness had an indirect effect on externalizing behavior through paternal authoritative parenting. Relations were not moderated by child gender. This study is of theoretical interest because the results demonstrate that parenting is a mediating mechanism that accounts for associations between personality and externalizing behavior.