A general linear model for estimating effect size in the presence of publication bias

When the process of publication favors studies with smallp-values, and hence large effect estimates, combined estimates from many studies may be biased. This paper describes a model for estimation of effect size when there is selection based on one-tailedp-values. The model employs the method of maximum likelihood in the context of a mixed (fixed and random) effects general linear model for effect sizes. It offers a test for the presence of publication bias, and corrected estimates of the parameters of the linear model for effect magnitude. The model is illustrated using a well-known data set on the benefits of psychotherapy.Authors' note: The contributions of the authors are considered equal, and the order of authorship was chosen to be reverse-alphabetical.     

Direct comparisons between residential and community students on school performance measures in a public school setting

The purpose of the current study was to evaluate the school performance of residential youth who attended a public school setting. Direct comparisons were made between the residential youth and students in the community on a number of school measures. Results from a multivariate analysis of covariance indicated that the residential students had significantly lower grades, participated in significantly fewer extracurricular activities, and exhibited more problematic behaviors such as tardies and absences. These findings were consistent with previous research which found that many residential youth have a number of behavioral, social, and academic difficulties that interfere with school functioning. A number of recommendations were made regarding educational placement for residential youth.     

Client Cognitive Responses as a Function of Quality of Counselor Verbal Responses

This study examined the relationship between high and low quality counselor responses in four response modes and client cognitions. Twenty-one university students participated in two sessions of brief counseling that included high and low quality counselor responses in paraphrasing, questioning, reflection of feeling, and self-disclosure. After each counseling session, participants used Kagan's (1975) interpersonal process recall method to report their cognitions in response to these counselor responses. Results indicated that the participants had more favorable cognitions toward the counselor associated with high quality counselor paraphrasing and reflection of feeling responses. Participants' cognitions directed toward themselves did not differ in response to any of the four high and low quality counselor responses. Implications of the results are discussed.     

The Enjoyment of Sexist Humor,Rape Attitudes,and Relationship Aggression in College Students

The current study tested Freud's (1905/1960)theory that sexist humor may be associated withhostility toward women and extended previous researchshowing a link between hostile humor and aggression.Colleges students (N = 399 — approximately 92%white, 5% African American, and 3% other minorities)rated 10 sexist jokes on their perceived funniness.Results showed that the enjoyment of sexist humor waspositively correlated with rape-related attitudes andbeliefs, the self-reported likelihood of forcing sex,and psychological, physical, and sexual aggression inmen. For women, the enjoyment of sexist humor was only positively correlated with Adversarial SexualBeliefs and Acceptance of Interpersonal Violence. Womenalso found the jokes to be less enjoyable, lessacceptable, and more offensive than the men, but they were not significantly less likely to tell thejokes.     

Childrens' perceptions of parental expressiveness

While the literature suggests that males are less emotionally expressive than females, the issue has been informed by little systematic research. This article investigates the differences between sons' and daughters' perceptions of their mothers' and fathers' expressiveness of several emotions, both verbally and nonverbally. Using a sample of 1,245 students the dependent variable, perceived expressiveness of parents, was determined from responses to a 16-item Likert-type Perceived Parental Expressiveness Scale (PPES). It was hypothesized that fathers would be perceived to be less expressive than mothers. T tests were used to determine whether the mean differences are significant. The data indicate that fathers are perceived as less expressive of all emotions except physical anger. The ramifications of these findings for sex-role learning are discussed.The research reported in this paper is part of National Institute of Mental Health Grant No. 22156-01, The Inexpressive Male (Jack Balswick, Principal Investigator), University of Georgia. The authors wish to thank Dr. Charles W. Peek for his assistance in the revision of this article.     

Strategies of rule discovery in an inference task

It has long been known that subjects in certain inference tasks will seek evidence which can confirm their present hypotheses, even in situations where disconfirmatory evidence could be more informative. We sought to alter this tendency in a series of experiments which employed a rule discovery task, the 2-4-6 problem first described by Wason. The first experiment instructionally modified subjects confirmatory tendencies. While a disconfirmatory strategy was easily induced, it did not lead to greater efficiency in discovering the rule. The second experiment introduced subjects to the possibility of disconfirmation only after they had developed a strongly held hypothesis through the use of confirmatory evidence. This manipulation also failed to alter the efficiency of rule discovery. In the third experiment, subjects were taught to use multiple hypotheses at each step, in the manner of Platt's “Strong Inference”. This operation actually worsened performance. Finally, in the fourth experiment, the structure of the problem was altered slightly by asking subjects to seek two interrelated rules. A dramatic increase in performance resulted, perhaps because information which in previous tasks was seen as merely erroneous could now be related to an alternative rule. The four studies have broad implications for the psychological study of inference processes in general, and for the study of scientific inference in particular.     

Teacher reactions to school-based consultation services: A multivariate analysis

The impact of consultation services on teachers' preferences for consultation versus referral approaches and upon teachers' perceptions of severity for common acting out, withdrawal, and academic types of student problems were investigated. The subjects were 96 teachers whose public and parochial schools were matched and randomly assigned to treatment and control groups. Following a 14-week period during which advanced school psychology graduate students served as consultants in the treatment schools, the Pupil Problem Behavior Inventory (PPBI) was administered to all teachers. The results of a repeated measures MANOVA analysis indicated that the teachers in the treatment group rated the acting out and academic problems on the PPBI as significantly less severe than did teachers in the control group. The subjects in both the treatment and control groups indicated a significant preference for consultation rather than referral services for all types of student problems presented in the PPBI. There was a moderate, positive correlation between perceived problem severity and teacher preference for referral rather than consultation services. The study's results were interpreted as supportive of the consultation model.