Zur Anerkennung von psychotherapeutischen Verfahren als wissenschaftlich

Ohne Zusammenfassung     

Ingratiation tactics channeled by target values and threat capability1

Several hypotheses concerning the use of ingratiation tactics were tested in a paradigm where subjects believed that monetary rewards were contingent on a favorable evaluation from a supervisor. Manipulated variables in the 2 × 2 × 2 factorial design were (a) the nature of the supervisor's values (i.e., efficiency vs. sociability), (b) the level of threats issued by the supervisor (no threat vs. high threat), and (c) the extent to which the subjects were dependent on the supervisor's evaluation (low dependency vs. high dependency). The dependent variables were the extent to which the subjects used the ingratiation tactics of other-enhancement (flattery) and selective self-presentation. Findings indicate that the manipulation of the supervisor's values affected the form of other-enhancement used by subjects; more flattery in terms of efficiency occurred in the efficiency values condition, while more flattery in terms of sociability occurred in the sociability values condition. The supervisor's values also affected self-presentation; subjects claimed to hold efficiency ideals when the supervisor held efficiency values, but (in line with earlier findings) they did not claim to hold sociability ideals when the supervisor held sociability values. The manipulation of threats issued by the supervisor had a significant effect on the subjects' use of other-enhancement with respect to the target's sociability, but it had no effect on other ingratiation measures. Finally, the manipulation of dependency had no effect on other-enhancement, but it did produce a surprising “modesty effect” on self-presentation. Subjects presented themselves as both less efficient and less sociable under high dependency than under low. These findings are discussed in the light of previous research on ingratiation tactics.     

Utilization of college students to improve inner-city school children's academic behavior

A program using college students as tutor/counselors with low-achieving, inner-city, junior high school students is described and evaluated. The college students, who were primarily ethnic minorities, played a multifaceted role as tutors, counselors, and role models of academic achievement. The evaluation assessed program effects across groups (program versus control), two schools and two program administrations, using analysis of covariance. Results supported positive program impact in the students using teacher ratings of classwork effort, quality, and attitude, and in the students' self-reported attitudes toward education, educational aspirations, and expectations.     

An empirical test of the covariation analysis in causal attribution

The present investigation was designed to reveal the cognitive inference processes associated with both detection and utilization of covariation information in causal attribution. Male undergraduates were (a) informed that a test was easy or difficult and shown a videotape in which (b) the test-taker's performance was high or low, and (c) covariation between the test-taker's effort expenditure and trial-by-trial outcome was present or absent. High performance was attributed to the test-taker's effort and ability, whereas low performance was attributed to the difficulty of the test. However, recognition of the covariance relationship decreased the attribution of high performance to ability and of low performance to test difficulty and increased the attribution of low performance to effort. Effort attribution in the high performance condition was independent of covariation information. The results are discussed in terms of the relationship between covariation information and typical beliefs about the causes of achievement outcomes.     

Got Those PL 94–142 Blues

The implementation of PL 94–142 has made a definite impact on the school counselor. The demands on a counselor's time and energy were not anticipated. This article discusses what is actually happening and why it is happening. Some suggestions are given about what can be done to help the counselor in a local setting.     

Item level validity of the Devereux Elementary School Behavior Rating Scale

Using a random sample of children in grades one through six as well as a sample of children referred for social or emotional problems, the item level validity of the Devereux Elementary School Behavior Rating Scale was assessed. Results indicated that Devereux responses for normal children tended to be skewed, with the item means falling near the positive end of the response continuum and with narrow standard deviations. Item means in the referred sample were closer to the center of the distribution and tended to have larger standard deviations. When item-to-subscale correlations were considered, the Devereux items, in general, were significantly correlated with their home subscale. Thirty-two of the 45 items on the scale had home scale correlations that were significantly higher than any other subscale correlation for that item. K-R 20 coefficients for subscales ranged from .74 to .89. Because the 9 items that had very poor subscale correlations were clustered on 4 of the 11 original subscales, it was recommended that these subscales be eliminated. The result would be a 31-item scale that measures seven different factors.Authorship is equal.     

Effects of positive and negative adult-child interactions on children's task performance and task preferences

In individual sessions, an adult directed three boys to work on each of three different tasks. Within a given session the on-task behavior for one task was praised, the off-task behavior for another task was verbally reprimanded, and all behavior was ignored with the third task. Using a multielement baseline design, the manner in which the adult interacted with the children on a given task varied from day to day. Across 18 sessions, verbal reprimands produced the highest task rates, with praise producing only a slightly higher rate of responding than noninteraction. After each session the children were given the choice of which of the three tasks they wished to work on when the adult left the room for a few minutes. Tasks associated with verbal reprimands of off-task behavior were never chosen. The first and second choices were always the task associated with praise for on-task behavior or the task where the children were ignored. These preferences generalized to similar tasks.     

DEC users’ group report

DEC users discussed ways to improve communications among users, including the initiation of a newsletter. Also, new products of special interest to psychologists were described by the DEC representative present at the meeting.     

The Role of Temporal Comparison, Social Comparison, and Direct Appraisal in the Elderly's Self-Evaluations of Health

Elderly persons (n= 91) were interviewed about self- perceptions of physical health and the contribution of social comparison, temporal comparison, and direct appraisal to these judgments. Consistent with previous studies, self-assessments tended to be mainly positive (67% reported their health as “good” or “excellent”), though tempered somewhat by the individual's objective physical condition (i.e., number of chronic diseases or disabilities). Independent of objective health, respondents' ratings were more negative if they mentioned thinking about past or anticipated health. Respondents were more concerned about their health if they thought about their past or anticipated health or mentioned comparing with a specific other person. Direct feedback had no effect on health ratings. Among those who reported social comparison, ratings were more positive when worse-off others were mentioned. Temporal comparisons may be associated with more negative ratings because the elderly's past health is likely to have been better and their future (anticipated) health can be expected to become worse. If using temporal and social comparison information is associated with more negative assessments then what accounts for the generally positive self-assessments? We propose that the elderly compare themselves with a cognitively constructed stereotypical standard of the frail elderly rather than with a specific other. Because few elderly actually “fit” this stereotype, most elderly feel they are doing well.