Phenomenology and delusions: Who put the ‘alien’ in alien control?

Although current models of delusion converge in proposing that delusions are based on unusual experiences, they differ in the role that they accord experience in the formation of delusions. On some accounts, the experience comprises the very content of the delusion, whereas on other accounts the delusion is adopted in an attempt to explain an unusual experience. We call these the endorsement and explanationist models, respectively. We examine the debate between endorsement and explanationist models with respect to the 'alien control' delusion. People with delusions of alien control believe that their actions and/or thoughts are being controlled by an external agent. Some accounts of alien control (e.g., ) are best thought of in explanationist terms; other accounts (e.g., ) seem more suited to an endorsement approach. We argue that recent cognitive and neurophysiological evidence favours an endorsement model of the delusion of alien control.     

The processing of lexical stress during visual word recognition: typicality effects and orthographic correlates

Many studies that have examined reading at the single-word level have been restricted to the processing of monosyllabic stimuli, and, as a result, lexical stress has not been widely investigated. In the experiments reported here, we used disyllabic words and nonwords to investigate the processing of lexical stress during visual word recognition. In Experiments 1 and 2, we found an effect of stress typicality in naming and lexical decision. Typically stressed words (trochaic nouns and iambic verbs) elicited fewer errors than atypically stressed words (iambic nouns and trochaic verbs). In Experiment 3, we carried out an analysis of 340 word endings and found clear orthographic correlates of both grammatical category and lexical stress in word endings. In Experiment 4, we demonstrated that readers are sensitive to these cues in their processing of nonwords during two tasks: sentence construction and stress assignment. We discuss the implications of these findings with regard to psycholinguistic models of single-word reading.     

Maintaining proficient supervisor performance with direct support personnel: an analysis of two management approaches

A traditional management approach using indirect feedback was compared to an approach involving direct feedback for maintaining supervisory proficiency in observing and providing feedback to staff. Three supervisors participated in each condition. The first 3 supervisors then received direct feedback. Direct feedback was accompanied by high levels of performance relative to the indirect feedback protocol. The need for maintenance procedures with supervisors is discussed.     

Coworker exchange: relationships between coworkers,leader-member exchange,and work attitudes

The study of leadership exchanges is extended by studying both leader-member exchanges (LMXs) and coworker exchanges (CWXs). Data from 110 coworker dyads were used to examine relationships between LMXs and CWXs and between exchange relationships and work attitudes. As predicted, the interaction between 2 coworkers' LMX scores predicted CWX quality for the coworker dyad. Also, after controlling for LMX, greater diversity in a worker's CWX relationships was negatively related to his or her organizational commitment but not job satisfaction. The quality of a worker's CWX relationships, however, did not moderate the relationship between CWX diversity and work attitudes.     

Perceptual learning in the rat: stimulus differentiation or latent inhibition of common elements?

Preexposure to an unreinforced stimulus facilitates learning (perceptual learning) under some conditions, but it can have the opposite effect (latent inhibition) under other conditions. Researchers have suggested that perceptual learning depends on a change of context, whereas latent inhibition is usually context specific. The associative theory explains both phenomena within a single framework. The authors report 4 experiments that show that perceptual learning does not depend on a context change. The experiments suggest that latent inhibition, unlike perceptual learning, depends on passive exposure. Thus the results do not support the associative theory. They are more consistent with Gibson's stimulus-differentiation theory.     

Response to commentary on the multimodal treatment study of ADHD (MTA): mining the meaning of the MTA

In the December 2000 issue of the Journal of Abnormal Child Psychology, we published a set of papers presenting secondary analyses of the Multimodal Treatment Study of ADHD (MTA), and R. A. Barkley (2000) provided a commentary. A critique of the design of the study (MTA Cooperative Group, 1999) was presented based on a theoretical perspective of a behavioral inhibition deficit that has been hypothesized as the core deficit of ADHD (R. A. Barkley, 1997). The commentary questioned the design and analysis of the MTA in terms of (1) the empirical criteria for selection of components of behavioral (Beh) intervention, (2) the effectiveness of the Beh intervention, (3) the methods for analyses at the group and individual level, (4) implications of the MTA findings for clinical practice, (5) the role of genetics in response to treatment, and (6) the lack of a nontreatment control group. In this response, we relate the content of the papers to the commentary, (1) by reviewing the selection criteria for the Beh treatment, as outlined by K. C. Wells, W. E. Pelham, et al. (2000), (2) by addressing the myth that the MTA Beh treatment was ineffective (Pelham, 1999), (3) by describing the use of analyses at the level of the individual participant, as presented by J. S. March et al. (2000) and W. E. Pelham et al. (2000) as well as elsewhere by J. M. Swanson et al. (2001) and C. K. Conners et al. (2001), (4) by relating some of the suggestions from the secondary analyses about clinically relevant factors such as comorbidity (as presented by J. S. March et al., 2000) and family and parental characteristics (as presented by B. Hoza et al., 2000, S. P. Hinshaw et al., 2000, and K. C. Wells, J. N. Epstein, et al., 2000), (5) by discussing the statistical concept of heritability and the lack of a significant difference in the presence of ADHD symptoms in parents of the MTA families compared to parents in the classmate-control families (as presented by J. N. Epstein, et al., 2000), and (6) by acknowledging that an ethically necessary weakness of the MTA design is that it did not include a no-treatment control group. We discuss the use of secondary analyses to suggest how, when, and for what subgroups effectiveness of the Beh treatment may have been manifested. Finally, we invite others to use the large and rich data set that will soon be available in the public domain, to perform secondary analyses to mine the meaning of the MTA and to evaluate theories of ADHD and response to treatments.     

A coefficient alpha for test-retest data

Transient errors are caused by variations in feelings, moods, and mental states over time. If these errors are present, coefficient alpha is an inflated estimate of reliability. A true-score model is presented that incorporates transient errors for test-retest data, and a reliability estimate is derived. This estimate, referred to as the test-retest alpha, is less than coefficient alpha if transient error is present and is less susceptible to effects due to item recall than a test-retest correlation. An assumption underlying the test-retest alpha is essential tau equivalency of items. A test-retest split-half coefficient is presented as an alternative to the test-retest alpha when this assumption is violated. The test-retest alpha is the mean of all possible test-retest split-half coefficients.     

Psychology strikes out: Coleman R. Griffith and the Chicago Cubs

Coleman R. Griffith is widely known as the father of sport psychology in the United States. He directed the Research in Athletics Laboratory at the University of Illinois in the late 1920s and early 1930s and produced many articles and books on the psychology of sport. In 1938, P. K. Wrigley, owner of the Chicago Cubs, hired him to help improve the team's performance. Griffith and an assistant filmed and measured the players' skills, attempting to build a "scientific" training program for the team. Many of Griffith's subjects, most notably the managers, objected to his interference (as they saw it) and attempted to undermine his work. Griffith wrote more than 600 pages of reports on his work with the Cubs between 1938 and 1940. This article examines the content of those reports and the reasons for the failure of Griffith's project.