Number-of-translation norms for Dutch—English translation pairs: A new tool for examining language production

We collected number-of-translation norms on 562 Dutch-English translation pairs from several previous studies of cross-language processing. Participants were highly proficient Dutch—English bilinguals. Form and semantic similarity ratings were collected on the 1,003 possible translation pairs. Approximately 40% of the translations were rated as being similar across languages with respect to spelling/sound (i.e., they were cognates). Approximately 45% of the translations were rated as being highly semantically similar across languages. At least 25% of the words in each direction of translation had more than one translation. The form similarity ratings were found to be highly reliable even when obtained with different bilinguals and modified rating procedures. Number of translations and meaning factors significantly predicted the semantic similarity of translation pairs. In future research, these norms may be used to determine the number of translations of words to control for or study this factor. These norms are available at http://www.talkbank.org/norms/tokowicz/.     

How do counsellors make client assessments?

This paper reports on a consultation exercise undertaken with 18 experienced counsellors on how they make client assessments. These practitioners expressed a high degree of consensus on the purposes of assessment making (to reach a shared understanding with the client about their willingness and ability to undertake a shared therapeutic journey) but the way in which they approached the task varied according to the theoretical orientation they acquired during training. Although most had developed their counselling skills and techniques considerably since initial training, not all had integrated the assessment implications of later experience into their formulation making. The implications of combining single model assessment with eclectic practice are discussed, particularly in relation to making a decision to continue working with a client or to refer a client to a colleague. The authors call for further debate on how counsellors find meaning in what their clients say, why they ask the questions they do at the assessment stage, and how they achieve coherence in relation to ideas and skills accrued through ongoing training and practice. The implications of such a debate for training and supervision are discussed.     

Die Kinder der Verfolgten

The profound influence of the Holocaust on the further fate of survivors and on that of their children remained for a long time unrecognized. Psychoanalysis, too, noticed this influence of persecution not until the seventies. This article reviews the development ten years after and demonstrates by case studies, how the topic of survival determined the whole personal world of the next generation. The topics change along with the phase-specific developmental themes and depending on what happened to the parents. The connections of these topics to the developmental phases are prepared by the auxiliary ego-functions survivor-parents have for their children.     

The New Meaning of MS.: Single, But Too Old for Miss

We examined understanding of the title Ms ., in college students and individuals surveyed via the Internet. Participants were asked to define Ms. and other titles, and rate the likely marital status and age of those using the titles. While some participants indicated that Ms. was a title for women of any marital status, a common alternative definition of Ms. was a title for unmarried women. Younger participants (those under 20) were significantly more likely to use this definition. We also asked what title women preferred for themselves. Older unmarried women were more likely to prefer Ms. as their own title than were younger unmarried women, while married women overwhelmingly preferred the use of Mrs . Perhaps this is why many younger people assume that Ms. is a title for unmarried women too old to use Miss .     

How do I see myself? A systematic review of identities in pro‐environmental behaviour research

Encouraging pro‐environmental behaviour (PEB) is an environmental and societal concern. Encouraging PEB focussing on how consumers see themselves (their identity) has blossomed. However, a theoretical assessment of this research is missing. Three main identity theories seem to best explain the research, specifically, and two‐fold, identity, and social identity theory (SIT), collectively known as the unified identity theory (UIT), and place identity theory (PIT). As these theories overlap more than differ in their understanding of identity, we argue that combining these theories is needed to avoid redundancies in identity theorizing, provide a universal approach to identity in terms of the processes and outcomes, and explain the PEB research most succinctly. Therefore, we understand identity similarly between the theories and offer a universal identity theory approach based on the theoretical definitions and assumptions. Finally, we demonstrate how the theory can be used to explain the research. Next, research was identified by conducting a systematic review using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines, where 62 studies were relevant. Multiple identities relevant for a given PEB are assumed and evidenced: 99. Identities are assumed to be either individually‐, group‐, and/or place‐focused, drawing on the specific subsets of the universal theory: identity theory, social identity theory, and place identity theory, respectively. Identities are assumed to relate to behaviour, where identity increased PEB with medium effect sizes. Finally, to move the field forward, we provide a theoretical framework of how to test identities in relation to other psychological variables relevant for PEB research.     

Latent variable assessment of outcomes in a nurse-managed intervention to increase latent tuberculosis treatment completion in homeless adults.

OBJECTIVE: To assess predictors of latent tuberculosis infection (LTBI) completion by using structural equation modeling (SEM) among homeless adults, a group at great risk for LTBI and active tuberculosis (TB). LTBI therapy is effective in stemming the progression to active TB, yet treatment adherence among homeless persons is difficult to attain. DESIGN: By using SEM, the authors assessed predictors of LTBI completion among a sample of 494 homeless adults in Los Angeles, CA, who received either a nurse case-managed program (NCM) or a usual care program. MAIN OUTCOME MEASURES: Latent variables were created with the baseline variables of site type, age, intervention status, dissatisfaction with health care, depression, TB risk assessment, alcohol use, heroin or cocaine use, and TB knowledge. Outcome variables included many of the same baseline variables as well as treatment completion. RESULTS: LTBI treatment completion (100% adherence) was significantly and positively associated with participation in NCM, older age, and less heroin or cocaine use. NCM also predicted greater TB knowledge, greater ease of treatment, and more satisfaction with treatment (NCM completion rate = 64%, control rate = 42%). CONCLUSION: The culturally competent NCM program, combined with active tracking and incentives, was successful in a difficult-to-treat and highly transient population.     

Book reviews

Weiskrantz, L. (1986). Blindsight: A case study and implications. Oxford University Press. Pp. 187. ISBN 0-19-852129-4. £19.50.

Humphreys, G. W. & Riddoch, M. J. (1987). to see but not to see: A case study of visual agnosia. Hove and London: Lawrence Erlbaum Associates Ltd. Pp. 124. ISBN 0-83677-064-9. £12.95.

Downing, J. A. (1988). Advances in psychology: Cognitive psychology and reading in the USSR. Amsterdam: North Holland; Elsevier Science Publishers. Pp. 471. ISBN 0-444-70374-8. $108.00.

John Beech & Ann Colley (Eds.) (1987). Cognitive approaches to reading. Chichester: John Wiley. Pp. xii + 315.

James Wertsch (Ed.) (1985). Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press. Pp. 379. ISBN 0-521-25214-8. £27.50 (Hardback).

Fodor, J. A. (1987). Psychosemantics: The problem of meaning in the philosophy of mind. Cambridge, MA: M.I.T. Press. Pp. xiii, 1-171. ISBN 0-262-06106-6.

Richardson, K. (1988). Understanding Psychology. Milton Keynes: The Open University Press. Pp. 114. ISBN 0-335-09842-8. Paperback £7.95.

Stanovich, Keith E. (Ed.) (1988). Children's reading and the development of phonological awareness. Detroit: Wayne State University Press. Pp. 177. ISBN 0-8143-1909-2. $20.00.

Allport, A., MacKay, D.G., Prinz, W., & Scheerer, E. (Eds.), (1987). Language perception and production: Relationships between listening, speaking, reading, and writing. London: Academic Press. Pp. xiii + 497. ISBN 0-12-052750-2. £32.00

Light, L. L. & Burke, D. M. (eds.) (1988). Language, Memory and Aging. Cambridge: Cambridge University Press. Pp. 280. ISBN-0-521-32942-6. £27.50

Friedman, S.L., Scholnick, E.F., and Cocking, R. R. (1987). Bleuprints for thinking: The role of planing in cognitive development. Cambridge: Cambridge University Press. Pp. xv + 559. ISBN 0-521-25605-4. £40.00.