Predicting employee theft: A quantitative review of the validity of a standardized measure of dishonesty

One tool used in the preemployment setting for the prediction of theft is thePersonnel Selection Inventory (PSI) (London House, 1980). The PSI is a paper and pencil measure containing three scales: honesty, violence/emotional instability, and drugs. This paper focussed on the usefulness of the PSI dishonesty scale in the prediction of employee theft. Criterion-related validity data from 1,806 persons across 23 samples were quantitatively summarized. All samples met predetermined decision rules. The data indicated that the validity of the PSI dishonesty scale was dependent on a severity of consequences moderator. Validity coefficients are highest when the subject's responses are anonymous, when the theft criteria are self-report measures, when the subjects are students, and when the subjects are aware that the investigator has another source of information on their honesty. In all analyses, the validity of the PSI scale was found to be in useful ranges and showed little variance across studies.The opinions expressed in the report are those of the authors, and do not necessarily represent those of any organizations with which the authors are associated. This paper was neither sponsored nor endorsed by the Defense Personnel Security Research and Education Center. Reprints may be obtained from Michael A. McDaniel, Defense Personnel Security Research and Education Center, 99 Pacific Street, Building 455, Suite E, Monterey, CA 93940.     

Preposition-phrase attachment in noun phrases

This paper examines the ambiguity of noun phrases (NPs) with postmodifying preposition phrases (PPs), such as the triangle next to the circle below the square. This ambiguity is attributable in part to the difference in attachment sites for the second PP. If it attaches low, it modifies just the NP that is the object of the first preposition, and the resulting structure is right branching. If it attaches high, it modifies the entire preceding NP, and the resulting structure is left branching. However, each of these structures itself has two distinct interpretations. In the case of the high-attachment structure, these different interpretations have been previously noted; we call them stacking and coordinating. In the stacking interpretation, each PP modifies the entire NP to its left, whereas in the coordinating interpretation, it modifies just the head noun to its left (the first noun in the construction). In the case of the low-attachment structure, only the interpretation corresponding to the coordinating one has been noted; we call it alternating. However, a fourth distinct interpretation is possible, which corresponds to the stacking interpretation of the highattachment structure; we call it stuffing. In the alternating interpretation, each preposition has scope only over the head of the NP that is its complement. In the stuffing interpretation, each preposition has scope over its entire complement. In a pilot study, we found that the interpretations based on low attachment are preferred to those based on high attachment by a 21 ratio. Of the two low-attachment interpretations, alternating is preferred to stuffing by a 201 ratio. However, of the two high-attachment interpretations, coordinating is preferred to stacking by only a 21 ratio. In a second pilot study, we examined the pattern of interpretations of phrases with four PP postmodifiers of an NP, which in principle have 112 distinct interpretation types. Eleven of these types were noted in the experimental materials. We provide a detailed analysis of these types and note that the relative preference of the various interpretations found in the first study is preserved.     

Pictorial enhancement of text memory: Limitations imposed by picture type and comprehension skill

We examined the kinds of information in a prose passage that is better remembered when depictive illustrations are embedded in the passage than when the passage contains no illustrations. Experiment 1 showed that (1) pictures depicting details effectively increased recall of those details and (2) pictures depicting relationships effectively increased recall of that relational information (relative to a no-picture control condition). In Experiment 2, comprehension skill was found to modulate the general effects obtained in Experiment 1. Detail pictures enhanced the recall of targeted details for all skill levels. Relational pictures enhanced recall of pictured relational information for highly skilled and moderately skilled comprehenders, but not for less skilled comprehenders. Because there were no recall differences across the different skill levels in the no-picture control condition, it is suggested that pictures may serve to enable processing in which readers would not necessarily engage under ordinary circumstances. Pictures, however, did not appear to compensate for limitations reflected in lower scores on a standardized test of reading comprehension.     

Distinctiveness effects in recall:

Unusual information is generally recalled better than common information (the distinctiveness effect). Differential processing accounts propose that the effect occurs because unusual material elicits encoding processes that are different from those elicited by common material, and strong versions of these accounts predict distinctiveness effects in between-list as well as within-list designs. Experiment 1 employed a between-list design and manipulated presentation rate. Contrary to differential processing predictions, no distinctiveness effect emerged, nor did recall patterns for atypical versus common sentences differ as a function of presentation rate. Experiment 2 further tested differential processing accounts as well as representation accounts via a within-list manipulation and conditions that included experimenter-provided elaborations. Distinctiveness effects emerged in all conditions and, contrary to differential processing predictions, the pattern of recall in the elaborated conditions did not differ from that in the unelaborated conditions. Taken together, the results of this study lend more support to a representation view that suggests mechanisms related to the representation and subsequent retrievability of elements in the memory record play a major role in the distinctiveness effect.     

Rounding Out the Cube: Evolution to a Global Model for Counseling Centers

This article discusses the present realities of college and university counseling centers as the bases for proposing a more adaptive and interactive model of the original Cube developed by W. H. Morrill, E, R. Oetting, and J. C. Hurst (1974). The article conceptualizes an evolved model of the Cube, here termed the global model, which allows counseling centers to function, in light of current and future demands, with greater flexibility, interdependency, and collaboration vis-á-vis the campus community.     

Organizational factors influencing consultation in schools

A key variable in successful consultation is the consultant's skill in assessing the organization in which he is working or contemplating working. This paper presents a framework for gathering and organizing data related to organizational phenomena in a school or school district. The implications of these data for the consultant in determining priorities, assessing strengths and weaknesses, generating problem-solving strategies, and predicting consequents are discussed. In addition, the dilemma of the school psychologist, caught in complex and rapidly changing environmental pressures, is explored and some alternative role models are suggested.     

Increasing and decreasing intrinsic interest with contingent rewards: A test of cognitive evaluation theory

The study examined Deci's (Deci, E. L. Intrinsic motivation. New York: Plenum Press, 1975) hypotheses regarding the effects of contingent rewards on intrinsic task interest. Seventy-two male university students worked on a series of puzzles and were given either a high value reward ($1.50) or a low value reward ($.45). The money was given either contingent upon the simple execution of the task (task-contingent), contingent upon the ostensible attainment of a performance criterion level (criterion-contingent), or noncontingent and unexpected (control). Compared to the high payment control subjects, subjects who received the task-contingent high reward rated the task as less interesting, while subjects who received the criterion-contingent high reward rated it as more interesting. Also, subjects expressed less interest in the task after receiving the high task-contingent reward than the low task-contingent reward, but indicated greater interest after receiving the high criterion-contingent reward than the low criterion-contingent reward. It was concluded that substantial support was obtained for Deci's (1975) cognitive evaluation theory.