The range effect as a function of stimulus set,presence of a standard,and modulus

The intramodal range effect (an inverse relationship between stimulus range and exponent in Stevens’s power law) has been well documented, but its conditions have not been tested. Both the estimates of stimulus magnitudes and their exponents are affected by context, stimulus location, and different standards and moduli, but how these variables might interact with the variable of stimulus range has not been studied. In the present research, exponents were derived from magnitude estimates of line length for each of three different stimulus: ranges at two different locations on the scale of length, with or without a modulus. Moduli of 50 and 500 permitted an analysis of the effect of response magnitude on the range effect. Because different ranges had stimulus values in common, the effect of range and location on exponents from those common values could be determined. Exponents decreased as stimulus range increased, but only in the free-modulus condition. For that condition, exponents derived from magnitude estimates of only the common stimuli also showed the range effect and response magnitude did not influence the range effect. Exponents were higher for stimulus ranges at the lower location, but location does not appear to contribute to the range effect. Although the range effect is not explained, the conditions under which it holds and some factors that may influence it are considered.     

Cognitive-behavioral treatment with and without response prevention for Bulimia

We compared cognitive-behavior therapy (CBT) with and without exposure and response prevention (ERP) in the treatment of eating disorder patients who both binged and purged, and reported abnormal attitudes concerning body weight and shape. Both treatments produced significant and comparable reductions in binge-eating and purging, eating patterns, and attitudes about weight and shape at posttreatment. Treatment effects were generalized to improvements in different measures of general psychopathology, and were maintained over follow-ups of 3 and 12 months. The findings are consistent with prior research showing that CBT is an effective treatment for patients with the core features of bulimia nervosa. Furthermore, the data suggest that the addition of in-session exposure and response prevention does not enhance the effectiveness of the basic CBT program.     

Evaluation of A Single Presentation Format For Education About Human Immunodeficiency Virus (HIV) Disease1

This study explored the efficiency and effectiveness of a single presentation format for education about human immunodeficiency virus (HIV) disease. Pretraining and posttraining questionnaires assessing knowledge and risk assessment were given to police officers attending a two-hour seminar on HIV disease. A one-way ANOVA was used to compare posttraining scores of 42 officers who attended the seminar one year ago with the pretraining scores of 63 officers currently attending the seminar, some of whom had attended the seminar one year earlier. Significant differences were found on knowledge items (p < .05). Post hoc analysis revealed no significant decline in knowledge scores after one year, while pretraining knowledge scores for those who had attended the seminar before were significantly greater than for those who had not. No significant differences were found on risk assessment items, suggesting that beliefs about on the job risk have become part of the officers' common culture.     

Homogeneous group therapy of borderline personality disorder

The authors maintained a time-limited, diagnostically homogeneous psychotherapy group of borderline patients for one year. The group progressed through prototypical stages of group development, but each phase was marked by variations of the aggressive drive and defenses against aggression that are characteristic of this disorder. The group provided a well-suited forum for the exploration of suicidal and homicidal impulses and the development of an observing ego. Despite the limits on generalizability from this group, it appears that group psychotherapy can be a valuable adjunctive modality for some borderline patients.Paper presented at the American Psychiatric Association Conference, Montreal, May, 1988.     

Stutterer''s scaled attitudes and their prognostic significance in therapy

Thirty individuals who manifested stuttering behavior participated in an intensive therapy program. Measures of pretherapy attitudes on the Attitude and Behavioral Observation Scale, which consists of self-evaluations of attitudes on a scale of five equal-appearing intervals and also two questionnaires, the Iowa Scale of Attitude Toward Stuttering and the Stutterer's Self-Ratings of Reactions to Speech Situations were utilized. These three scales were found to be significantly correlated. A difference score from the Motor Performance Scale, a speech proficiency scale of one to five was completed at pre- and posttherapy, as a measure of the client's success from therapy. Generally, pretherapy attitudes did not correlate significantly with success from therapy.     

Group decision making in the planning team process: Myth or reality?

Based upon theories from organizational psychology, this study assessed the relationships among school staff role, participation, and satisfaction during planning Team meetings which decide special education placements and programming. A strong positive relationship was found between staff role and participation. Regular education teachers were lowest in participation and satisfaction whereas school psychologists were ranked the highest on both variables. Other staff roles did not necessarily show a one-to-one relationship between participation and satisfaction levels, yet within roles, the level of satisfaction increased with higher levels of participation. These findings were discussed in the context of interdisciplinary decision making and implementation of the placement team decision.     

TEACHING MENDING SKILLS TO MENTALLY RETARDED ADOLESCENTS

This experiment presents a model for analyzing community living skills and teaching them to mentally retarded adolescents. A task analysis of three mending skills was developed and validated, aided by consultation with persons having expertise in home economics and mental retardation. The task analysis was modified to compensate for the constraints imposed by the trainees' disabilities. Five moderately retarded youths received training on sewing hems, buttons, and seams. Sewing skills were acquired rapidly and maintained. The behavior generalized from trained to untrained tasks on their common components for all subjects. A multiple baseline across participants combined with a multiple baseline across responses demonstrated the combined effectiveness of an objectively validated, detailed task analysis; graduated sequence of prompts; and response consequences in training and maintaining community living skills with mentally retarded adolescents.     

A longitudinal study of real-life decision making: Choosing a college

Three hundred and twenty two college-bound high school students described aspects of their college decision-making processes. Students listed their criteria as well as the alternatives (i. e., schools) under consideration, rated the importance of each criterion, and rated each alternative with respect to each criterion. They also gave their overall impressions of each alternative. Finally, students rated their comfort with the decision-making process and, at the conclusion of the study, reported on how many schools they had applied to, had or had not been accepted at, were waiting to hear from, or were waitlisted at. Students consider four or five alternatives, and use eight to ten criteria in evaluating them. These figures do not change appreciably over the course of the process, although only about half the criteria or/and slightly more than half of the schools considered at one time are considered again 6 months later, and there are several changes in the kinds of criteria considered at different points in time. There was a marginally significant trend for higher ability and average ability students to consider more criteria, more distinct types of criteria, and more alternatives than do lower ability students. There were no gender differences in this regard. Gender differences and academic ability group differences were apparent, however, in the types of criteria students reported. Participation in multiple sessions in this study had few reliable effects on decision-making performance. Students were given a list of 34 standard criteria at each session, and incorporated some of these into their own lists of criteria during subsequent sessions. However, there was no indication that repeated participation led students to adopt a more analytical strategy than they would have otherwise. Data were compared with three linear models of information integration. Models using data with multiple criteria better fit the students' data than did a model using only the most important criterion. Higher ability students were particularly better able to integrate information according to linear models.     

Condom Use by Low-Income African American and Hispanic Youth With a Weil-Known Partner: Integrating the Health Belief Model,Theory of Reasoned Action,and the Construct Accessibility Model1

This study used multiple group structural equation modeling (SEM) to evaluate gender and ethnic differences in a theoretical model of condom use with a well known partner. The sample consisted of urban, low income, African American and Hispanic males and females. The theoretical model incorporated concepts from the Health Belief Model (HBM), Theory of Reasoned Action (TRA), and Construct Accessibility Model (CAM). A new theoretical concept, condom predisposition, emerged from SEM as a predictor of condom use in all four gender-ethnic groups. This concept combines elements of the TRA (attitude, partner norm) and CAM (accessibility of condom related constructs). Statistically reliable differences were found in the theoretical models for each group. For example, talking about AIDS was positively related to a predisposition to use condoms for African American males and both Hispanic males and females. In contrast, for African American females, it was their concern about AIDS that was positively related to this predisposition. These results underscore the importance of investigating gender differences within ethnic groups, and benefits of integrating different theoretical perspectives.     

Why Me? The Persistence of Negative Appraisals Over the Course of Illness1

This paper examines the relationship of illness appraisals and causal attributions to later psychological adjustment among individuals coping with a chronic illness. Data on threat and challenge appraisals, causal attributions, and depression were collected twice over an 18-month period from patients with recently diagnosed rheumatoid arthritis (RA). Appraisals and attributions were differentially related to psychological adjustment. Challenge appraisals were stable over time but were unrelated to depression. Internal, stable, global attributions about the diagnosis were associated with greater depression at follow-up for subjects who were initially high on the depression measure but were related to lowered depression for individuals with initially low depression. An interaction between initial threat appraisals and depression was also found for depression 18 months later. For individuals with low depression scores initially, threat appraisals were related to greater depression later; when initial depression was high, threat appraisals were unrelated to later depression. In addition, initial threat appraisals mediated the relationship between initial level of depression and rumination (continuing to ask, “Why me?”) 18 months later. These findings are discussed in terms of the failure to achieve some resolution about the place of the illness in one's life and of theories of dysphoric rumination that suggest that negative self-focus contributes to a continuing depressed mood.