A Pilot Randomized Trial of Community-Based Parent Training for Immigrant Latina Mothers

This paper reports on the development and piloting of the Madres a Madres (Mothers to Mothers) program, a new, community-based parent training program designed for immigrant Latina mothers and their children. Promotoras, or female community health workers of Latina background, delivered the program in a home visitation format. A total of 194 mothers and 194 focal children (87 male, 107 female) ages 7–12 were randomized to the intervention (113 mother–child dyads) or wait-list control condition (81 mother–child dyads) over the study period. Outcomes of interest were mother-reported parenting skills, broad family functioning, and child externalizing and internalizing behaviors. Data collection occurred at pretest, 3-month posttest, and 9-month follow-up periods. Multilevel growth models revealed increases in intervention mothers’ reported parenting skills, family support, and family organization, and reductions in child internalizing behavior from pretest to follow-up, relative to the control condition. Outcomes did not vary by focal child age, gender, nativity status, or mother acculturative status (years in the United States). Findings are discussed in the context of future directions for research on the Madres a Madres program and on the implementation and dissemination of empirically-supported parent training practices to culturally diverse families.     

Dissertation experiences of doctoral graduates from professional psychology programs

Worldwide, dissertation experiences are acknowledged to be challenging endeavors for students and the faculty members who advise them, and dissertation completion continues to be a concern when seeking to improve overall doctoral graduation rates. Although a number of factors have been associated with completion rates across disciplines, further research is needed within professional psychology graduate programs to understand overall student dissertation experiences. In this USA-based investigation, a mixed-method design was used to examine the experiences of 25 professional psychology doctoral graduates’ dissertation experiences, 12 of which were self-identified as positive and 13 as negative. Participants with positive experiences typically had supportive relationships with their dissertation chairs and committee members, which enhanced their research confidence and professional development. Participants with negative dissertation experiences typically had difficult relationships with dissertation chairs and committee members, which was associated with immediate and long-lasting negative consequences for participants’ professional growth and emotional well-being. The advisory working alliance was stronger for graduates with positive than negative experiences, although research attitudes and self-efficacy beliefs were not different between the two groups.     

Examining Positive Affect and Job Performance in Sport Organizations: A Conceptual Model Using an Emotional Intelligence Lens

In this conceptual article we introduce a model examining emotional intelligence (EI) and its effects on job performance in team sport. Moreover, we propose that both coaches and athletes actively engage in emotional labor (EL) as a means to performing in their respective job roles. A conceptual model linking EI to EL, positive affect, and subsequently job performance is introduced to serve as a conceptual foundation for better understanding the role of EI in sport. Concurrently, research propositions are introduced linking EI to job performance. Finally, implications for future research and practice, as well as potential limitations, are discussed.     

Stimulus Sequence Features Influence Physicians' Response Tendencies in Radiological Image Interpretation

Decades of research on perception and prediction of randomness led us to speculate that the various response tendencies observed in these studies might manifest in multi‐trial discrimination tasks used in medical education. By re‐analyzing data from a previously published study in which 46 physicians and medical trainees judged 234 pediatric ankle radiographs, we show that (i) response tendencies can be differentially induced when individuals receive uniquely ordered sequences and (ii) response patterns consistent with win‐stay/lose‐shift and win‐shift/lose‐stay heuristics can be predicted from stimulus alternation rates and marginal distributions. Our results illustrate the importance of carefully arranging trials when studying discrimination and when using discrimination tasks to teach or to assess learners' skill levels. We call into question the wisdom of designing studies that present uniquely ordered stimulus sequences and discuss alternatives. Copyright © 2013 John Wiley & Sons, Ltd.     

A Survey of Dynamic Principles Governing Memory

A triadic coalition game was structured as an achievement-oriented situation by inclusion of a skill-based game task. Deductions regarding coalition partner choices were derived from Atkinsons' model of achievement motivation with the expectation that achievement-oriented players (Ms < Maf) would prefer moderate-risk strategy options while failure-avoidant players (Maf < Ms) would avoid moderate-risk strategies.

Observation was made of the coalition partner preferences of 126 college sophomore males and females who played the game in same-sex triads. The Ss were categorized into motive configuration groups on the basis of scores derived from the Test of Insight and the Test Anxiety Questionnaire.

The results were supportive of the hypotheses, since the Ms < Maf group chose moderate-risk coalition options more frequently than did the Maf < Ms group. By contrast the Maf < Ms group chose low-risk strategies and tended to avoid moderate-risk coalition options. While other coalition-game studies have shown differences in strategy behavior between males and females, sex differences did not occur in the present game. The lack of sex differences was explained by the high level of concern for winning among members of both sexes generated by the achievement nature of the game task.     

Carrying the Pain: The Journey from Suffering to Transformation—Perspectives from Shakespearean Tragedy and Pastoral Care

This paper proposes an admittedly difficult thesis that emotional pain and suffering can be good news. Rather than denying and running from emotional pain and suffering, we suggest embracing and carrying the pain. Through academic and spiritual writings, an observation of Hamlet’s tragic suffering, an examination of pastoral care case study data, and a B.L.E.S.S. acronym, this paper proposes that within the experience of suffering lies the transformative potential for meaning and fullness.     

Reading Attitudes of Texas High School Students

Through random sampling, we surveyed 2,568 high school students throughout Texas to determine their reading attitudes vis-à-vis individual and school background variables. Sources were the Rhody reading attitude scale and public domain campus summary data; the lenses of attitude theory and social justice informed this study. Significant differences appeared in overall reading attitude and gender, as well as these school characteristics: public and private, rural and urban, low and high poverty, low and high diversity, and small versus large student-teacher ratios. From the results, an avid reader from a public school would be in small classes in an urban school serving mostly students of color and poverty. These findings challenge educators, researchers, and policy-makers to rethink common misperceptions of the reading attitudes of youths in diverse, high-poverty urban schools.     

The role of specificity in the lexical encoding of participants

In addition to information about phonology, morphology and syntax, lexical entries contain semantic information about participants (e.g., Agent). However, the traditional criteria for determining how much participant information is lexically encoded have proved unreliable. We have proposed two semantic criteria (obligatoriness and selectivity) that jointly identify the participants that are lexically encoded in verbs. We tested whether one of these criteria, semantic selectivity, makes psychologically real distinctions between participant information that is lexically encoded and participant information that is not. We examined how readers integrated syntactically optional WH-constituents in filler-gap sentences when the participant information conveyed by the WH-filler was specific to a restricted class of verbs (i.e., source locations) and when it was not (i.e., event locations). Our results provide support for the role of specificity in the lexical encoding of participant information of syntactically optional constituents.