Longitudinal scalogram analysis: A methodology and microcomputer program for Guttman scale analysis of longitudinal data

Guttman scalogram analysis has been limited to cross-sectional analysis. Longitudinal scalogram analysis (LSA), a direct extension of cross-sectional scalogram analysis to longitudinal-data, is proposed as an alternative methodology. The benefits of LSA relative to cross-sectional methods of analysis are discussed.     

Multidimensional unfolding: Determining configuration from complete rank order preference data

Within the model of isotonic space, a principle is presented which generalizes the unfolding technique to the multidimensional case. The availability of exhaustive configurational solutions given complete data is pointed out. Finally three criteria are suggested for the choice of a particular solution from among the set of all solutions, which are applicable in the case either of complete or incomplete data.Deceased.     

Addressing the Complexities of Culture and Gender in Counseling

The purpose of this article is to describe a model for organizing and systematically considering 9 complex and overlapping cultural influences that counselors need to be addressing in their work: Age and generational influences, Disability, Religion, Ethnicity, Social status, Sexual orientation, Indigenous heritage, National origin, and Gender (which together form the slightly misspelled acronym ADRESSING). The ADRESSING model is particularly useful in helping counselors and educators to (a) examine their own biases and areas of inexperience regarding minority cultures and (b) consider the salience of multiple cultural influences and identities with their clients.     

Testing Models of Counselor Development With a Measure of Counseling Self-Efficacy

Models of counselor development have become very popular, but empirical research has found differences primarily between beginning graduate students and doctoral interns. In the research described here, a counseling self-efficacy instrument was developed and was used to test hypotheses based on self-efficacy theory and models of counselor development, both of which would make similar predictions about increases in counseling self-efficacy resulting from clinical training and experience. The findings include strong reliability and validity evidence for the instrument and several significantly different groups of participants that correspond roughly to the groups hypothesized in stage models of counselor development.     

The generality of belief in unsubstantiated claims

We tested the hypothesis that people show generality in their endorsement of unsubstantiated claims, employing more types of measures than used in previous studies. We found that measures of generic conspiracist ideation, specific fictitious conspiracy theory, and false conspiracy theory beliefs were all strongly and positively intercorrelated. A multiple regression analysis revealed that the measures of specific false and fictitious conspiracy theories both significantly predicted generic conspiracist ideation. A second broader test of the generality hypothesis showed that these measures of false and fictitious conspiracy belief were positively intercorrelated with measures of psychological misconceptions, pseudoscience, poorly supported psychological practices, and paranormal beliefs. However, the measures of misconceptions and pseudoscience displayed substantially lower correlations. The results provide support for the generality of acceptance of a wider variety of unsubstantiated claims than used in previous studies and also suggest differences in the types endorsed based on the kind of knowledge and content measured.     

A Longitudinal Perspective on Differentiation of Self,Interpersonal and Psychological Well-Being in Young Adulthood

The over-time relationship between differentiation of self and interpersonal and psychological well-being was examined in a sample of young adults in order to test the hypothesis that greater differentiation of self—that is, lower emotional reactivity, better capacity to take an “I” position in relationships, less emotional cutoff, and lower fusion with others—predicted greater interpersonal and psychological health. Results of hierarchical regression analyses confirmed that greater Time 1 differentiation of self predicted lower Time 2 psychological and interpersonal distress after controlling for Time 1 distress levels. Further, canonical correlation analyses revealed several significant patterned associations between aspects of differentiation of self and specific interpersonal problems. Implications for family interventions are discussed.     

The Effect of Manipulating Training Demands and Consequences on Experiences of Pressure in Elite Netball

Testing the efficacy of a pressure training framework (Stoker, Lindsay, Butt, Bawden, &; Maynard, 2016 Stoker, M., Lindsay, P., Butt, J., Bawden, M., &; Maynard, I. (2016). Elite coaches' experiences of creating pressure training environments. International Journal of Sport Psychology, 47(3), 262–281.[Web of Science ®] , [Google Scholar]), the present study investigated whether manipulating training demands and consequences altered experiences of pressure. Elite Netballers (M_age = 26.14 years) performed a Netball exercise in a randomized, within-subject design with four conditions: a control, consequences, demands, and demands plus consequences condition. Compared with the control, self-reported pressure was significantly higher in the consequences and demands plus consequences condition but not in the demands condition. The findings provide mixed support for manipulating demands and strong support for manipulating consequences as a means for producing pressure.     

Assessing Multicultural Competence in Counselor Trainees: A Review of Instrumentation and Future Directions

As the diversity within the U.S. population continues to increase, multicultural counseling competency (MCC) remains a central focus in counselor education and research. Accordingly, assessment of competencies is necessary to ensure culturally appropriate counseling services to an increasingly diverse clientele. This article discusses available tools for evaluating counselors' awareness, knowledge, and skills for working with culturally diverse clients, as well as new directions and trends in MCC assessment.     

The costs and benefits of providing feedback during learning

It seems uncontroversial that providing feedback after a test, in the form of the correct answer, enhances learning. In real-world educational situations, however, the time available for learning is often constrained— and feedback takes time. We report an experiment in which total time for learning was fixed, thereby creating a trade-off between spending time receiving feedback and spending time on other learning activities. Our results suggest that providing feedback is not universally beneficial. Indeed, under some circumstances, taking time to provide feedback can have a negative net effect on learning. We also found that learners appear to have some insight about the costs of feedback; when they were allowed to control feedback, they often skipped unnecessary feedback in favor of additional retrieval attempts, and they benefited from doing so. These results underscore the importance of considering the costs and benefits of interventions designed to enhance learning.