Intraview©: Career Development Through Business Communication

The authors offer the Intraview©: Communication Intervention Strategy as a means of reducing high Communication Apprehension (CA). This intervention strategy, based on helping individuals to know more about themselves and their interactions with others, was implemented in a pretest, posttest, and control design, and CA was reduced at a statistically significant level (.01).     

The Depressive Experiences Questionnaire: revision and validation

The present study presents a new, unit-weight scoring system for the Depressive Experiences Questionnaire (DEQ). One hundred thirty-one college students completed the DEQ, the Bem Sex-Role Inventory (BSRI), and the Beck Depression Inventory (BDI). The revised DEQ scales were shown to have substantial levels of internal consistency. The three subscales of the revised DEQ were significantly correlated with the BSRI masculinity and femininity scales but not with gender. Significant correlations were also obtained between DEQ anaclitic, DEQ introjective scales and the BDI.     

Ethical considerations in the use of computers in psychological testing and assessment

Ethical considerations in the use of computers in psychological testing and assessment are discussed. Particular attention is given to existing ethics and standards that provide guidance to users of computerized test interpretation and report-writing programs. Issues covering professional accountability and confidentiality are also discussed as they relate to computer-assisted assessment. Areas of appropriate use of computers in testing and assessment are suggested, including test scoring, the analysis of scores, and generating remedial recommendations. Findings are summarized and several guidelines are suggested for users of computers in testing and assessment.     

Resolving discrepant results of the Wheatstone Experiment

Summary Soon after Wheatstone published his results obtained with the twelve earliest stereograms. Brewster disputed the result obtained with one of them. This stereogram consisted of a thick vertical line presented to one eye and a thin vertical and thick inclined line to the other. Wheatstone reported seeing depth with this figure but Brewster did not. We conducted three experiments to explore the possible reason for the disagreement. Experiment 1 indicated that the stereogram produces a variety of perceptions including the depth as reported by Wheatstone and the rivalry as reported by Brewster. Experiment 2 showed that Brewster's procedure of keeping the eyes fixed while viewing the stereogram reduces the proportion of subjects reporting depth. In Experiment 3, the top half and the bottom half of the stereogram were presented in different trials. The top of the stereogram that contains no conflicting cues produced reliable depth, but the bottom that does, did not. It is concluded that the difference in the procedures they used and the nature of the stimulus were responsible for the conflicting results.     

Masculinity,femininity, self-esteem,and subclinical depression

A study involving 197 university undergraduates (83 males, 114 females) tested the hypothesis that depressive symptoms assessed by the short form of the Beck Depression Inventory (BDI) would be negatively related to masculinity (M) scores from the Personal Attributes Questionnaire (PAQ) but unrelated to femininity scores (F). It was also hypothesized that the negative relationship between masculinity and self-reports of depressive symptoms may be due to shared variance in self-esteem. The results supported predictions. In particular, the negative relationship linking masculinity to depressive symptoms disappeared when the effects of self-esteem were partialed out. Results are discussed in terms of the thesis that self-esteem may reflect in part the dominant masculine values of Western-type cultures and that manifestations of psychological ill health may occur when there is reduced opportunity to engage in behaviors that reflect these values.     

Doctoral training in behavior analysis: Training generalized problem-solving skills

This essay provides guidelines for designing a doctoral program in behavior analysis. First, we propose a general accomplishment for all behavior analytic doctoral students: that they be able to solve problems concerning individual behavior within a range of environments. Second, in order to achieve this goal, we propose that students be trained in conceptual and experimental analysis of behavior, the application of behavioral principles and the administration of behavioral programs. This training should include class work, but it should emphasize the immersion of students in a variety of environments in which they are required to use behavior analytic strategies. Third, we provide an example of a hypothetical graduate program that involves the proposed training. Finally, an evaluation plan is suggested for determining whether a training program is in fact producing students who are generalized problem-solvers. At each step, we justify our point of view from a perspective that combines principles from behavior analysis and educational systems design.     

A modification in scoring the ABC Scale

The scoring procedures for the Articulation of the Body-Concept (ABC) Scale to use with three-, four- and five-year-old children were modified to determine their degree of field-dependence-independence. A total of 300 children, who obtained a score of one or better on the ABC Scale, were administered the Preschool Embedded Figures Test (PEFT) and the ABC Scale. The ABC Scale was scored using its scoring procedures and the scoring procedures for the Goodenough-Harris Drawing Test (GHDT). Scores on the PEFT, ABC Scale and GHDT were correlated with each other. Correlations among all cognitive measures ranged from .88 to .99, which were high and statistically significant (p < .0001). Therefore, the scoring procedures for the GHDT can be substituted in scoring the ABC Scale in assessing young children's field-dependence-independence.