The effects of receiving help: Gender differences in motivation and performance

This study examined gender differences among Caucasian college students in reactions to receiving unsolicited help from a similar peer on an educational task. We found that women, but not men, were more likely to attribute their relatively poor performance to a lack of ability when they received help than when they did not. Also, women who received help performed better on a subsequent, unrelated task than women who did not receive help. In contrast, men who received help spent less time on the subsequent task and performed worse on it than men who did not receive help. Implications of the results for the threat to self-esteem model [A. Nadler (1986) “Self-Esteem and the Seeking and Receiving of Help: Theoretical and Empirical Perspectives,” in B. A. Maher and N. B. Maher (Eds.), Progress in Experimental Personality Research (Vol. 14), New York, Academic Press] and suggestions for future research are discussed.     

Social Categorization and the Influence of Drug Involvement on Drug Attitude Structures: Implications for Assessing Drug Use and Tolerance in the Workplace1

Theories of social categorization were used to generate hypotheses concerning the impact of drug involvement on the attitudes and knowledge structures that people use in making drug-related judgments. Data indicated that greater drug exposure tended to foster more complex knowledge structures for drugs and drug users as revealed by subjects’ perceptions of drug users, tolerance for drug use, and perceptions of drug seriousness. Basically, high drug involvement in terms of personal alcohol use and associating with illicit drug users was related to greater individuation of drug user types. Therefore, high-involved subjects, relative to low-involved individuals, were better able to discriminate between different drug user subtypes and drug user subtypes were more important to high-involved subjects when responding to drug-related survey items.     

Self‐Regulation in Goal Striving: Individual Differences and Situational Moderators of the Goal‐Framing/Performance Link1

We propose that negative goal framing (i.e., defining a goal as a negative state to be avoided) can adversely affect performance. Study 1 (N = 133) revealed that negative goal framing predicted poorer future performance independent of goal level, expectancy, and earlier performance. Study 2 (N = 188) examined the relation between goal framing and performance at 2 times in the academic year, and with respect to individual differences in defensive pessimism. As predicted, the negative goal‐framing/poorer‐performance link was greater on a later exam (after receiving feedback) than an earlier one, and was greater for nondefensive pessimists than for defensive pessimists. The findings implicate self‐regulatory processes in understanding how goal framing affects performance.     

Repeated questioning for order of events: disparate effects following logical versus random presentation

In the present study, 72 college-age participants from an introductory psychology course viewed a series of 20 pictures depicting events surrounding a routine activity, i.e., eating at a cafeteria; these pictures were presented either in a logical order. e.g., enter cafeteria, pick up tray, stand in line, and select food, or in a random order. Three successive tests of free reconstruction of order indicated disparate effects of these conditions; random presentation produced significant forgetting of order information across tests, whereas logical presentation produced no change in performance across tests. Whereas randomly presented stimuli produced both reliable intertest recovery (reminiscence) and forgetting, neither result was observed following logical presentation. The implications of these data for eyewitness testimony for general theories of hypermnesia are discussed.     

Reliability of DSM-IV anxiety and mood disorders: implications for the classification of emotional disorders

The reliability of current and lifetime Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American Psychiatric Association, 1994) anxiety and mood disorders was examined in 362 outpatients who underwent 2 independent administrations of the Anxiety Disorders Interview Schedule for DSM-IV: Lifetime version (ADIS-IV-L). Good to excellent reliability was obtained for the majority of DSM-IV categories. For many disorders, a common source of unreliability was disagreements on whether constituent symptoms were sufficient in number, severity, or duration to meet. DSM-IV diagnostic criteria. These analyses also highlighted potential boundary problems for some disorders (e.g., generalized anxiety disorder and major depressive disorder). Analyses of ADIS-IV-L clinical ratings (0-8 scales) indicated favorable interrater agreement for the dimensional features of DSM-IV anxiety and mood disorders. The findings are discussed in regard to their implications for the classification of emotional disorders.     

Directed Convergence in Stable Percept Acquisition

We view a perceptual capacity as a nondeductive inference, represented as a function from a set of premises to a set of conclusions. The application of the function to a single premise to produce a single conclusion is called a "percept" or "instantaneous percept." We define a stable percept as a convergent sequence of instantaneous percepts. Assuming that the sets of premises and conclusions are metric spaces, we introduce a strategy for acquiring stable percepts, called directed convergence. We consider probabilistic inferences, where the premise and conclusion sets are spaces of probability measures, and in this context we study Bayesian probabilistic/recursive inference. In this type of Bayesian inference the premises are probability measures, and the prior as well as the posterior is updated nontrivially at each iteration. This type of Bayesian inference is distinguished from classical Bayesian statistical inference where the prior remains fixed, and the posterior evolves by conditioning on successively more punctual premises. We indicate how the directed convergence procedure may be implemented in the context of Bayesian probabilistic/recursive inference. We discuss how the L(infinity) metric can be used to give numerical control of this type of Bayesian directed convergence. Copyright 2001 Academic Press.     

Forum: Teaching With,Against, and To Faith

These three articles deal with the issue of faith in the classroom – whether one should teach “to,” “for,” or “against” faith. While their institutional settings and experiences are different, the authors all contend that more serious reflection needs to be given to the matter of how religious commitment plays out in our diverse pedagogical settings. The initial article by Carolyn Medine surveys the current climate regarding student spirituality in the classroom, the broader governmental concerns, and, the tensions that inform the choices available to a professor. Todd Penner's essay analyzes faith‐as‐ideology in the undergraduate classroom, and Marjorie Lehman's contribution analyzes how the issue manifests differently in Jewish Studies.     

DECIDE: a Decision Support Tool to Facilitate Parents’ Choices Regarding Genome-Wide Sequencing

We describe the rationale, development, and usability testing for an integrated e-learning tool and decision aid for parents facing decisions about genome-wide sequencing (GWS) for their children with a suspected genetic condition. The online tool, DECIDE, is designed to provide decision-support and to promote high quality decisions about undergoing GWS with or without return of optional incidental finding results. DECIDE works by integrating educational material with decision aids. Users may tailor their learning by controlling both the amount of information and its format – text and diagrams and/or short videos. The decision aid guides users to weigh the importance of various relevant factors in their own lives and circumstances. After considering the pros and cons of GWS and return of incidental findings, DECIDE summarizes the user’s responses and apparent preferred choices. In a usability study of 16 parents who had already chosen GWS after conventional genetic counselling, all participants found DECIDE to be helpful. Many would have been satisfied to use it alone to guide their GWS decisions, but most would prefer to have the option of consulting a health care professional as well to aid their decision. Further testing is necessary to establish the effectiveness of using DECIDE as an adjunct to or instead of conventional pre-test genetic counselling for clinical genome-wide sequencing.     

How do Physicians Decide to Refer Their Patients for Psychiatric Genetic Counseling? A Qualitative Study of Physicians’ Practice

Psychiatric genetic counseling (PGC) is an emerging specialty discipline within the genetic counseling profession. A specialist PGC service was founded in 2012 in Vancouver, Canada, and though patient benefits have been demonstrated, many physicians do not regularly refer patients to the service despite awareness of its availability. We conducted a qualitative study involving semi-structured telephone interviews with Vancouver-based physicians who were aware of the PGC service to explore this phenomenon. Interviews were audio-recorded, transcribed verbatim, coded, and analysed for emergent themes. Consistent with a grounded theory approach, constant comparison was employed throughout data collection and analysis. Analyses of interviews conducted with 12 physicians revealed that referral practices were informed by perceptions about the purpose of PGC and interpretation of patient cues. Physicians perceived PGC as an information-focused intervention, and considered referral when patients explicitly expressed desire for information about recurrence risk or etiology that they felt unable to adequately address themselves. Even when physicians identified psychotherapeutic benefits of PGC, patient needs of this nature were not perceived as cues prompting referral to PGC. These data suggest that further work is necessary to position PGC in physicians’ minds as a service that could potentially benefit most individuals with psychiatric disorders and their families, and that it encompasses more than information provision. It is important to increase physicians’ awareness of the complementary role that genetic counselors can play to that of the physician in providing psychotherapeutically oriented counselling about illness etiology.     

Psychological skills and mindfulness training effects on the psychological wellbeing of undergraduate music students: An exploratory study

This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological wellbeing of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological wellbeing, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students’ psychological wellbeing after the seven-week intervention programme. Findings suggest improvements in psychological wellbeing, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological wellbeing of music students.