Heterogeneity of Incentives for Physical Activity and Self-Efficacy in Highly Active and Moderately Active Women Exercisers

The purpose of this investigation was to examine whether persons exercising 2 times per week or less versus 3 times per week or more, with intentions to maintain current level of activity form a homogenous group in terms of motivational features. A group of 86 women recruited from local fitness clubs reported on their exercise incentives, self-efficacy, exercise behavior, and exercise intentions. A discriminant function analysis revealed that self-efficacy and incentives for stress reduction and mental health discriminated highly active from moderately active women. The implications of these findings are discussed in terms of stage theory and research in exercise adherence.     

L'INVENTAIRE DE RESOLUTION DE PROBLEMES PERSONNELS: UNE PERSPECTIVE METACOGNITIVE*

Studies on personal problem solving demonstrate important variations in intra- and interindividual problem solving performances. These differences have been associated with different levels of subject's psychological distress. Recently, several investigators have attempted to identify meta-cognitive factors associated with fluctuations in problem solving performance and variations in subject's level of mental health. The purpose of the present study was to examine the psychometric qualities of the French version of the Problem Solving Inventory (PSI). The 35-item questionnaire assess people's attitudes toward their personal problem solving competence. Reliability, factorial structure and construct validity of the instrument were evaluated with two different samples of subjects. Results indicated that the French version of the PSI has high internal consistency and, as predicted, a tri-dimensional factorial structure. The observed relation between subject's appraisal of their personal problem solving abilities and level of psychological distress support the discriminant properties and the concurrent validity of the PSI.     

Short versus long term gains of a cognitive-behavioral social skills program targeting the giving and receiving of criticism

Seventy-four university undergraduates (40.2% male and 59.8% female) reporting difficulty in giving and receiving criticism were randomly assigned to either a training group consisting of cognitive behavioral criticism skills including behavior rehearsal, modeling, coaching, cognitive restructuring, or to a control group. Dependent measures were given at pre-test, post-test, and one year follow-up. Included were self-report measures consisting of Fear of Negative Evaluation (FNE), Criticism Concerns Scale (CCS), Criticism Self-Esteem Giving and Receiving Scales, and behavioral role-play measures consisting of judges’ global ratings of subject’s verbal and nonverbal criticism behaviors in role-play scenarios with a live actor. Results for the self-report measures, FNE, and Criticism Self-Esteem Receiving showed both training program and control groups improved at post-test, but only the training program group maintained gains at one year follow-up. For the CCS and Criticism Self-Esteem Giving, the training program group improved over time, yet was only significantly different from control group at post-test. Results were discussed in terms of the pro-active nature of giving criticism versus the more reactive nature of receiving criticism.     

Evidence for selective target processing with a low perceptual load flankers task

In this article, we demonstrate that selective target processing is possible when the perceptual load of the task is low. We presented a row of three items with two different identities: one identity for the target letter and one for the two flankers (B. A. Eriksen & C. W. Eriksen, 1974). Such stimulus arrays have been defined as low-load displays (Lavie & Tsal, 1994). We investigated whether subjects could ignore the irrelevant flankers, which were never response alternatives, by manipulating the predictive relationship between the flankers and the response (Miller, 1987). In a high-correlation block, the identity of the flankers was highly predictive of the target identity, whereas in a lowcorrelation block, the predictive value of the flankers was reduced. We varied (1) whether or not the target location was precued, (2) the flanker’s category (digit vs. letter), (3) the target-flanker proximity (near = 3° vs. far = 5°), and (4) the size of the characters. The results indicate that subjects were influenced by the predictive value of near flankers and that the magnitude of this effect was jointly modulated by the target-flanker categorical overlap and by the size of the characters. In contrast, null flanker effects were obtained for far letter flankers in the precue condition, and for far digit flankers, regardless of attentional cuing. These findings (1) are inconsistent with suggestions (Lavie, 1995) that irrelevant stimuli automatically capture attention, and (2) support the notion that target-flanker distinctiveness plays a role when the perceptual load of the task is low.     

Personality factors of individuals who survive traumatic experiences without professional help

This is a study of the personality resources that enable certain individuals to cope successfully with traumatic experiences without planned psychotherapeutic intervention. A survey of 40 trauma-surviving respondents reveals some common positive developmental and psychosocial factors. Also, five cases are described who experienced serious trauma, three of them living successful lives and two remaining disabled. The biological predisposition and the specific interaction of ones nature and nurture leading toward resolution of traumatic experiences are discussed. Individuals who have survived Posttraumatic Stress Disorder should be studied further within a psychobiological framework.     

Measurement and interpretation of situational and dispositional attributions

Four problems with the measurement of situational and dispositional causality are reviewed. These are: the assumption that dispositional and situational causality are inversely linked; the diversity of the causes considered within the situational and dispositional categories; the difficulties of differentiating between causes internal and external to the actor; and the low convergent validity of various closed-ended attribution measures. A study reaffirms the lack of convergence among closed-ended measures and between closed and open-ended measures as well. In a second study, subjects' ratings of closed-ended attributions are taken as indicators that a freely chosen to not freely chosen dimension may better represent subjects' attributional thought than the internal/external dimension does. Open-ended data from the convergence study are recoded using this scheme and achieve significantly better convergence with closed-ended data. The implications of this redefinition for solving the various measurement problems are discussed.     

Children's embedded figures test: an examination of item difficulty in grades K-4

Indices of item difficulty for both the Tent and the House series of the Children's Embedded Figures Test are reported from a sample of 240 children in grades K-4. Results indicate that the failure rule should be re-considered and the test shortened.     

A structured pictorial questionnaire to assess DSM-III-R-based diagnoses in children (6–11 years): Development,validity, and reliability

This paper presents a structured pictorial instrument, the Dominic questionnaire, to assess mental disorders in 6- to 11-year-old children. Ninety-nine drawings represent situations corresponding to DSM-III-R based ADHD, CD, ODD, MDD, SAD, OAD, and SPh. However, cognitive limitation of 6- to 11-year-old children do not allow for time-related measurement. The instrument takes 15–20 min to administer. Reliability and validity of the Dominic questionnaire were studied in Parent DISC-2 positive and negative outpatient and general population samples and against clinical judgement. The pictorial approach provides acceptable test-retest reliability and the instrument makes standardized assessment possible for children as young as 6 years of age.This investigation was supported by the National Health Research and Development Program (Ottawa) grant #6605-2780-42. The authors wish to thank L. Houde and S. Lepine for their collaboration and J. J. Breton, P. Cohen, K. Minde, K. Munir, and D. Shaffer for their suggestions and editorial comments.