The incremental validity of the MMPI-2: when does therapist access not enhance treatment outcome?

The present study examined whether therapist access to the Minnesota Multiphasic Personality Inventory (MMPI-2) predicted favorable treatment outcome, above and beyond other assessment measures. A manipulated assessment design was used, in which patients were randomly assigned either to a group in which therapists had access to their MMPI-2 data or to a group without therapist access to such information. Illness severity, improvement ratings, number of sessions attended, and premature termination were indicators of therapy outcome. Results indicated that therapist access to the MMPI-2 data did not add to the prediction of positive treatment outcome beyond that predicted by other measures in this setting. Findings from this initial study suggest that, compared with other resources, perhaps in clinical settings with an emphasis on diagnosis-based and evidence-based treatment, the MMPI-2 may not provide incrementally valid information. However, these effects warrant replication across different settings and samples. Guidelines for future studies are discussed.     

The development of infant learning about specific face-voice relations

This study examined the development of infants' ability to perceive, learn, and remember the unique face-voice relations of unfamiliar adults. Infants of 2, 4, and 6 months were habituated to the faces and voices of 2 same-gender adults speaking and then received test trials where the faces and voices were synchronized yet mismatched. Results indicated that 4- and 6-month-olds, but not 2-month-olds, detected the change in face-voice pairings. Two-month-olds did, however, discriminate among the faces and voices in a control study. Results of a subsequent intermodal matching procedure indicated that only the 6-month-olds showed matching and memory for the face-voice relations. These findings suggest that infants' ability to detect the arbitrary relations between specific faces and voices of unfamiliar adults emerges between 2 and 4 months of age, whereas matching and memory for these relations emerges somewhat later, perhaps between 4 and 6 months of age.     

Psychopathic-like traits in childhood: conceptual and measurement concerns

Can psychopathy be identified in pre-adolescent children? This question has both theoretical and practical implications. So far, attempts to answer this question have been made by making downward extensions of symptoms of the disorder as found in adults. We argue that for the construct of psychopathy to be viable as a construct in childhood it is necessary to demonstrate that a coherent syndrome of symptoms can be identified during childhood. To achieve this it is necessary first to use a strong measurement model, and second to use developmentally informed conceptualizations of key constructs. In order to progress from the measurement perspective, it is necessary to demonstrate (i) configural invariance of symptoms across key ages, (ii) similar performance of age cognate symptoms across key ages, and (iii) stability of relative standing on the latent trait across age. Novel techniques including item response methods and structural equation modelling techniques are required. In this paper, we review the relevant literature and evaluate the strength, or otherwise, of the evidence that key traits of psychopathy can be observed in childhood.     

The 1996 Mount Everest tragedy: contemplation on group process and group dynamics

In May 1996, one of the most tragic Mt. Everest climbing seasons was about to unfold, and five climbers would perish in the "Death Zone" miles above the earth's surface. This article considers the events from a group dynamic and group process perspective in an attempt to understand what might have been happening to the group members. We summarize the events through the writings of two chroniclers. We then discuss creating the group, leadership, diversity and subgrouping, scapegoating, and multiple interpretations through an interpersonalist/psychodynamic framework.     

Changes in behavior and behavioral intentions among middle-age women: results from an osteoporosis prevention program

The purpose of this study was to evaluate changes in behaviors and behavioral intentions that occurred among 342 middle-age women (M age 49.5 yr.) after participating in an Osteoporosis Prevention Program. The valid and reliable Osteoporosis Preventing Behaviors Survey (developed by Doheny and Sedlak) and a survey developed for this work were measures. Significant changes in behaviors were reported, especially increases in weight-bearing physical activity, dairy product intake, and decreases in consumption of caffeine-containing beverages. Many subjects reported intentions to increase physical activity and calcium intake. An Osteoporosis Prevention Program may help promote osteoporosis prevention behaviors, but intents must be followed up to check actual change.     

Using Media to Create Experiential Learning in Multicultural and Diversity Issues

The authors present a framework for using media to create experiential learning in multicultural and diversity issues based on cognitive-experiential self-theory. They offer several lessons and a media resource list that are helpful in training counseling students in multicultural and diversity issues.     

Women's Descriptions of Drinking in Bars: Reasons and Risks

Fifty-two women bar drinkers participated infocus group discussions about women's reasons fordrinking, victimization experiences, and behaviors thatinfluence risk for victimization, in bars. The majority of the participants were White (67.3%),one-third were Black (30.8%), and one was NativeAmerican. Qualitative data analytic techniques were usedto assess the content of these discussions. Womendescribed distinct reasons for going to bars and providednumerous accounts of aggression they had witnessed orexperienced associated with this setting. Depictions ofphysical violence ranged from having an object thrown at them or being pushed, to accounts ofrape and attempted murder. These women also describedobservable changes in other women's behavior followingalcohol consumption, and how these behaviors increase risk for victimization in bars. The qualitativefindings are discussed in terms of what they tell usabout women bar drinkers and the insight theyprovide fordesigning future studies and interventions that focus on education and prevention.     

Imitative language and symbolic maturity in the single-word period

The purpose of this investigation was to examine spontaneous vocal imitation and explore its relationship, if any, to symbolic maturity as revealed in, play. These two facets were examined during the period of single-word utterances and early multiword combinations. Language samples were drawn from videotaped data recorded in the homes of five female children at free play during a 1-year period. Results revealed that for these five children there were consistent patterns of imitation. Imitation at first was infrequent, increased rapidly, and then declined. Although the timing of imitation was not the same for each subject chronologically, its occurrence was consistent with symbolic development.This study was supported by a grant from the National Institute of Education. It was presented at the 1975 Biennial Meeting of the Society for Research in Child Development.     

MAINTENANCE OF FOREIGN LANGUAGE VOCABULARY AND THE SPACING EFFECT

Abstract— In a 9-year longitudinal investigation, 4 subjects learned and relearned 300 English-foreign language word pairs. Either 13 or 26 relearning sessions were administered at intervals of 14, 28, or 56 days. Retention was tested for 1, 2, 3, or 5 years after training terminated. The longer intersession intervals slowed down acquisition slightly, but this disadvantage during training was offset by substantially higher retention. Thirteen retraining sessions spaced at 56 days yielded retention comparable to 26 sessions spaced at 14 days. The retention benefit due to additional sessions was independent of the benefit due to spacing, and both variables facilitated retention of words regardless of difficulty level and of the consistency of retrieval during training. The benefits of spaced retrieval practice to long-term maintenance of access to academic knowledge areas are discussed.     

The factor structure of ADHD items in DSM-III-R: Internal consistency and external validation

Previous research employing factor-analytic procedures to study the underlying dimensions of DSM-III attention deficit disorder with hyperactivity (ADDH) symptoms have consistently supported a two-factor model. Revision of the structure of the ADHD diagnosis in DSM-HI-R, as well as inclusion of new items, has raised the question of comparability of the two diagnoses. To explore the significance of these changes, teacher ratings of DSM-III ADDH items and DSM-III-R ADHD items of 85 nonreferred school children were factor-analyzed to determine their underlying factor structures. A similar two-factor solution was obtained for each diagnostic scale. The factors consisted of items believed to reflect inattention and hyperactivity-impulsivity constructs. These factors were further evaluated against results of a cognitive test battery to ascertain whether objective, external validation could be demonstrated. The hyperactivity-impulsivity factor scores were related to continuous performance test measures of response inhibition, while inattention-disorganization factor scores were related to measures of attention and visual search. Implications for assessment and diagnosis of ADHD are discussed.The authors gratefully acknowledge the assistance of Sister Hildegarde Koger, the St. Francis de Sales School, and the parents and children who participated in this study.