Self‐ratings in Training Programs: An Examination of Level of Performance and the Effects of Feedback

The level of agreement (mean differences and correlations) between self, peer and training staff ratings were examined in this study. The sample consisted of 545 participants who were undertaking a Royal Australian Airforce officer training program. Consistent with previous research there was strong agreement between training staff and peers and weak agreement between self‐ratings and ratings by others (training staff and peers). Accuracy of ratings was examined by (a) comparing the mean ratings of outstanding, average and below‐average performers; and (b) correlating difference scores with a measure of performance. The findings showed that below‐average performers have a less accurate view of themselves compared to outstanding performers. Finally, we examined the effects of negative feedback on self‐perceptions. The analyses indicated that after receiving negative feedback, average performers adjusted their self‐ratings. Various explanations were proposed together with practical implications for training.     

Mentoring and the impact of the research climate

In this article, we focus on the mentoring process, and we argue that the internal and external pressures extant at research universities may create a research culture that may be antithetical to appropriate mentoring. We developed a scale based on motivation theory to determine the perceived research culture in departments and research laboratories, and a mentoring scale to determine approaches to mentoring graduate students. Participants were 610 faculty members across 49 departments at a research oriented university. The findings were that a mastery-oriented research climate and an outcome-oriented research climate were manifested at the university. More importantly, each research climate had its own unique impact on how the faculty approached mentoring graduate students. A mastery research climate was related to a more supportive approach to mentoring than the outcome research climate. We concluded by suggesting that the outcome research climate may have an adverse effect on effective mentoring and on maintaining research ethics.     

The French-as-a-second-language learning experience of anglophone and allophone university students

To compare the French-as-a-second-language learning experience of anglophones (n=187) and allophones (n=61), demographic and background information, selfevaluations, data on language anxiety, and final grades are analysed for students taking first-, second-, and third-year French courses at a Canadian university. It was found that both groups share more characteristics than they differ in the process of learning a second language. More important, they experience comparable anxiety levels, and their final grades in language courses do not differ significantly.     

A metaphor analysis in treatments of depression: Metaphor as a marker of change

This paper examines the use of ‘burden' metaphors relating to the experience of depression in one good and one poor outcome process-experiential short-term psychotherapy dyad. Burden-metaphors are meaningful as they appear to characterize the way these clients experience the course of their depressions (e.g. Korman & Angus, 1995). Understanding how these experiences are dealt with in productive therapies, as compared to less-productive treatments, can aid in therapist training and in developing therapeutic programmes for depressed clients. The Experiencing Scale (Klein et al., 1970) and the Narrative Process Coding System (Angus et al., 1996) are used to examine the processes at play when burden-metaphors are used in the good and the poor therapy. Results indicate that, in the good outcome dyad, metaphors of ‘being burdened' were transformed into metaphors of ‘unloading the burden' over the course of the therapy, while there was no transformation evident in the poor-outcome dyad. The good outcome therapy tended to have a higher level of experiencing when discussing burden-metaphors, in comparison with the poor-outcome therapy. Furthermore, the successful dyad tended to more often use internal narrative sequences (as identified by the NPCS) in the exploraiton of metaphoric expression.     

Gender,Affiliation, and Control in Physician–Patient Encounters

This study investigates the effects of physician gender and communication styles on participant responses to physicians. Participants were 146 mostly low-income students (50% Caucasian, 50% African-American) who each viewed one of four videotapes of physicians varying in communication style (affiliative, controlling) and gender (male, female). The affiliative communication style evoked the greatest levels of participant satisfaction, trust, self-disclosure, and compliance. Physician gender did not significantly affect these variables. Participants' recall of medical information showed an interaction: When the physician was male, participants recalled more when he was controlling than when he was affiliative; when the physician was female, communication style did not affect participant recall. Results suggest that physician communication style is more important than gender in determining patient response.     

The semantics of prosody: acoustic and perceptual evidence of prosodic correlates to word meaning

This investigation examined whether speakers produce reliable prosodic correlates to meaning across semantic domains and whether listeners use these cues to derive word meaning from novel words. Speakers were asked to produce phrases in infant-directed speech in which novel words were used to convey one of two meanings from a set of antonym pairs (e.g., big/small). Acoustic analyses revealed that some acoustic features were correlated with overall valence of the meaning. However, each word meaning also displayed a unique acoustic signature, and semantically related meanings elicited similar acoustic profiles. In two perceptual tests, listeners either attempted to identify the novel words with a matching meaning dimension (picture pair) or with mismatched meaning dimensions. Listeners inferred the meaning of the novel words significantly more often when prosody matched the word meaning choices than when prosody mismatched. These findings suggest that speech contains reliable prosodic markers to word meaning and that listeners use these prosodic cues to differentiate meanings. That prosody is semantic suggests a reconceptualization of traditional distinctions between linguistic and nonlinguistic properties of spoken language.     

Suggested visual hallucinations in and out of hypnosis

We administered suggestions to see a gray-scale pattern as colored and a colored pattern in shades of gray to 30 high suggestible and eight low suggestible students. The suggestions were administered twice, once following the induction of hypnosis and once without an induction. Besides rating the degree of color they saw in the stimuli differently, participants also rated their states of consciousness as normal, relaxed, hypnotized, or deeply hypnotized. Reports of being hypnotized were limited to highly suggestible participants and only after the hypnotic induction had been administered. Reports of altered color perception were also limited to high suggestibles, but were roughly comparable regardless of whether hypnosis had been induced. These data indicate that suggestible individuals do not slip into a hypnotic state when given imaginative suggestions without the induction of hypnosis, but nevertheless report experiencing difficult suggestions for profound perceptual alterations that are pheonomenologically similar to what they report in hypnosis.     

Brief Experimental Analysis: A Decision Tool for Bridging the Gap Between Research and Practice

This special issue illustrates how brief experimental analysis (BEA) is gaining recognition as a valuable tool for making treatment decisions about children who are unresponsive to regular classroom instruction. This commentary article provides evidence for why BEA has grown in popularity, briefly summarizes each of the studies included in the series, and discusses issues that are critical to conducting and interpreting data from a BEA. The articles in the issue exemplify how BEA is flexible enough to evaluate diverse intervention options, is time and cost efficient, and is uniquely suited for use in a problem-solving approach to school-based service delivery.     

Bouncers and barroom aggression: A review of the research

Bouncers (also referred to as “doormen,” “door staff,” “security personnel,” etc.) have received a great deal of attention in the available research on barroom aggression. All too often, researchers blame bouncers for provoking and escalating aggressive episodes in bars rather than functioning in a capacity that controls or prevents such incidents. The primary aim of this review paper is to provide an overview of the available research on bouncers and barroom aggression. Specifically, research on barroom aggression that implicates bouncers as one of possibly several environmental predictors of such incidents, as well as a growing body of research that provides a more focused exploration of the role of bouncers in barrooms and their impact on aggression, is examined and evaluated. Attempts to address problem bouncers and suggestions for future research are discussed.     

Memory for what, where, and when in the black-capped chickadee (Poecile atricapillus)

Episodic memory is the ability to remember personally experienced past events (Tulving in Organization of memory. Academic Press, San Diego, pp. 381–403, 1972). In non-human animals, the behavioural criterion for episodic-like memory is remembering “what” occurred in conjunction with “when” and “where” (Clayton and Dickinson in Nature 395:272–274, 1998). We conducted tests for “what, where, and when” memory in a food-storing bird, the black-capped chickadee (Poecile atricapillus). In Experiment 1, chickadees found sunflower seeds and mealworms in concealed sites in their home cage. Birds later re-visited these sites after either a short (3 h) or long (123 h) retention interval. Chickadees normally prefer mealworms, but at the long retention interval mealworms were degraded in taste and appearance. Chickadees showed some memory for what kind of food they had encountered and where, but no memory for when food had previously been found. Experiment 2 followed a similar procedure, except that chickadees searched for hidden sunflower seeds and mealworms in trees in an indoor aviary. These more natural conditions increased both the spatial scale of the task and the effort required to find food. In this experiment, birds showed evidence for all three components of what–where–when memory. Unlike some previous studies of episodic-like memory, birds’ behaviour cannot be accounted for by differential memory strength for more recent events. The results show that memory for what, where, and when occurs in food-storing birds outside the corvid family, does not require food caching or retrieval, and that remembering “when” can depend on the nature of the task.