Expressed emotion and attributions in the carers of patients with Alzheimer's disease: the effect on carer burden

Burden of care, expressed emotion (EE), causal attributions, and salivary cortisol were assessed in 100 carers of patients with Alzheimer's disease. Forty-one carers were rated high EE, which was associated with higher scores of carer distress and strain, and greater reports of noncognitive features in the patient, but not with cortisol levels. High EE carers made more attributions personal to, and controllable by, the patient for negative events. Critical carers made more attributions of the patient's behavior that was idiosyncratic. Warmth toward the patient was associated with the opposite of this pattern. Overinvolved carers made attributions of the patient's behavior to causes external to the patient and internal to themselves. Cortisol levels were associated with self-reports of strain and distress.     

A practice-specificity-based model of arousal for achieving peak performance

The authors propose a practice-specificity-based model of arousal for achieving peak performance. The study included 37 healthy male physical education students whom they randomly assigned to a high-arousal (n = 19) or low-arousal group (n = 18). To manipulate participants' level of arousal, the authors used motivational techniques. They used heart rate and the Sport Competition Anxiety Test (R. Martens, 1977) to measure the level of arousal that participants achieved. At the determined and given arousal state, the 2 groups performed the task (basketball free throws) for 18 sessions. Both groups performed a retention test at the 2 arousal levels immediately after the last exercise session, in the posttest, and after 10 days. Results showed that both groups learned the task similarly and achieved their peak performance at their experienced arousal level. When tested at an arousal level that differed from the one that they experienced throughout practice sessions, participants' performance had deteriorated significantly. Performance of the task seemed to have integrated with the arousal level of the participants during the task learning. The findings of this study suggest a practice-specificity-based explanation for achieving peak performance.     

School Uniforms: A Qualitative Analysis of Aims and Accomplishments at Two Christian Schools

Employing rigorous qualitative research methodology, we studied the implementation of two schools' uniform policies. Their primary intents were to eliminate competition, teach young people to dress appropriately, decrease nonacademic distractions, and lower the parental clothing costs. The young people differed with adults regarding whether or not the objectives relating to competition and distractions were met. Both adults and young people agreed that the goal of learning to dress more appropriately was met, yet they differed on how accomplishment was achieved—and also on how they understood appropriate dress. Data from both schools was generally comparable, with four notable differences.     

Creativity as Mediator for Intrinsic Motivation and Sales Performance

Substantial theoretical and empirical literature indicates inconsistent performance implications of intrinsic motivation, suggesting the possibility of some explanatory mechanisms. However, little is known about the factors that might explain intrinsic motivation and sales force performance relation, particularly in highly competitive and demanding fast moving consumer goods (FMCG) marketplace requiring new and useful solutions. Creativity, being a critical yet underutilized weapon in sales force arsenal, has the potential to assume the role. Therefore, this study aims at developing and testing a theory-driven framework in linking intrinsic motivation to sales performance while using sales force creative performance as partial mediator. By employing structural equation modeling, the empirical validity of the proposed mediating model is evaluated against plausible moderating model in a sample of 688 frontline field salespersons of FMCG companies in Lahore (Pakistan). Findings indicated that sales force creative performance is nurtured by intrinsic motivation that, in turn, promotes sales performance. Practical implications of findings for sales force management and suggestions for future research are presented, too.     

Empathy, theory of mind, and individual differences in the appropriation bias among 4- and 5-year-olds

Evidence that young children often claim ownership of their partner’s contributions to an earlier collaborative activity, the appropriation bias, has been attributed to shared intentionality (Cognitive Development (1998) 13, 91–108). The current investigation explored this notion by examining individual differences in the bias among 4- and 5-year-olds as a function of empathy and theory of mind. On two occasions, children joined an adult and two dolls (with each doll being operated by one of the humans) in a picture matching board game before being asked to remember who placed each picture. Children showed a robust appropriation bias despite excellent recognition memory for the studied pictures (Study 1) and particularly in relation to the human sources (Study 2). Whereas higher levels of self-reported empathy were associated with a greater frequency of appropriation errors and fewer correct attributions for pictures placed by the adult and her doll partner, the opposite pattern emerged for theory of mind. Moreover, the positive relations between theory of mind and source monitoring accuracy remained robust after controlling for general ability and inhibitory skills. We consider the implications of these findings for understanding the processes driving the appropriation bias.     

Applying signal-detection theory to the study of observer accuracy and bias in behavioral assessment

We evaluated the feasibility and utility of a laboratory model for examining observer accuracy within the framework of signal-detection theory (SDT). Sixty-one individuals collected data on aggression while viewing videotaped segments of simulated teacher-child interactions. The purpose of Experiment 1 was to determine if brief feedback and contingencies for scoring accurately would bias responding reliably. Experiment 2 focused on one variable (specificity of the operational definition) that we hypothesized might decrease the likelihood of bias. The effects of social consequences and information about expected behavior change were examined in Experiment 3. Results indicated that feedback and contingencies reliably biased responding and that the clarity of the definition only moderately affected this outcome.     

Optimal Item Calibration for Computerized Achievement Tests

Item calibration is a technique to estimate characteristics of questions (called items) for achievement tests. In computerized tests, item calibration is an important tool for maintaining, updating and developing new items for an item bank. To efficiently sample examinees with specific ability levels for this calibration, we use optimal design theory assuming that the probability to answer correctly follows an item response model. Locally optimal unrestricted designs have usually a few design points for ability. In practice, it is hard to sample examinees from a population with these specific ability levels due to unavailability or limited availability of examinees. To counter this problem, we use the concept of optimal restricted designs and show that this concept naturally fits to item calibration. We prove an equivalence theorem needed to verify optimality of a design. Locally optimal restricted designs provide intervals of ability levels for optimal calibration of an item. When assuming a two-parameter logistic model, several scenarios with D-optimal restricted designs are presented for calibration of a single item and simultaneous calibration of several items. These scenarios show that the naive way to sample examinees around unrestricted design points is not optimal.

     

Student mental health: A pilot study

In this country, little research has been undertaken into the difficulties faced by students and the contributory stressors. It is apparent that they have a lot with which to content. Identification of stressors, assessement of stress levels and consequences on mental health appear vital.A pilot study was undertaken of 40 studets: 10 males aged under 21 years, ten males 21–40 years, 10 females under the age of 21 and 10 females 21–40 years, The purpose was to identify the potential factors leading to student discontent, problems and stress. Students were in the professions allied to medicine. Oral semi-structured interviews and a written questionnaire were used. Results indicated that for students the major difficulties were coursework and emotional state. Finance was a recurring problem but not as troublesome to the students as the other two problems. What must be considered are ways to alleviate student unhappiness. Emphasis should be placed on prevention where possible. Ongoing counseling throughuot the educational years is desirable as are various programmes which address student concerns. Of particular value would be a Student Mental Health Service. ‘Unnecessary’ coursework could be an added burden.