Renewed behavior produced by context change and its implications for treatment maintenance: A review

Behavioral treatment gains established in one setting do not always maintain in other settings. The present review examines the relevance of basic and translational research to understanding failures to maintain treatment gains across settings. Specifically, studies of the renewal effect examine how transitioning away from a treatment setting could evoke a return of undesirable behavior, rather than newly trained appropriate behavior. Studies of renewal typically arrange three phases, with a response trained and reinforced under a particular set of contextual stimuli in the first phase. Next, that response is extinguished, often under a different set of contextual stimuli. Finally, that response returns despite extinction remaining in effect upon returning to the original training context or transitioning to a novel context. Thus, removing the extinction context is sufficient to produce a recurrence of the response. The findings suggest treatment effects can become specific to the context in which the treatment was delivered. This literature offers promising methods for systematically assessing the factors contributing to treatment maintenance and improving generalization of treatment gains across contexts. Therefore, the present review suggests basic and translational research on renewal provides an empirical literature to bring greater conceptual systematization to understanding generalization and maintenance of behavioral treatment.     

Destigmatization by Association: Improving Children's Reactions to an Obese Storybook Character

Second- through fourth-grade students were read a storybook that described a typical boy who interacted with an obese boy for one of four reasons (sympathy, curiosity, teacher instructed, or no reason) to explore the manner in which a typical storybook character's reason for associating with an obese storybook character influences children's responses to both characters. Results revealed that the children responded more favorably to the obese storybook character after than before learning about the typical storybook character's association with him, especially when the typical storybook character's reason for association was presented as internally motivated (sympathy or curiosity). In contrast to “stigma by association” findings reported in prior research, the children also responded more favorably to the typical storybook character after than before his association with the obese storybook character.     

Model-Based Approaches for Teaching and Practicing Personality Assessment

Psychological assessment is a complex professional skill. Competence in assessment requires an extensive knowledge of personality, neuropsychology, social behavior, and psychopathology, a background in psychometrics, familiarity with a range of multimethod tools, cognitive flexibility, skepticism, and interpersonal sensitivity. This complexity makes assessment a challenge to teach and learn, particularly as the investment of resources and time in assessment has waned in psychological training programs over the last few decades. In this article, we describe 3 conceptual models that can assist teaching and learning psychological assessments. The transtheoretical model of personality provides a personality systems-based framework for understanding how multimethod assessment data relate to major personality systems and can be combined to describe and explain complex human behavior. The quantitative psychopathology—personality trait model is an empirical model based on the hierarchical organization of individual differences. Application of this model can help students understand diagnostic comorbidity and symptom heterogeneity, focus on more meaningful high-order domains, and identify the most effective assessment tools for addressing a given question. The interpersonal situation model is rooted in interpersonal theory and can help students connect test data to here-and-now interactions with patients. We conclude by demonstrating the utility of these models using a case example.     

Understanding maladaptive responses to rejection: Aggression with an audience

Logically, responding aggressively to rejection is maladaptive because one is unlikely to seek a relationship with an aggressor. We predict that when concealed, the illogical aggressive response to rejection is more likely, whereas when the rejected individuals’ aggressive responses are perceived as public, the aggressive acts may be reduced. Participants were rejected by others (Experiment 1) or were either accepted or rejected during an online ball-tossing game (Experiment 2) and were then given an opportunity to aggress publicly or privately. Across experiments, when the opportunity to aggress was made public, rejected participants exhibited less aggressive behavior. When concerned about the perception of their public aggressive responses by others, rejected individuals’ aggressive responses diminished compared with those whose actions were private. Crucially, this extended to aggression visible only to neutral others, suggesting that effects cannot solely be due to fear of retribution.     

Estimating Between-Person and Within-Person Subscore Reliability with Profile Analysis

Subscores are of increasing interest in educational and psychological testing due to their diagnostic function for evaluating examinees' strengths and weaknesses within particular domains of knowledge. Previous studies about the utility of subscores have mostly focused on the overall reliability of individual subscores and ignored the fact that subscores should be distinct and have added value over the total score. This study introduces a profile reliability approach that partitions the overall subscore reliability into within-person and between-person subscore reliability. The estimation of between-person reliability and within-person reliability coefficients is demonstrated using subscores from number-correct scoring, unidimensional and multidimensional item response theory scoring, and augmented scoring approaches via a simulation study and a real data study. The effects of various testing conditions, such as subtest length, correlations among subscores, and the number of subtests, are examined. Results indicate that there is a substantial trade-off between within-person and between-person reliability of subscores. Profile reliability coefficients can be useful in determining the extent to which subscores provide distinct and reliable information under various testing conditions.     

A Hierarchical Rater Model for Longitudinal Data

Research studies in psychology and education often seek to detect changes or growth in an outcome over a duration of time. This research provides a solution to those interested in estimating latent traits from psychological measures that rely on human raters. Rater effects potentially degrade the quality of scores in constructed response and performance assessments. We develop an extension of the hierarchical rater model (HRM), which yields estimates of latent traits that have been corrected for individual rater bias and variability, for ratings that come from longitudinal designs. The parameterization, called the longitudinal HRM (L-HRM), includes an autoregressive time series process to permit serial dependence between latent traits at adjacent timepoints, as well as a parameter for overall growth. We evaluate and demonstrate the feasibility and performance of the L-HRM using simulation studies. Parameter recovery results reveal predictable amounts and patterns of bias and error for most parameters across conditions. An application to ratings from a study of character strength demonstrates the model. We discuss limitations and future research directions to improve the L-HRM.     

Semantics and the sacred

ABSTRACT

This article looks at four different scholarly perspectives on ‘sacred’ – the ineffable sacred, the experienced sacred, the polarized sacred and the contextualized sacred – in order to draw out their implicit presuppositions about meaning. The first two stances presuppose that meaning depends on what bits of language are about (referentialism), and the other two stances presuppose that meaning depends on relations between bits of language (holism). The article concludes three things: these prominent views of ‘sacred’ rest on usually implicit or unrecognized assumptions about the nature of meaning; some of those assumptions explain why certain theories are contentious and problematic and others ground more promising and productive approaches.     

Child Conduct Problems Across Home and School Contexts: a Person-Centered Approach

To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers’ and teachers’ ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (Goodman Journal of Child Psychology and Psychiatry, 38, 581–586, 1997) in the Family Life Project (N?=?1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at 5 and 7 years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes.     

Murdoch,Moral Concepts,and the Universalizability of Moral Reasons

It is widely held that moral reasons are universalizable. On this view, when I give a moral reason for my action, I take this reason to apply with equal normative force to anyone placed in a relevantly similar situation. Here, I offer an interpretation and defense of Iris Murdoch's critique of the universalizability thesis, distinguishing her position from the contemporary versions of particularism with which she has often been mistakenly associated. Murdoch's argument relies upon the idea that moral concepts may take on idiosyncratic meanings that are unique to a particular individual. Consequently, an agent may conceptualize her situation in such a way that it would not make sense to imagine anyone else facing it. For such an agent, it would be meaningless to say that she took her reasons to apply to anyone other than herself. I defend Murdoch’s argument through an extended analysis of a literary example, and consider and reject four possible lines of objection. Finally, I consider the consequences of the argument for our understanding of the nature of moral reasoning and what Murdoch describes as the ‘endless task’ of love.     

The Performance Appraisal Milieu: A Multilevel Analysis of Context Effects in Performance Ratings

Purpose

The purpose of this study was to take an inductive approach in examining the extent to which organizational contexts represent significant sources of variance in supervisor performance ratings, and to explore various factors that may explain contextual rating variability.

Design/Methodology/Approach

Using archival field performance rating data from a large state law enforcement organization, we used a multilevel modeling approach to partition the variance in ratings due to ratees, raters, as well as rating contexts.

Findings

Results suggest that much of what may often be interpreted as idiosyncratic rater variance, may actually reflect systematic rating variability across contexts. In addition, performance-related and non-performance factors including contextual rating tendencies accounted for significant rating variability.

Implications

Supervisor ratings represent the most common approach for measuring job performance, and understanding the nature and sources of rating variability is important for research and practice. Given the many uses of performance rating data, our findings suggest that continuing to identify contextual sources of variability is particularly important for addressing criterion problems, and improving ratings as a form of performance measurement.

Originality/Value

Numerous performance appraisal models suggest the importance of context; however, previous research had not partitioned the variance in supervisor ratings due to omnibus context effects in organizational settings. The use of a multilevel modeling approach allowed the examination of contextual influences, while controlling for ratee and rater characteristics.