Interrelationships of number-correct and limen scores for an amount-limit test

For an amount-limit test homogeneous as to content and varied as to difficulty it is established that an individual's number-right score and his limen score as estimated by the constant process are mathematically related. The experimental and the theoretic relationship between normal deviate and limen score are shown to be in good agreement. It is also found that the two methods of evaluating individual test performance yield equally reliable sets of scores for the procedures used. Accordingly where the assumptions basic to the relationship obtain, the more conveniently computed raw score may be considered to be as valid and reliable an index of individual test performance as the limen score. The concept of the dispersion parameter of the individual as a measure of change or error in test score found no experimental verification. Estimates of individual variability are unrelated to differences in score on equivalent forms.The writer gratefully acknowledges Lt. Colonel M. W. Richardson's invaluable counsel, Dr. H. Gulliksen's helpful suggestions, and Dr. H. H. Long's aid in administering the tests.     

The Effects of Limited and Conflicting Stereotypic information on Group Categorization in Northern Ireland1

The process of group categorization, as suggested by Tajfel and Turner's (1979) theory of intergroup comparison, was examined under conditions of intergroup conflict in Northern Ireland. The theory predicts that under “normal” conditions groups have a need to distinguish themselves from others. The present study investigates how individuals in Northern Ireland under extreme environmental pressures to identify both their own and other groups, can use learned stereotypic cues in making such categorizations. Results suggested that such limited information was highly effective in the process of categorization, with both Protestant and Catholic subjects exhibiting significant agreement and confidence in identifying unknown persons on the basis of stereotypic cues Conflicting information was found to reduce subject's confidence levels, with conflicting Catholic cues being more disruptive than Protestant ones     

An Evaluation of a School-Based Suicide Awareness Intervention

This study employed a self-report questionnaire in a Solomon four-groups design to assess the efficacy of suicide intervention classes in achieving their instructional objectives. Because adolescents are often the first to know of a peer's suicidal thoughts or plans, the goal of the classes was to increase the likelihood that students who come into contact with potentially suicidal peers can more readily identify them and will be consistently inclined to take responsible action on their behalf. Students who participated in the classes as compared to controls showed significant gains in relevant knowledge about suicidal peers and significantly more positive attitudes toward help seeking and intervening with troubled peers. Results of this study will be used to strengthen components of the lessons aimed at enhancing the likelihood of performance of responsible interventions     

Group affiliation and confidence in denominational categorization in Northern Ireland

The effects of group affiliation on group categorization confidence were examined in Northern Ireland. Subjects were presented with stereotypic name, school and location cues and a group affiliation scale devised by Brown, Condor, Mathews, Wade and Williams (1986). The results suggest that group affiliation has no effect on subjects' confidence in making denominational categorizations.     

Divergence between community psychologists in academic and nonacademic settings: A closer look at the implications

The ecological principle of interdependence has been a guiding theme in our research and conceptualization. For the development of community psychology, academic and applied interest and networks must be integrated in ways which value the views and resources of both groups. This is the focus of Kelly's (1984) remarks. The dynamic interplay of ideas, data, and practices is likely to facilitate the collaboration between researchers and setting inhabitants which Trickett (1984) describes as the distinctive quality of community psychology. Common pathways of information exchange, joint responsibility for training future members of the field, and mutually enhancing role relationships are needed. Current channels of communication provide little ease of access or incentives for participation by psychologists in nonacademic settings. It thus becomes the reponsibility of all concerned community psychologists to use their organizational skills to redress this harmful imbalance (Kelly, 1984). For this to occur, however, we must take the initial steps of frankly recognizing differences in our folkways and organizational constraints, while also emphasizing our common values and assets. The largest threat to the field is external constraints from university and clinical service settings on the work that represents community psychology (Elias et al., 1984). If we are dividedor uninformed in the face of these environmental presses, we will never create the adaptive niche that community psychology needs to survive.