RITALIN UPDATE: IMPLICATIONS FOR READING TEACHERS

Ritalin (methylphenidate hydrochloride) is a powerful stimulant drug frequently prescribed for children exhibiting hyperactive behavior, poor attention span, and/or distractibility. Reading teachers and other educators have a particular interest in Ritalin since they frequently have students in their classes taking this medication. The researchers in this study were interested in determining how Ritalin is prescribed for children in educational settings, what dosages seem appropriate, and specifically, what effect Ritalin has on reading achievement. Implications for reading teachers are discussed.     

Test-Retest Properties of the Least Preferred Co-worker (LPC) Score

The test-retest properties of the Least Preferred Co-Worker (LPC) scale and two subscales were examined under two conditions: (a) a naive condition, in which respondents were uninformed as to the meaning of the scale and (b) an informed condition, in which the scale was explained to respondents between administrations. The results support the hypothesis that the test-retest stability of the total LPC score would decrease significantly when respondents understood the scale. The stability of the interpersonal subscale exhibited a decrease similar to that of the total scale score, whereas the stability of the task subscale remained constant even when the scale was explained.     

A preliminary study of the effect of imaginary sexual stimulation on the perceived covariation between freedom and responsibility

The authors evaluated subjective estimates of the relationship between freedom and responsibility under predictions made in accordance with cognitive-experiential self-theory (CEST; V. Denes-Raj & S. Epstein, 1994; S. Epstein, A. Lipson, C. Holstein, & E. Huh, 1992; S. Epstein, R. Pacini, V. Denes-Raj, & H. Meier, 1996; L. A. Kirkpatrick & S. Epstein, 1992). Half of the participants viewed sexually stimulating primes before making judgments. The other participants viewed neutral stimuli before making judgments. Two dependent measures were used: A set of alternate-forms propositions measured perceived relationships between the variables, and response latencies were used to evaluate the hypothesis that persons operating experientially would make judgments faster than persons operating rationally. Results indicated a significant effect for the priming condition with respect to the within-subject dependent variable. In accordance with predictions, further analysis indicated that positive contingency items were endorsed less often by primed participants, and negative contingency items were endorsed more often by primed participants. Results are in line with predictions afforded by the CEST model. Implications are discussed.