Essential computing skills needed by psychology students seeking careers in business

This article describes some essential computer skills needed by psychology students seeking careers in business. It is suggested that students become familiar with computer software packages in the following areas: statistical analyses, wordprocessing, spreadsheets, data base managers, and graphics. Discussion is provided.Paper presented at the 57th Annual Convention of the Midwestern Psychological Association, Chicago, Illinois, May 1–3, 1985.     

Concurrent validity of the Woodcock-Johnson psycho-educational battery with regular and learning-disabled students

A comparison of the WISC-R and the Woodcock-Johnson Psycho-Educational Educational Battery (W-J) was made for children with regular and learning-disabled (LD) class placement. The W-J and Wechsler Intelligence Scale for Children-Revised (WISC-R) evidence low to moderate correlations and significant mean differences, indicating that the two tests are measuring somewhat different abilities to somewhat differing degrees. W-J—WISC-R correlations for the regular students exceed those of the LD students in the greater majority of the cases. Rank ordering of the WISC-R subtests and the W-J clusters indicate, as might be expected, that the LD students fare the worst in the WISC-R academic subtests (Arithmetic, Information and Vocabulary) and in the W-J academic clusters. More research needs to be conducted with the W-J before it should be adopted for use in the placement of exceptional children.     

Effects of intrahemispheric interference on reaction times to lateral stimuli

Earlier work (Green, 1977) indicated that response by a given hand was slower when stimuli occurred in the visual half field ipsilateral to the body side of hand origin. It was hypothesized that this was due to interference between processing demands originating within the same hemisphere. The present experiments provide evidence regarding the relationship between such interference and the magnitude and type of processing demands. The eight experiments indicate that intrahemispheric interference affects a variety of tasks, including letter shape, letter name, or face matching. The results indicate that reduction in response processing demands reduces the interference. Evidence of interference appeared with a more demanding choice response, but not with a simpler go-no-go response. Manipulations hypothesized to reduce initial, perceptual stimulus processing demands did not reduce the magnitude of interference, possibly because the level of more central stimulus processing demands was still sufficient to interfere with response processing. Interference tended to be minimal on right-hand, match trials, which are hypothesized to involve reduced response processing and reduced central stimulus processing demands. Further investigation of the effects of stimulus processing demands is required.     

Pictorial rehearsal

Subjects were presented with a sequence of picture-word items. The pictures were line drawings of common objects, and the words were the names of the objects. Half of the items were followed quickly by the next item, and the other half by a 15-sec “rehearsal interval.” The subjects were told to use these intervals to rehearse the item just presented, either by saying the word over and over to themselves or by maintaining the picture before the mind’s eye. There followed a test in which each item from the study list was cued with a fragment of either the picture or the name. Consistent with previous findings, identification was more probable for fragments of items that had been followed by a rehearsal interval. In addition, this advantage was found to be greater when the type of cue matched the mode of rehearsal that the subject had been instructed to adopt; there was in fact little, if any, advantage of rehearsal when cue and mode of rehearsal mismatched. This pattern of results suggests functionally distinct pictorial and verbal modes of rehearsal that serve not only to maintain information in conscious mind but also to build up memory proper.     

Self-control behavior in hyperactive and nonhyperactive children

This study was aimed at evaluating the self-control behaviors of hyperactive (HA) and nonhyperactive (NHA) first-grade pupils under conditions of repeated failure on a previously learned concept formation task. Subjects were divided into HA and NHA groups on the basis of their scores on the Conners (1969) Teacher Rating Scale. During the training stage of the experiment the children learned a concept formation task under a schedule of contingent positive reinforcement. In the test stage they performed the same task but under a negative noncontingent reinforcement schedule. The results revealed no differences in initial rate of learning the task between the groups. After the introduction of the negative noncontingent reinforcement schedule, however, the HA group showed a marked decrease in the use of effective problem-solving strategies. The HA children's performance on the concept formation task was accompanied by the emission of negative self-evaluations and solution-irrelevant statements. The NHA group used significantly more statements showing useful goal directed cognitive mediations than the HA children. The results suggested that HA children may have deficits in self-control skills.Grateful acknowledgment is made to the two anonymous reviewers whose insightful comments were very helpful in producing the final form of this paper.     

Performance of disturbed hyperactive and nonhyperactive children on an objective measure of hyperactivity

Twenty hyperactive emotionally disturbed children (6–11 years) and a matched sample of nonhyperactive emotionally disturbed children were selected from the population of a therapeutic day treatment facility on the basis of teacher ratings. They were administered the Matching Familiar Figures Test-20 and were rated on several scales of impulsivity and/or hyperactivity. Each subject was required to perform on the Delay Task of the Gordon Diagnostic System, which required them to inhibit behavioral responding on a temporally based schedule (DRL-6) in order to win points. Children classified as hyperactive, whether by one or more criteria, were relatively unable to refrain from emitting a high number of nonreinforced responses. Moreover, these performance differences persisted regardless of age or IQ and were stable over the 8 minutes required to complete the test.The authors gratefully acknowledge the efforts of the following members of the Institute of Clinical Psychology, University of Virginia: Richard Abidin, Ann Loper, Ronald Reeve, and Sherry Kraft. Data analyses were conducted using STATMANAGER, Hayden Software Company, copyright 1983.     

Telephone counseling and crisis intervention: A review

The empirical research pertaining to the effectiveness of telephone counseling and referral systems personnel was critically reviewed. The assessment was organized according to several evaluation strategies that researchers have utilized to evaluate effectiveness. These strategies included, for example, client self-reports, client "shows" versus "no-shows" following referral, data pertaining to suicide rates, counselor ratings of personal effectiveness, and phone workers' ability to offer empathy to clients. It was concluded that discussions of effectiveness should be constrained by a careful consideration of the specific index of efficacy chosen by investigators as well as methodological issues associated with current research in this area. There is reason to believe that the availability of telephone crisis services may be related to reduced suicide rates among young white females. Also, there is a significant need to empirically associate counseling technique and indices of effectiveness with substantive measures of client outcome in future research. Additional topics reviewed include the probable differential effectiveness of lay workers with various presenting problems of clients, and the role that training and maturity seem to play in successful interventions. Guidelines for the use of evaluation techniques which coincide with service goals are also offered.     

Evidence for the involvement of brain GABA and serotonin systems in the anticonflict effects of chlordiazepoxide in rats

Using male hooded Lister rats the effects of GABAergic and serotonergic treatments alone and with chlordiazepoxide (CDP) were compared with the behavioral effects of CDP in a conditioned conflict procedure with three components; Reward, Time Out, and Conflict. CDP (2.5, 5.0, and 10.0 mg/kg ip) dose- relatedly increased punished and time out responding, but increased rewarded responding in an inversely dose-related manner. Punished responding was enhanced by chronic treatment to a rate which remained stable between 9 and 19 injections. The GABA transaminase inhibitor ethanolamine-O-sulfate (EOS), given chronically in drinking water (5.0 mg/ml), increased punished responding linearly to a high stable level after 2-3 weeks. Rewarded and time out responding were less substantially increased. CDP given with EOS dose- relatedly increased time out and punished responding substantially above the rates found with either treatment alone. The GABA antagonist picrotoxin blocked the increase in punished and time out responding found with EOS and CDP alone. The tryptophan hydroxylase inhibitor p-chlorophenylalanine (PCPA; 100 mg/kg x 3) linearly increased punished responding for the first week of treatment. CDP with PCPA selectively and significantly increased punished responding above the rates for either treatment alone, but the increases were not as substantial as those with EOS + CDP. The serotonin reuptake inhibitor Wy 25093 reduced increases in time out and punished responding under CDP, and the precursor 5-hydroxytryptophan (5-HTP) counteracted increases in punished responding under PCPA but also substantially reduced rewarded responding. These results provide evidence that both increased GABA and decreased serotonin transmission are involved in the anticonflict effects of CDP, as EOS and PCPA both mimicked and potentiated effects of CDP, while picrotoxin, Wy 25093, and 5-HTP counteracted them.(ABSTRACT TRUNCATED AT 250 WORDS)