The effects of preoperative preparation on postoperative outcomes: the moderating role of control appraisals.

OBJECTIVE: To test the proposal that external health locus of control and self-efficacy would moderate the effects of a psychological preparation for surgery on outcomes for surgical heart patients. MAIN OUTCOME MEASURES: Psychological distress, pain, serum cortisol, and tumor necrosis factor alpha. DESIGN: A total of 80 coronary artery bypass graft patients were given standard care plus a psychological preparation or standard care alone using a single-blind methodology with random assignment. Data on psychological and biological functioning were collected at admission (baseline) and discharge. RESULTS: As predicted, external health locus of control and self-efficacy moderated the effect of the preparation on all outcomes. Results indicated that for high external health locus of control, the preparation was related to lower distress for people with high self-efficacy compared with those with low self-efficacy. When external health locus of control was low, the preparation was related to lower distress for those with lower self-efficacy. CONCLUSION: These findings caution against the use of preparations and education for surgical patients without accounting for control appraisals.     

A specific calculating ability

We report two experiments that investigate the calculating strategy used by a low IQ savant to identify prime numbers. Hermelin and O'Connor (1990) had suggested previously that this subject may use a procedure first described by Eratosthenes to detect a prime number, namely, dividing a target number by all primes up to the square root of the target number and testing for a remainder. In the first experiment, we compare the reaction times of the savant to decide whether a number is prime with those of a control subject proficient in mathematical calculation. In addition, we measured the savant's speed of information processing using an inspection time task. We found that the reaction times of the savant, although generally faster, followed the same pattern of the control subject who reported using the Eratosthenes procedure. The savant's inspection time indicated that his speed of processing was far superior to that expected from someone of his IQ. In the second experiment, we measured the time it takes mathematics students to divide by different prime numbers and we also tested them on the prime identification task. We used their division times to simulate their performance on the prime number identification task under the assumption that they used the Eratosthenes procedure. We also simulated the reaction times that would result from a simple memory-based procedure for identifying primes. We found that the Eratosthenes simulation, in contrast to the memory simulation, provided a good fit to both the students' and the savant's reaction times. We conclude that the savant is using a complex computational algorithm to identify primes and suggest two explanations of how the apparent contradiction between his low general intelligence and his superior numerical ability might be resolved.     

Learning to Teach: The Acquisition and Maintenance of Teaching Skills

We reviewed 49 studies which used direct observation procedures to provide data on the effects of pre-service and inservice training in practical classroom teaching behaviors and skills. We found stronger effects for training packages which included classroom practice with performance feedback. The research provided conflicting evidence regarding the value of modeling, role-play, cueing systems, and contingency management components in practical skills training. The weakest training effects were those produced by microteaching, Minicourse, and protocol training packages. Twenty of the evaluations also provided follow-up data but the design of these studies did not permit any conclusions to be drawn regarding the training conditions which are necessary for the maintenance of newly acquired classroom teaching skills. We concluded that identification of the training conditions which are necessary for the maintenance of new teaching skills will require more thoughtful conceptualizations of maintenance and its measurement, and more carefully designed component analyses of those factors suggested by basic research as being necessary for maintenance.     

Two memories for geographical slant: Separation and interdependence of action and awareness

The present study extended previous findings of geographical slant perception, in which verbal judgments of the incline of hills were greatly overestimated but motoric (haptic) adjustments were much more accurate. In judging slant from memory following a brief or extended time delay, subjects’ verbal judgments were greater than those given when viewing hills. Motoric estimates differed depending on the length of the delay and place of response. With a short delay, motoric adjustments made in the proximity of the hill did not differ from those evoked during perception. When given a longer delay or when taken away from the hill, subjects’ motoric responses increased along with the increase in verbal reports. These results suggest two different memorial influences on action. With a short delay at the hill, memory for visual guidance is separate from the explicit memory informing the conscious response. With short or long delays away from the hill, short-term visual guidance memory no longer persists, and both motor and verbal responses are driven by an explicit representation. These results support recent research involving visual guidance from memory, where actions become influenced by conscious awareness, and provide evidence for communication between the “what” and “how” visual processing systems.     

Modularity,mental retardation and speed of processing

This paper briefly outlines Anderson's (1992) theory of the minimal cognitive architecture underlying intelligence and development and briefly discusses its application to understanding mental retardation and specific cognitive deficits. An experiment on the relationship between face perception and mental retardation serves as an illustration of how the theory might be informative about the relationship between intelligence and cognitive architecture.     

Far Away Now: Time and Distance Revisited

Einstein claimed that we do not know what it means to say that events distant from one another are simultaneous, because there is no way to determine this operationally. Reichenbach and Grunbaum claimed that determinate time relations just do not exist among events not connectible by a causal signal and that, therefore, such relations can, within certain limits, be stipulated by convention. But I argue that the independent existence of such relations is demonstrated by asking and answering a series of questions based on the intelligibility, though not the existence, of faster-than-light signals. I further argue that (1) only by demonstrating the unintelligibility of such questions and their answers can the conventionality thesis be maintained; (2) none of the available arguments to show such unintelligibility works; and (3) the conventionality thesis is therefore false.     

Report of the Working Group on Research

Prepared by the Working Group on Research from the November 1995 Georgetown conference sponsored by the Association of Medical School Psychologists, this paper focuses upon the challenges for psychologists who wish to maintain active research programs in academic medical settings. Six specific strategies are offered that, if followed, would increase opportunities and visibility of psychological research programs both within academic medical settings and within society at large.     

Child judgments of sentences varying in grammatical complexity

This study is another contribution to the development of a satisfactory child version of the linguistic task of judging grammaticality. With a nondifferentially reinforced forced-choice procedure, it was found that responses of 24 5- and 24 7-yr-old children did vary as a function of the grammatical complexity of stimulus sentences. The children judged sentence stimuli of two types (negatives and wh-word questions) each having three levels of grammatical complexity (two primitive and one well-formed). After each stimulus presentation, the subject pointed to the adult or the child in a photograph, depending on who was judged to have produced that utterance. Performance of the two age groups did not differ for the question stimuli, for which subjects pointed to the adult more frequently as the grammatical complexity of wh-word questions increased. In response to the negative sentences, the older group attributed more well-formed stimuli to the adult than primitive ones. While the younger group pointed to the adult more frequently for well-formed negatives than for the middle level negatives, they made more adult responses than expected to the least complex negatives. It was concluded that, with this procedure, 5- and 7-yr-olds demonstrate ability to distinguish grammatically well-formed from primitive sentences. Procedural improvements for future research may allow children this age and younger to demonstrate more adult-like discrimination between a variety of primitive and well-formed sentences.