Zur Analyse des Bumerang-Effektes

Zusammenfassung In zwei Experimenten wurde mit Hilfe unterschiedlicher sozialer Attitüden und Werthaltungen jeweils die Hypothese geprüft, daß sich Einstellungen nach einstellungskonträrer Agitation in Richtung dieser Agitation oder aber nicht und in Gegenrichtung zur Agitation ändern, je nachdem ob sie weniger oder mehr in allgemeineren Werthaltungen verankert sind. Im Rahmen einer um die Konzeption der Verankerung erweiterten Theorie der kognitiven Dissonanz können damit besser als bisher sogenannte Bumerang-Effekte bei Änderungen von Attitüden erklärt werden.

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Summary In two experiments we tested the following hypothesis concerning social attitudes and value orientations: Attitudes will be changed after counter-attitudinal agitation in the direction of this agitation or in opposite direction depending on their degree of being anchored in general value orientations. With the theory of cognitive dissonance, supplemented by the conception of anchoring, we are now able to explain better than before the so-called boomerang-effects which appear with attitude changes.

     

Correction to: Spiritual Care Needs of Patients in Oncology Units and Nursing Practices in Turkey: A Qualitative Study

Journal of Religion and Health -     

Faktorenanalytische Untersuchungen zur Differenzierungshypothese der Intelligenz: Die Leistungsdifferenzierungshypothese

Ohne ZusammenfassungIn gekürzter Form anläßlich der 5. Tagung experimentell arbeitender Psychologen am 10. 4. 1963 in Tübingen vorgetragen.     

Optimizing Engagement in Behavioral Parent Training: Progress Toward a Technology-Enhanced Treatment Model

Low-income families are more likely to have a child with an early-onset Behavior Disorder (BD); yet, socioeconomic strain challenges engagement in Behavioral Parent Training (BPT). This study follows a promising pilot to further examine the potential to cost-effectively improve low-income families’ engagement in and the efficiency of BPT. Low-income families were randomized to (a) Helping the Noncompliant Child (HNC; McMahon & Forehand, 2003), a weekly, mastery-based BPT program that includes both the parent and child or (b) Technology-Enhanced HNC (TE-HNC), which includes all of the standard HNC components plus a parent mobile application and therapist web portal that provide between-session monitoring, modeling, and coaching of parent skill use with the goal of improved engagement in the context of financial strain. Relative to HNC, TE-HNC families had greater homework compliance and mid-week call participation. TE-HNC completers also required fewer weeks to achieve skill mastery and, in turn, to complete treatment than those in HNC without compromising parent satisfaction with treatment; yet, session attendance and completion were not different between groups. Future directions and clinical implications are discussed.