Subliminal Self-Help Tapes and Academic Achievement: An Evaluation

Marketing claims of effectiveness in improving academic achievement through the use of commercially prepared subliminal audiotapes were investigated. Students enrolled in a career development class were randomly assigned to an active treatment group (n=25), an inactive treatment group (n=26), or a control group (n=22). Participants in the treatment group listened to tapes with subliminal affirmations masked by ocean waves. The inactive treatment group listened to placebo tapes with ocean waves but no subliminal messages. Dependent variables used were final examination scores from the class and current semester grade point average. No treatment differences on either dependent measure were found. The implications of these findings are discussed.     

FULL AND ERRANT COACHING EFFECTS ON ASSIGNED ROLE LEADERLESS GROUP DISCUSSION PERFORMANCE

The effect of coaching on Leaderless Group Discussion Performance was examined. Thirty-six female undergraduate subjects participated in six-person assigned role leaderless group discussions. Trained observers evaluated performances in each discussion, which included two 5s from each of three coaching conditions. Ss in full coaching condition received extensive coaching on proper group discussion performance. 5s in the errant coaching condition received improper, but believable, coaching. 5s in the naive, or control, condition received no coaching. Results showed that 5s in the full coaching conditions were rated significantly higher than 5s in the errant or naive conditions. The results were discussed in the light of previous research.     

Taking Counseling to Minority Students: The Classroom As Delivery Vehicle

This article discusses an alternate treatment approach for helping minority students learn a variety of academic and coping skills. A Special Services course was designed and taught by two counseling psychologists, who were assisted by peer counselors and graduate student group leaders. The goals of this course were to help students develop a more positive set of self-evaluations and to increase individual responsibility and group cooperation among the students. Specifics of the course are presented, and evaluation methods are suggested. In addition, there are implications of this course for minority student retention.     

On the generalization of the G index of agreement, Go, for use with ordinal scores

Abstract.— Presents a G index generalization for items where each has a predetermined number of response alternatives on an ordinal level. Shows that G_o is equal to the G index based on another set of dichotomous data. The problem that items with many response levels will be given more weight than those with few response levels is pointed out. An alternative index, G _0e, which does not have such characteristics, is presented and also proves to be equal to the G index based on a set of equivalent dichotomies.     

Mechanisms of Empowerment: Psychological Processes for Members of Power-based Community Organizations

The paper reports a study of participatory experiences among members of power-based community organizations. A path model of psychological empowerment was tested. Perceived relational characteristics of the community organization were hypothesized as exogenous to participation, perceived organizational power and psychological empowerment. An alternative model was reproduced with the strongest relationships between perceived organizational intimacy and psychological empowerment and an inverse relationship between perceived organizational regulation and perceptions of organizational power.