The longitudinal effects of early identification and counseling of underachievers

This study examined the effects of early identification and psychological services on underachievement through a follow-up study conducted six years later. One hundred and seventeen fourth-grade underachievers had been identified through a regression equation and were divided into experimental and control groups. The experimental group received psychological services during their fourth, fifth, and sixth grades from a team of university professors. Psychological services were primarily adult centered, focusing on the redirection of parents and teachers who were the primary influence on the lives of these underachievers. Follow-up studies of them at high school graduation indicated that differences between these groups reached at least the .05 level of significance for class rank, the ACT composite, the ITED composite and its subtests, and level of educational and vocational performance after high school graduation. Differences which were not statistically significant were found for pregraduation aspirations for the immediate future.     

Some experiments with computer synthesized speech

The generation of satisfactory artificial speech involves a great variety of semantic, linguistic, and articulatory factors. Many of these complex elements are as yet unknown, and computers are used extensively for their investigation. An account of an on-line, interactive computer facility used for such research at Bell Laboratories is given. The use of this facility for exploring the duration and pitch correlates of stress in English sentences is described.     

The Belief in Good Luck Scale

The construction and properties of the Belief in Good Luck (BIGL) Scale are described. Three studies provide evidence that reliable individual differences exist with respect to beliefs about luck. Some individuals maintain an irrational view of luck as a somewhat stable force that tends to influence events in their own favor, while others seem to hold the more rational belief that luck is random and unreliable. Further, these beliefs showed a considerable amount of stability over time. The BIGL was significantly related to locus of control (primarily to a chance subscale), but other evidence suggested these constructs were distinct. Belief in good luck was not related to general optimism, academic pessimism, self-esteem, desire for control, or achievement motivation. There was also evidence that belief in good luck was distinct from feeling fortunate or generally satisfied with one's life. Ethnic group differences were observed for the BIGL scale, showing that Asian-Americans were more likely to endorse superstitious beliefs about luck than non-Asians. Finally, the BIGL scale was shown to predict positive expectations for the outcome of everyday situations that are typically associated with luck. This is generally in agreement with previous findings suggesting that people who believe in personal good luck react to lucky events by becoming more positive about the likelihood of future success (Darke & Freedman, 1997). In general, it is suggested that irrational beliefs about luck can serve as a source of positive expectations for the outcome of future events.     

Suppression of visual observing by rhesus monkeys produced by conditioned aversive visual stimuli.

Nine rhesus monkeys were tested in a visual observing situation to determine the influence of conditioned aversive visual stimulation. A set of meaningless visual stimuli was selected on the basis of cumulative frequency and cumulative duration of observing during a pretest phase of the experiment. Three subsets of stimuli (low, medium, high) were formed indicating level of observing during pretesting. A portion of the "medium" category of slides then served as conditioned stimuli in a classical conditioning procedure by being paired with electric shock. Following conditioning the entire set of stimuli was again presented in a visual observing situation. The results showed a significant decrease in both frequency and duration of observing of the slides with conditioned aversive qualities, relative to non-shock control slides. These findings support an aversion-produced suppression of observing relatively unconfounded by methodological, procedural, and other differences existing among previous reports on the role of fear or anxiety in this context.     

Religion and Mental Health: an exploration of the relationship between the ineffable and the indefinable

This article suggests that the relationship between religion and mental health is both important and complex. It reviews some studies of the relationship and suggests that religion can be good or bad for one's mental health, depending on the content of the religious message. It also presents a model of mental health and suggests that this or some similar scheme can be employed to assess the extent to which one's religious or value system promotes mental health.     

Research misconduct—Have we reached the turning point at last?

The laissez-faire attitude towards dishonesty in research has simply created an environment for widespread escalation of the problem. Can we now believe anything we read? Why should we have confidence in an author because of his eminence? Should we automatically accept that clinical trials are always conducted with total integrity? Why have we been afraid to tackle this crisis head-on?     

Person and environmental factors associated with well-being in medical students

Medical students are exposed to demanding academic workloads and are often under considerable psychological strain. This study examined important person and environmental variables that might predict their psychological well-being. Participants were 755 students in years 2-6 from 11 Australian medical schools. A web-based survey assessed well-being, personality, professional expectations, lifestyle expectations, barriers, academic stress, and debt. A hierarchical regression analysis demonstrated that extraversion, conscientiousness, professional expectations, and lifestyle expectations were positively associated with well-being, while academic stress, which was the strongest predictor, neuroticism, and concern about debt were negatively associated. Medical students who displayed a disposition that was outgoing, conscientious, and stable, who were less stressed about their academic workload and their level of debt, and who held higher expectations for their future professional career, and expectations of a balanced lifestyle, had better well-being. Medical educators should be aware of these factors and provide support and strategies that promote well-being to students during medical training.     

How Truth Behaves When There’s No Vicious Reference

In The Revision Theory of Truth (MIT Press), Gupta and Belnap (1993) claim as an advantage of their approach to truth “its consequence that truth behaves like an ordinary classical concept under certain conditions—conditions that can roughly be characterized as those in which there is no vicious reference in the language.” To clarify this remark, they define Thomason models, nonpathological models in which truth behaves like a classical concept, and investigate conditions under which a model is Thomason: they argue that a model is Thomason when there is no vicious reference in it. We extend their investigation, considering notions of nonpathologicality and senses of “no vicious reference” generated both by revision theories of truth and by fixed-point theories of truth. We show that some of the fixed-point theories have an advantage analogous to that which Gupta and Belnap claim for their approach, and that at least one revision theory does not. This calls into question the claim that the revision theories have a distinctive advantage in this regard.     

Imitation improves language comprehension

Humans imitate each other during social interaction. This imitative behavior streamlines social interaction and aids in learning to replicate actions. However, the effect of imitation on action comprehension is unclear. This study investigated whether vocal imitation of an unfamiliar accent improved spoken-language comprehension. Following a pretraining accent comprehension test, participants were assigned to one of six groups. The baseline group received no training, but participants in the other five groups listened to accented sentences, listened to and repeated accented sentences in their own accent, listened to and transcribed accented sentences, listened to and imitated accented sentences, or listened to and imitated accented sentences without being able to hear their own vocalizations. Posttraining measures showed that accent comprehension was most improved for participants who imitated the speaker's accent. These results show that imitation may aid in streamlining interaction by improving spoken-language comprehension under adverse listening conditions.