Test Anxiety Workshops Using Undergraduates as Leaders

Many college students delay seeking counseling for test anxiety until too little time remains before the exams for adequate scheduling with counselors. A one-hour test-anxiety workshop using 13 specially trained undergraduate leaders served 195 students with test-anxiety problems. Most (89%–94%) reported beneficial effects from the low-cost workshops.     

The Death Response Team: Responding to the Forgotten Grievers

The authors describe the Death Response Team, a concept that has enabled the University of Minnesota to respond effectively to the needs of student groups after the death of a member. Information is provided to foster the development of similar models in other educational settings.     

REJOINDER TO AUSTIN, HUMPHREYS, AND HULIN: CRITICAL REANALYSIS OF BARRETT, CALDWELL, AND ALEXANDER

Austin, Humphreys, and Hulin (1989), in their critique of Barrett, Caldwell, and Alexander (1985), disagree with most of the critical comments made about the concept of dynamic criteria. We contend that the burden of proof still rests upon the advocate of a concept. Adequate evidence has not been presented to support the dynamic criteria concept, and Austin et al. (1989) add no new evidence. Austin et al. (1989) claim dynamic criteria can be described as a simplex with correlations decreasing over time. The empirical support for the simplex is based on a few studies with no statistical tests. Evidence from educational, organizational, and experimental psychology is reviewed, and much of it refutes the concept of a pervasive simplex pattern. There is considerable evidence that validity coefficients are stable or may even increase over time. More evidence is required before the Ghiselli and Haire (1960) and Austin et al. (1989) concept of dynamic criteria can be accepted.     

THE CONCEPT OF DYNAMIC CRITERIA: A CRITICAL REANALYSIS

Discussions of "the criterion problem" stress the assumedly frequent incidence of dynamic criteria. However, different concepts of dynamic criteria have not been distinguished. Three views of dynamic criteria are clarified in this paper. These are dynamic criteria conceptualized as (a) changes in group average performance over time, (b) changes in validity over time, and (c) changes in the rank-ordering of scores on the criterion over time. The evidence cited for each concept of dynamic criteria is critically analyzed and submitted to significance tests. The results of analyses of 735 r 's and 532 paired r 's across time from studies pertinent to dynamic criteria are reported. It is concluded that dynamic criteria are rare phenomena, with the significant changes found in key studies explainable by methodological artifacts. Though many sources suggest that dynamic criteria have dire consequences for the overall selection process, we argue that the phenomena have been over-emphasized in the literature, and that practitioners' concern should focus instead on removing sources of criterion unreliability.     

ALTERNATIVE APPROACHES FOR THE COMMUNICATION THEORIST: PROBLEMS IN THE LAWS-RULES-SYSTEMS TRICHOTOMY

This paper argues against the laws-systems-rules trichotomy which Cushman and Pearce use to organize theoretical options in the communication field. This trichotomy of perspectives does reflect the groupings into which scholars have come to classify themselves, but the analytic implications of this division follow strongly and confound the actual levels of choice inherent in theory building. The organization of theoretical alternatives by attempting to identify a type of necessity unique to each obscures fundamental differences among theorists, unprofitably restricts the range of theoretical alternatives, and will not encompass the variety of viable theoretic perspectives now before us. In place of the laws-rules-systems trichotomy this paper offers a multilevel analytic framework for organizing theoretical alternatives in communication.