Ordered binary trees constructed through an application of Kendall's tau

A procedure is described for orienting the nodes of a binary tree to maximize the Kendall rank order correlation (tau) between node order and a given external criterion. The procedure is computationally efficient and is based on application of an ordered set of node tests.     

Regression analyses as a tool for studying reading processes: Comment on Just and Carpenters eye fixation theory

Just and Carpenter (1980) presented a theory of reading based on eye fixations wherein their “psycholinguistic” variables accounted for 72% of the variance in word gaze durations. This comment raises some statistical and theoretical problems with their use of simultaneous regression analysis of gaze duration measures and with the resulting theory of reading. A major problem was the confounding of perceptual with psycholinguistic factors. New eye fixation data are presented to support these criticisms. Analysis of fixations within words revealed that most gaze duration variance was contributed by number of fixations rather than by fixation duration.     

Preschool peer perceptions of the behavior of hyperactive and aggressive children

To assess if preschool children can successfully identify externalizing symptomatic behaviors in their male classmates, and if these perceptions are associated with peer-rated popularity and rejection, 154 preschool boys and girls were interviewed using a peer nomination procedure. Behavioral data on the same preschool boys (N=86) were also provided by their respective teachers. Preschool children were capable of providing stable nominations of popularity, rejection, and aggression, boys and girls significantly agreed in their nominations, and these nominations were not a function of the age of the rated child, although they differed somewhat as a function of the age of the rater. Teachers and peers reflected significant convergence in ratings of hyperactivity and aggression and teacher ratings of peer problems significantly agreed with actual peer nominations of popularity and rejection. Boys nominated as aggressive were more rejected by their classmates, whereas boys nominated as hyperactive were either more popular and /or more rejected. Limited evidence for differential patterns of relationships among hyperactivity, aggression, and peer status was obtained for both the peer and teacher data.Portions of this paper were presented as part of a symposium, W. Pelham (Chair),Peer relations in hyperactive children: Diagnostic, symptomatic, and treatment consideration, at the annual meeting of the American Psychological Association, Los Angeles, August 1981. This research was supported, in part, by NIMH grant #32992 to the first author.     

The confluence model and six divergent data sets: Comments on Zajonc and Bargh

In a recent article, Zajonc and Bargh demonstrated the ability of the confluence model in simulating widely divergent patterns of family configuration—intelligence relationships observed in six national data sets. Variations in the parameter estimations between nationalities were found to coincide with meaningful differences in the psychological characteristics of the populations tested. A closer look at these parameter estimates, however, seems to warrant a second opinon. Extreme differences in intelligence levels are predicted between nations, including substantial retardation for some populations. In addition, the parameter values of Zajonc and Bargh do not allow mental growth functions consistent with previous confluence notions.     

Gender differences in performance attributions: Students' explanations for personal success or failure

Women are often said to exhibit an externality bias in their performance attributions. To test this hypothesis, male and female college students made effort, ability, luck, and task difficulty attributions for their performance on a recent course examination. Measures of the students' affective reactions toward their performance were also obtained. Successful students, whether male or female, made internal attributions and were pleased with their performance. Stronger internal attributions were associated with more positive affective reactions for these students. Unsuccessful female students made external attributions, were displeased with their performance, and felt better when they attributed their failure to unstable factors. Unsuccessful male students were also displeased with their performance, but tended to make more internal attributions for their failure, and felt better as a result. These findings, which suggest the influence of an internality bias among men, rather than an externality bias among women, were interpreted in terms of the male sex role.     

The Counsellor as Decision-Maken Role, Treatment and Responding Decisions

As counselling develops as a specialised area, counsellors are confronted with an increasing need to be effective decision-makers. Broadly speaking, counsellor decisions are of three main types: role, treatment, and responding. The need for more rigorous role decision-making has been highlighted by the challenge of the psychological educator as contrasted with the traditional interviewer model of counsellor behaviour. Whether they are operating as interviewers or educators, counsellors need to be sensitive to their treatment and responding decisions, some of which are discussed. Barriers to effective counsellor decision-making include skills deficiencies, theoretical rigidity, and debilitating rather than enabling personal vulnerability. The notion of the counsellor as decision-maker is useful for focusing the content of counsellor training, and also leads inevitably to the notion of the counsellor as an applied scientist.     

Behaviors associated with “good” and “poor” outcomes in a simulated career decision

What career decision-making procedures enable people to make decisions that yield consequences congruent with their own values? The 40 “best” (most congruent) and 40 “worst” decision makers on the Career Decision Simulation were compared in a sample of 148 community college students. No significant differences appeared in the amount of double checking, number of occupations and information sources checked, amount of information collected, decision time required, and the proportion of information sought about high values. The “best” decision makers, however, were significantly more persistent in immediately seeking more information about an occupation that seemed to match one of their most important personal work values. Following a values-guided search appears more effective than simply searching exhaustively.