Group decision making in the planning team process: Myth or reality?

Based upon theories from organizational psychology, this study assessed the relationships among school staff role, participation, and satisfaction during planning Team meetings which decide special education placements and programming. A strong positive relationship was found between staff role and participation. Regular education teachers were lowest in participation and satisfaction whereas school psychologists were ranked the highest on both variables. Other staff roles did not necessarily show a one-to-one relationship between participation and satisfaction levels, yet within roles, the level of satisfaction increased with higher levels of participation. These findings were discussed in the context of interdisciplinary decision making and implementation of the placement team decision.     

Acute effects of triazolam on false recognition

Neuropsychological, neuroimaging, and electrophysiological techniques have been applied to the study of false recognition; however, psychopharmacological techniques have not been applied. Benzodiazepine sedative/anxiolytic drugs produce memory deficits similar to those observed in organic amnesia and may be useful tools for studying normal and abnormal memory mechanisms. The present double-blind, placebo-controlled repeated measures study examined the acute effects of orally administered triazolam (Halcion; 0.125 and 0.25 mg/70 kg), a benzodiazepine hypnotic, on performance in the Deese (1959)/Roediger-McDermott (1995) false recognition paradigm in 24 healthy volunteers. Paralleling previous demonstrations in amnesic patients, triazolam produced significant dose-related reductions in false recognition rates to nonstudied words associatively related to studied words, suggesting that false recognition relies on normal memory mechanisms impaired in benzodiazepine-induced amnesia. The results also suggested that relative to placebo, triazolam reduced participants' reliance on memory for item-specific versus list-common semantic information and reduced participants' use of remember versus know responses.     

How does positive mood modulate time-based event expectancy?

Cognitive Processing - In the present study, we investigated how positive mood affects the formation of time-based event expectancies. After positive or neutral mood inductions, participants...     

Male alcohol‐related aggression as a function of type of drink

The present study tested the so‐called type‐of‐drink effect on aggression, that is, the idea that moderate acute alcohol intoxication elicits more aggression when the alcohol is drunk in the form of spirits than in the form of beer or wine. A computerized version of the Taylor “aggression machine” was used. Spirits‐drinking subjects drank 1.0 ml of 100% alcohol per kg body weight. To compensate for the lower alcohol concentration, beer‐ and wine‐drinking subjects drank 20% more. No significant differences were found between drinkers of different beverages in terms of blood alcohol levels. Results indicated that spirits elicited more direct physical aggression than either beer or wine. Three different possible explanations for this finding were discussed. Aggr. Behav. 25:401–408, 1999. © 1999 Wiley‐Liss, Inc.     

Educating moral emotions: a praxiological analysis

This paper presents a praxiological analysis of three everyday educational practices or strategies that can be considered as being directed at the moral formation of the emotions. The first consists in requests to imagine other's emotional reactions. The second comprises requests to imitate normative emotional reactions and the third to re-appraise the features of a situation that are relevant to an emotional response. The interest of these categories is not just that they help to organize and recognize the significance of what might otherwise appear to be a disparate set of ordinary moral-educational interactions between children and educators. We suggest, further, that this analysis provides some new insight into what distinguishes the broad and recurrent conceptions of moral education from one another. Rather than being straightforwardly reducible to intractable differences over core normative or meta-ethical questions they can also be seen as correlating with different suppositions about the central role of the emotions in moral life and, correspondingly, different but to a large degree compatible interpretations of what the "education of the moral emotions" primarily means.

Reconceptualizing Stabilization for Counseling Adolescents in Brief Psychiatric Hospitalization: A New Model

This research examined goal attainment as it related to client stability in the process of counseling adolescents admitted to a crisis residence. Data were collected from licensed master's‐level clinicians treating adolescent clients admitted to an acute care psychiatric program at 1 of 2 hospitals located in the mid‐South. There was a statistically significant relationship between the goal‐attainment model and client stability, as defined by symptom manifestation.     

Frustration and successful vs. Unsuccessful aggression: A test of Berkowitz' completion hypothesis

Author experiment using a modified version of the Buss' aggression paradigm tested Berkowitz' completion hypothesis, which states unsuccessful aggressive attempts at the frustrator serve as further frustration and intensify aggression. Testing was done by varying the number of successful aggressive attempts for different experimental groups. The experiment indicated first a positive relationship between subjective levels of frustration and aggression, which supports a general frustration-aggression hypothesis, and second that unsuccessful aggressive attempts lead to increased aggression in terms of shock intensity. This was interpreted as supportive of Berkowitz' completion hypothesis, although alternative interpretations in terms of cognitive and behavioral strategies cannot be excluded.     

The Effects of a Verbal and a Figural Creativity Training on Different Facets of Creative Potential

This study investigated the effects of different types of creativity interventions on different facets of creative potential, also including more school-related creativity demands. In a sample of 77 fourth-graders in the age between 9 and 12 years, we administered a verbal and a figural creativity training, realized in two school lessons over two consecutive days each. As outcome measures, creative potential in both the verbal and the figural domain by means of two well-established divergent thinking tasks was assessed. As additional measures of creative potential, a story completion task and a picture painting task were administered to examine training effects on more school-related types of creative behavior. The verbal training was found to increase both verbal and figural divergent thinking ability, but not creative potential in the story completion and the picture painting task. The figural training yielded significant training effects only regarding the picture painting task. Findings suggest a specific training effect of the figural creativity training, and moreover indicate that the verbal creativity training, rather than stimulating “verbal” creative abilities per se, was more strongly concerned with domain-general creativity processes including ideational fluency, flexibility, and originality that are characteristics of divergent thinking tasks across different domains.