Scoring reliability on the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III)

Nineteen psychologists and 19 graduate students scored two Wechsler Adult Intelligence Scale-Third Edition patient protocols. Mean IQs and indexes were similar across groups, but the ranges for Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ) on one protocol were 25, 22, and 11 points, respectively. For both protocols taken together, percentages of agreement with the "actual" IQs for psychologists were only 26.3 for VIQ, 36.8 for PIQ, and 42.1 for FSIQ. For students, percentages were 15.8 for VIQ, 23.7 for PIQ, and 31.6 for FSIQ. The percentages of FSIQs that fell within +/- 1 standard error of measurement of the actual IQs were 89.5 for psychologists and 76.3 for students. Scoring error also had a negative impact on index scores. Both groups were confident about their scoring accuracy.     

Causal attributions and blame: associations with mothers' adjustment to the birth of a child with Down syndrome

The main purpose of this study is to explore the associations between causal attributions to others, blaming others and mothers' adjustment to the birth of a child with Down syndrome (DS). Participants (n?=?214) rated causal attributions to others and blaming others, and completed five measures of adjustment: anger, anxiety, depression, parenting stress, and attitudes towards the child. The adjustment of three groups of mothers was compared: (i) those who made no attributions to others (ii) those who made causal attributions but did not blame, and (iii) those who blamed others. Four years after the births of their children with DS, 16% of mothers blamed others and 17% made causal attributions but did not blame others for this outcome. Those who blamed others had higher levels of anger, anxiety, depression, parenting stress and more negative attitudes towards their children with DS than did those who made causal attributions but did not blame, and those who made who made no attributions to others. The adjustment of the latter two groups did not differ. Investigating blame rather than causal attributions may be a more fruitful area for future research aimed at understanding and facilitating adjustment to illness and other negative life events.     

Happy affect and smiling: is their relation moderated by interpersonal power?

Three studies examined the hypothesis that the relation between self-rated happy affect and overall smiling during dyadic interactions is moderated by one's relative power. In all 3 studies, interpersonal power was experimentally manipulated, and smiling and self-reported happy affect were measured during and after the interaction, respectively. Happy affect was positively correlated with overall smiling for both low-power and high-power participants. Moreover, the correlations for both low- and high-power participants were comparable to those found when power roles were not unequal or made salient, based on analysis of the present studies as well as comparison with the previously published literature. Happy affect and overall smiling had a positive relation that was not moderated by interpersonal power.     

A study of the differential effects of Tomm's questioning styles on therapeutic alliance

To replicate and extend Dozier's (1992) test of Tomm's hypothesis about the differential effects of questioning styles on therapeutic alliance, an analogue study was conducted. Twenty-eight family triads, each including a son and his parents, viewed four videotaped, simulated family therapy scenarios in which Tomm's four questioning styles were separately portrayed. Participants were asked to identify with the client whose role corresponded to theirs (that is, father, mother, or son) and, on the basis of this, to rate the client's alliance with the therapist. They were also asked to rate the overall alliance between the family and the therapist. Finally, having viewed all four scenarios, they were invited to rate comparatively the quality of the therapeutic alliance across the four questioning styles. Compared with strategic and lineal questioning styles, circular and reflexive questions led to higher ratings of therapeutic alliance on all three measures. The results of this study support Tomm's hypothesis that questioning styles based on circular assumptions lead to a better therapeutic alliance at an individual and systemic level than do questions based on lineal assumptions.     

Acquisition of Related and Unrelated Factual Information Delivered by a Teacher Within an Inclusive Setting

Two secondary students with moderate disabilities (one per classroom) attended Advanced English classes with peers without disabilities in a rural high school. In additional to conducting planned daily instruction, each English teacher also systematically presented three sets of information (two facts per set) to each student with disabilities during the course of the class using a parallel treatments design. Each set of information included a fact related to the English class (e.g., Begin each sentence with a capital letter.) and a fact not related to the English class (e.g., The governor of Kentucky is Paul Patton.). The special education teacher conducted daily probe sessions to document acquisition. Of the six facts presented to each student with disabilities, one student acquired two related facts and one unrelated fact, while the other student acquired two related and two unrelated facts. This investigation implies that students who are fully included can acquire information presented by the regular classroom teacher during the course of a typical class and that teachers can facilitate learning by planning to present such information in a systematic fashion.     

Extracting parity and magnitude from Arabic numerals: developmental changes in number processing and mental representation.

Children from Grades 2, 3, 4, 6, and 8 (7.8, 9.2, 9.8, 11.7, and 13. 6 years old, respectively) made speeded, bimanual parity (odd/even) judgments of the Arabic numerals 0-9. Analysis of response times indicated that from fourth grade on, parity information is retrieved directly from memory rather than being extracted by means of a mental calculation strategy. As early as Grade 3, children exhibited the SNARC (Spatial-Numerical Association of Response Codes) effect, where small numbers were responded to faster with the left hand than with the right hand, while the converse held true for large numbers. This finding, previously demonstrated only in adults, confirms that (a) children represent magnitude information in the form of a left-to-right oriented mental number line, and (b) this information is accessed obligatorily even when irrelevant. Finally, although the SNARC effect remained strong at Grade 4, it was attenuated at Grades 6 and 8 by a linguistic effect based on associations between the unmarked adjectives "even" and "right" and between the marked adjectives "odd" and "left." Copyright 1999 Academic Press.     

Performance Monitoring as a Moderator of the Relations Between Two Conscientiousness Measures and Task Performance

The present study investigated the moderating effects of performance monitoring on the relations between two measures of conscientiousness (general and business-oriented) and performance on a data entry task. A significant interaction was evidenced between conscientiousness and performance monitoring in predicting task performance for the general measure of conscientiousness; however, it was opposite than expected. No significant interaction was evidenced between conscientiousness and performance monitoring in predicting task performance for the business-oriented measure of conscientiousness. Possible explanations for these findings are suggested. Implications and limitations of the present research are identified and various suggestions for future research in this area are recommended.