Survey on present and potential instructional use of computers in psychology

A survey of academic psychologists was taken to determine present use of computers in instruction, willingness to use good education software, and kinds of potential uses of computers in psychology courses. A majority of the respondents reported using computers in instruction. Respondents indicated substantial willingness to adopt computer-based courseware. Respondents believed that a variety of uses, including classroom demonstrations and student experiments, would facilitate student learning. The results of the survey are compared with the instructional modules the task force is developing.     

The processing of the sounds and meanings of ongoing speech by aphasic subjects

The ability of aphasic subjects to process the sounds and meanings of ongoing speech was tested. Subjects, 10 aphasic and 20 control, heard test sentences which contained one member of phonemically similar word pairs in one of three semantic contexts: congruent, neutral, and noncongruent. Immediately after hearing a sentence, subjects were to indicate which member of the word pair had been in the sentence. All subject groups had similar overall patterns of response to the different semantic contexts. The division of aphasic subjects into groups of high and low comprehenders revealed response differences. High comprehending aphasic subjects, like control subjects, demonstrated interactive processing of the sounds and meaning of speech while low comprehending aphasic subjects did not.     

Nonsexist curricula,sex of teacher,and children's sex-role learning

This study examined the impact of nonsexist curricula and teacher's sex on children's sex role learning. Thirty-two boys and 32 girls, aged three to five, were equally divided among four programs: nonsexist curriculum, female director; nonsexist curriculum, male director; control curriculum, female director; and control curriculum, male director. Sex role discrimination and preference were measured at the beginning and end of a six-month period. Exposure to the nonsexist curriculum produced significantly greater reductions in sex stereotyping on all measures than exposure to the control curriculum. Moreover, children in the male-directed nonsexist program displayed greater decreases in stereotypic knowledge and preference for sex-typed children's activities than those in the female-directed nonsexist program, while children in the male-directed control program showed more stereotypic increases on these measures than their counterparts in the female-directed control program. Finally, children under the direction of an opposite-sex teacher exhibited less stereotypic changes in preference for adult activities than children under the direction of a same-sex teacher. Implications for early childhood programs are discussed.This research was partially supported by an Oregon State University Foundation grant from the Shell Foundation and a grant from the Milne Computer Center.     

REDUCING SELF-INJURY AND CORRESPONDING SELF-RESTRAINT THROUGH THE STRATEGIC USE OF PROTECTIVE CLOTHING

We examined the use of protective clothing to reduce a retarded male's face-punching and leg-kicking and two corresponding forms of self-restraint—arm and leg self-restraint. The resident was observed each day in three sessions of randomly ordered conditions (one condition per session): without any protective clothing, with a padded helmet, and with a padded helmet and padded slippers. Use of the padded helmet substantially reduced face-punching and arm self-restraint. The addition of padded slippers reduced leg-kicking and leg self-restraint. These results suggest a practical and effective means of controlling self-injury and self-restraint. They are also consistent with the possibility that the resident's arm restraint was maintained in part by escape or avoidance of face-punching and that his leg restraint was maintained in part by escape or avoidance of leg-kicking.     

Youth Testimony at the Opening Prayer of the 11th Assembly of the World Council of Churches

This is the text of the youth testimony at the opening prayer of the 11th Assembly of the World Council of Churches on 31 August 2022.     

Intra- and interpersonal factors and adolescent wellbeing during COVID-19 in three countries

COVID-19 has altered adolescents' opportunities for developing and strengthening interpersonal skills and proficiencies. Using data from adolescents in Italy, the United States, and the United Kingdom, we examined the relation between internalizing symptoms assessed pre-pandemic or when pandemic-related restrictions were lifted (Time 1) and associated internalizing symptoms during a subsequent restrictive pandemic period (Time 2). Across all 3 countries, we found significant and consistent effect sizes in the relation between Time 1 and Time 2 internalizing symptoms. We further examined the direct and moderating impact of self-efficacy and contextual supports for adolescents' internalizing symptoms. Higher self-efficacy was associated with lower levels of internalizing symptoms at Time 2 in all 3 countries. Additionally, the relation between Time 1 and 2 internalizing symptoms was buffered by regulatory self-efficacy and peer support in Italy, but in the U.S., higher levels of general self-efficacy instead had an exacerbating effect on the relation between Times 1 and 2 internalizing symptoms. Results are discussed in the context of utilizing cross-national datasets to examine similarities in adolescent well-being over time and in the face of varying government responses to the pandemic.     

CHARACTERISTICS OF SUCCESSFUL AND DROPOUT MDTA TRAINEES1

A study was designed to compare several variables of Manpower Development Training Act (MDTA) clients who dropped out of the program with those of clients who completed the program. A random sample of application cards was drawn for individuals enrolled in MDTA adult classes in Milwaukee, Wisconsin. Trainees who completed the program were more likely to be married, older, characterized by a more stable employment history prior to entering the program, and slightly more educated than were program dropouts. Clients who completed the program versus those who did not were not significantly different on the following variables: (1) sex; (2) counseling versus no counseling; (3) race; and (4) client reported physical disability.