Rural America. Unique opportunities for health care delivery and health services research

A general deterioration is occurring in the quality of life of rural Americans, and it is affecting the quality of health and mental health service delivery. About 24% of the U.S. population lives in nonmetropolitan areas where the citizens are older, less well educated, have lower incomes, and are more homogeneous in terms of race and ethnicity. Medicare and private insurance discriminate against rural services in their reimbursement policies, and there is a shortage of health personnel in rural areas. However, there has been renewed congressional action to meet rural needs. Both the House and Senate have established rural caucuses, and an Office of Rural Health Policy has been established in the federal executive branch. Legislative successes were achieved between 1985 and 1988. Rural initiatives will provide psychology with unique opportunities in the next several years.     

Intelligence and spontaneous flexibility in adulthood and old age

Interrelationships among measures of intelligence and spontaneous flexibility were examined at two age levels using a multitrait-multimethod matrix design and other multivariate procedures. Measures of intelligence were Ravens Matrices and WAIS Vocabulary, WAIS Digit Symbol, and WAIS Similarities. Blots, Hidden Pictures, Brick Uses, and Impossibilities were used as measures of spontaneous flexibility. Subjects were 100 younger (X¯= 19.54,S.D.= 1.23) and 100 older (X¯= 63.99,S.D.= 2.94) men and women tested at two occasions. Adult age differences in factor structure were explored using a maximum likelihood analysis; common variances among the measures were greater for the elderly compared to the younger adults. Findings supported a dedifferentiation hypothesis with regard to both intelligence and spontaneous flexibility.     

Family life education needs of mentally disabled adolescents

This study identifies the family life education needs of minimally and mildly mentally disabled adolescents as a basis for curriculum development. Respondents were 134 students from 11 school districts in a midwestern state. Through the administration of 50 needs statements, they were asked to indicate the magnitude of need and the extent to which the need was being met. Special education teachers were allowed to assist in reading or interpreting the directions and needs statements. Priority need statements--those with a high need score which were not being met--are related to the decision to parent, careers and work, marriage and parenthood, decision making and goal setting, and resource management. Six clusters or groups of family life education needs were identified: Basic Nutrition, Teenage Pregnancy, Sex Education, Developmental Tasks of Adolescents, Marriage and Parenthood, and Planning and Decision Making. Females reported significantly greater need for information on nutrition, teenage pregnancy, and marriage and parenthood.     

The Solubility of Salt: A Divine Action Account

In the burgeoning literature on dispositions, solubility is a standard example. In this paper we give a rigorous theistic divine action account of the simple mechanism of the dissolving of salt, NaCl, into the ions Na⁺ and Cl^?. We explore this reaction in terms of an alternative view of divine action, Divine Compositionalism, which holds that the functioning of every physical, chemical, and biological mechanism in the universe is a manifesting complex disposition, which is nothing other than ways God acts according to plan.     

Effects of computer interfaces on computer-based statistical analysis

Thirty-one first-year psychology graduate students in a computer applications course completed a set of structured problems, unstructured problems, and data-screening problems in each of two statistical computing environments: a menu-based interface (SPSS for Windows) and a traditional command-based interface (SPSSx). Performance on the menu-based interface was generally superior to performance on the command-based interface. More of the structured problems were completed successfully within the menu-based interface. The menu-based interface also facilitated error identification, was rated as easier to use, and was preferred nearly 4 to 1 over the command-based interface. For the unstructured problems, students identified more relationships in the data set and issued more statistical commands when working with the menu-based interface. These findings are consistent with the interpretation that because the menu-based interface requires fewer mental resources to be dedicated to the mechanics of analysis, more resources are available to devote to higher level problem solving.