Modified test administration using assistive technology: preliminary psychometric findings

This study examined the psychometric properties of test presentation and response formats that were modified to be accessible with the use of assistive technology (AT). First, the stability of psychometric properties was examined in 60 children, ages 6 to 12, with no significant physical or communicative impairments. Population-specific differences were then examined with samples that included 24 children with cerebral palsy and matched control peers. Children were administered standard and modified versions of tests. The type of AT access did not have a statistically significant effect on modified test scores. Measurement stability between the standard and modified versions of quadrant forced-choice format tests was sufficient. The findings support the potential use of AT and accessible procedures for some test instruments in the assessment of children with cerebral palsy.     

Youth-caregiver Agreement on Clinical High-risk Symptoms of Psychosis

Early identification of individuals who will go on to develop schizophrenia is a difficult endeavor. The variety of symptoms experienced by clinical high-risk youth make it difficult to identify who will eventually develop schizophrenia in the future. Efforts are being made, therefore, to more accurately identify at-risk individuals and factors that predict conversion to psychosis. As in most assessments of children and adolescents, however, both youth and parental report of symptomatology and resulting dysfunction are important to assess. The goals of the current study were to assess the extent of cross-informant agreement on the Structured Interview for Prodromal Symptoms (SIPS), a widely-used tool employed to determine clinical high-risk status. A total of 84 youth-caregiver pairs participated. Youth and caregiver raters displayed moderate overall agreement on SIPS-rated symptoms. Both youth and caregiver ratings of youth symptomatology contributed significantly to predicting conversion to psychosis. In addition, youth age and quality of youth-caregiver relationships appear to be related to cross-informant symptom ratings. Despite differences on individual SIPS domains, the majority of dyads agreed on youth clinical high-risk status. Results highlight the potential clinical utility of using caregiver informants to determine youth psychosis risk.     

Focused and fired up: Narrowed attention produces perceived proximity and increases goal-relevant action

Insufficient physical activity contributes to rising obesity rates. We tested one social cognitive strategy aimed at increasing physical activity in the environment. Specifically, we tested whether attentional narrowing can shift people’s perceptual representations of the environment and improve exercise behavior. Participants who adopted a narrow focus of attention, compared to participants who looked around the environment as they naturally would, perceived a target as physically closer (Studies 1, 2). In addition, narrowed attention reduced the time required to walk to a finish line and increased subjective ease of physical task performance, two markers of improved exercise (Study 2). We discuss implications of attentional strategies for perception and action in regards to health and fitness.     

Ethnic enclaves and the dynamics of social identity on the college campus: the good, the bad, and the ugly

The effects of membership in ethnic organizations and fraternities and sororities on intergroup attitudes were examined using a 5-wave panel study at a major, multiethnic university. The results showed that these effects were similar for both minority and White students. Membership in ethnic student organizations for minorities and Greek organizations for Whites was anteceded by the degree of one's ethnic identity, and the effects of membership in these groups were similar, although not identical, for both White and minority students. These effects included an increased sense of ethnic victimization and a decreased sense of common identity and social inclusiveness. Consistent with social identity theory, at least a portion of these effects were mediated by social identity among both White and minority students.     

Effects of racial diversity on complex thinking in college students

An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N = 357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.     

Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect

In three experiments, we investigated the role of transfer-appropriate processing and elaborative processing in the testing effect In Experiment 1, we examined whether the magnitude of the testing effect reflects the match between intervening and final tests by factorially manipulating the type of intervening and final tests. Retention was not enhanced for matching, relative to mismatching, intervening and final tests, contrary to the transfer-appropriate-processing view. In Experiment 2, we examined final retention as a function of the number of cues needed to retrieve items on intervening cued recall tests. In this case, fewer retrieval cues were associated with better memory on the final test. Experiment 3 replicated the findings of Experiment 2 while controlling for individual item difficulty and directly manipulating the number of cues present. These findings suggest that an intervening test may be most beneficial to final retention when it provides more potential for elaborative processing     

What types of learning are enhanced by a cued recall test?

In two experiments, we investigated what types of learning benefit from a cued recall test. After initial exposure to a word pair (A+B), subjects experienced either an intervening cued recall test (A→?) with feedback, or a restudy presentation (A→B). The final test could be cued recall in the same (A→?) or opposite (?→B) direction, or free recall of just the cues (Recall As) or just the targets (Recall Bs). All final tests revealed a benefit for testing as opposed to restudying. Tests produced a direct benefit for information that was retrieved on the intervening test (B). This benefit also “spilled over” to facilitate recall of information that was present on the test but not retrieved (A). Both theoretical and practical implications are discussed.     

Perceived discrimination in the context of multiple group memberships

This study examined the joint impact of gender and ethnicity on expectations of general discrimination against oneself and one's group. According to the double–jeopardy hypothesis, women of color will expect to experience more general discrimination than men of color, White women, and White men because they belong to both a low–status ethnic group and a low–status gender group. Alternatively, the ethnic–prominence hypothesis predicts that ethnic–minority women will not differ from ethnic–minority men in their expectations of general discrimination because these expectations will be influenced more by perceptions of ethnic discrimination, which they share with men of color, than by perceptions of gender discrimination. All results were consistent with the ethnic–prominence hypothesis rather than the double–jeopardy hypothesis.     

Two models of adolescent self-mutilation

Currently little research exists examining the theoretical underpinnings of self-mutilation (SM) in community samples of adolescents. Two models, the hostility and anxiety reduction models, were simultaneously tested in order to determine whether SM in adolescence was characterized by greater feelings of anxiety and hostility. Four hundred and forty students were screened for the presence of SM. Sixty-one students who indicated that they hurt themselves as well as a comparison group of non-SM students completed the Hostility and Direction of Hostility Questionnaire (HDHQ), the Beck Anxiety Inventory (BAI), and an interview. Results indicate support for the hostility model of SM. Students who SM reported significantly more anxiety and more intropunitive and extrapunitive hostility. In addition, prior to self-mutilating feelings of both hostility and anxiety were described. Results are discussed with reference to both theoretical models.     

Diversity of Life Experiences: The Development and Validation of a Biographical Measure of Receptiveness to Dissimilar Others

In light of changing demographics one of the biggest future challenges for selection and promotion will be identifying individuals who are able to effectively work with dissimilar others and are receptive to differences in others. Since a reliable and valid measure of individuals’ receptiveness to dissimilar others does not currently exist, a biodata-based measure of this construct was developed using traditional scale development techniques. Evidence of the new measure’s reliability and validity are provided. Implications for theory-building and future research are presented, as well as potential applications for selection and assessment.