An empirical verification of the Wherry-Gaylord iterative factor analysis procedure

A comparison of the Wherry-Gaylord iterative factor analysis procedure and the Thurstone multiple-group analysis of sub-tests shows that the two methods result in the same factors. The Wherry-Gaylord method has the advantage of giving factor loadings for items. The number of iterations needed can be reduced by doing a factor analysis of sub-tests, re-grouping sub-tests according to factors, and using each group as a starting point for iterations.This research was carried out under Contract No. WSW-2503, between the Department of the Army and Ohio State University. This paper is based on the final report PRS No. 827 under that contract. The opinions expressed herein regarding matters relating to the Department of the Army are those of the authors and are not necessarily official.     

The role of social dominance orientation and patriotism in the evaluation of racial minority and female leaders

This research broadens our understanding of racial and gender bias in leader evaluations by merging implicit leadership theory and social dominance perspectives. Across two experimental studies (291 participants), we tested the prediction that bias in leader evaluations stemming from White and masculine leader standards depends on the extent to which people favor hierarchical group relationships (social dominance orientation) and their level of patriotism. Employing the Goldberg paradigm, participants read identical leadership speeches attributed to either a woman or a man described as either a minority (Black or Latino/a) or a majority (White) group member. Results show social dominance orientation negatively predicted evaluations of minority and female leaders and patriotism positively predicted evaluations of White leaders.     

Examination of efficacious,efficient, and socially valid error‐correction procedures to teach sight words and prepositions to children with autism spectrum disorder

Prior research shows that learners have idiosyncratic responses to error‐correction procedures during instruction. Thus, assessments that identify error‐correction strategies to include in instruction can aid practitioners in selecting individualized, efficacious, and efficient interventions. The current investigation conducted an assessment to compare 5 error‐correction procedures that have been evaluated in the extant literature and are common in instructional practice for children with autism spectrum disorder (ASD). Results showed that the assessment identified efficacious and efficient error‐correction procedures for all participants, and 1 procedure was efficient for 4 of the 5 participants. To examine the social validity of error‐correction procedures, participants selected among efficacious and efficient interventions in a concurrent‐chains assessment. We discuss the results in relation to prior research on error‐correction procedures and current instructional practices for learners with ASD.     

Is Physical Abuse,Neglect, or a Combination of Both More Predictive of Delinquent Behavior in a High-Risk Population?

This study explored early abuse type and severity in relation to delinquency utilizing an archival longitudinal data set. These data were collected every 2 years, starting at age 4, from the individuals, caregivers, and teachers. Mean differences tests were conducted to determine how delinquency scores varied by abuse type and severity. These analyses used Child Protective Services reports of the type and severity of abuse as independent measures and the behavior problem scale from the Child Behavior Checklist, Youth Self Report, and Teacher Report Form as independent measures. Follow-up analyses of variance and post-hoc tests were conducted as necessary to clarify the relationship between abuse and delinquency. Although results did not reach significance, a relatively small mean difference was discovered between severity types (more severe maltreatment history demonstrating higher levels of delinquency) for teacher ratings of delinquency.     

Online counselling in secondary schools: would students seek help by this medium?

Students in secondary schools experience problems that can impact on their well-being and educational outcomes. Although face-to-face counselling is available in most Australian secondary schools, many students, particularly boys, do not seek appropriate help. Research suggests that online counselling can be effective and increase engagement. This study of 215 secondary school students sought to assess students' intention to use online counselling if it was made available in schools. The results found no gender difference in the likely intentions to seek online help though year level was significant and students experiencing psychological distress had a preference for online counselling. If students did use online counselling it was more likely they would discuss sensitive topics rather than for career issues. Implications for school counselling are discussed.     

Visual search for emotional expressions: Effect of stimulus set on anger and happiness superiority

Prior reports of preferential detection of emotional expressions in visual search have yielded inconsistent results, even for face stimuli that avoid obvious expression-related perceptual confounds. The current study investigated inconsistent reports of anger and happiness superiority effects using face stimuli drawn from the same database. Experiment 1 excluded procedural differences as a potential factor, replicating a happiness superiority effect in a procedure that previously yielded an anger superiority effect. Experiments 2a and 2b confirmed that image colour or poser gender did not account for prior inconsistent findings. Experiments 3a and 3b identified stimulus set as the critical variable, revealing happiness or anger superiority effects for two partially overlapping sets of face stimuli. The current results highlight the critical role of stimulus selection for the observation of happiness or anger superiority effects in visual search even for face stimuli that avoid obvious expression related perceptual confounds and are drawn from a single database.     

Comparison of the Effects of Telephone Suicide Prevention Help by Volunteers and Professional Paid Staff: Results from Studies in the USA and Quebec,Canada

Research since the 1960s has consistently found that lay volunteers are better at helping suicidal callers than professionals. Yet, professional degrees are increasingly becoming requirements for helpline workers. In our first study, we conducted post hoc comparisons of U.S. helplines with all professional paid staff, all lay volunteers, and a mix of both, using silent monitoring and standardized assessments of 1,431 calls. The volunteer centers more often conducted risk assessments, had more empathy, were more respectful of callers, and had significantly better call outcome ratings. A second study of five Quebec suicide prevention centers used silent monitoring to compare telephone help in 1,206 calls answered by 90 volunteers and 39 paid staff. Results indicate no significant differences between the volunteers and paid employees on outcome variables. However, volunteers and paid staff with over 140 hours of call experience had significantly better outcomes. Unlike the United States, Quebec paid employees were not required to have advanced professional degrees. We conclude from these results and previous research that there is no justification for requiring that suicide prevention helpline workers be mental health professionals. In fact, the evidence to date indicates that professionals may be less effective in providing telephone help to suicidal individuals when compared to trained lay volunteers.