Modifying Beliefs and Attitudes to Exceeding the Speed Limit: An Intervention Study Based on the Theory of Planned Behavior1

This study builds on previous theory of planned behavior (TPB) studies in which we identified the beliefs and values which predict intention to commit driving violations. Four short experimental videos were developed in order to assess the effectiveness of an intervention grounded in the TPB. Three of the videos featured the major constructs of the TPB model. The fourth video featured anticipated regret, an addition to the TPB model which had previously been shown to add significantly to its predictive performance (Parker, Manstead, & Stradling, 1995). Results indicated that two of the videos brought about statistically significant belief changes with respect to scores on TPB items, and significant changes in general attitudes toward speeding. Discussion centers on the problems encountered in operationalizing the TPB constructs and on the potential of theory-based interventions to induce attitude change.     

Tasks and timing in the perception of linguistic anomaly

Three experiments were conducted to investigate the relative timing of syntactic and pragmatic anomaly detection during sentence processing. Experiment 1 was an eye movement study. Experiment 2 employed a dual-task paradigm with compressed speech input, to put the processing routines under time pressure. Experiment 3 used compressed speech input in an anomaly monitoring task. The outcomes of these experiments suggest that there is little or no delay in pragmatic processing relative to syntactic processing in the comprehension of unambiguous sentences. This narrows the possible explanations for any delays that are observed in the use of pragmatic information for ambiguity resolution.The research reported in this paper was supported by Program Project Grant HD-01994 to Haskins Laboratories from the National Institutes of Child and Human Development, and in part by a grant to Stephen Crain and Donald Shankweiler from the University of Connecticut Research Foundation. We thank Jacques Mehler and Gerry Altmann for helpful information about speech compression algorithms. We are especially grateful to Ignatius Mattingly for his generous expert advice on speech compression and design of the experimental materials, and also for recording all the speech stimuli. Julie Boland, Brian McElree, Janet Nicol, and Martin Pickering provided very helpful advice on an earlier draft.     

An Evaluation of the Health Belief Model for Predicting Perceived and Actual Dietary Quality1

The health belief model was evaluated for its ability to predict perceived and actual dietary quality. The assessment relied upon data collected from 1,502 respondents by the US. Department of Agriculture in its 1991 Continuing Survey of Food Intakes by Individuals and the Diet and Health Knowledge Survey. The health belief model provided good prediction of perceived dietary quality, but provided moderate to weak prediction of 7 measures of actual dietary quality that were calculated from food intake records. Implications are suggested for using the health belief model to understand the determinants of dietary quality.     

Nine Experts Describe the Essence of Rational-Emotive Therapy While Standing on One Foot

The purpose of this study was to determine the extent of agreement among a panel of rational-emotive therapy (RET) experts about the essence of RET. The panel of experts consisted of the 9 members of The International Training Standards and Review Committee of the Institute for Rational-Emotive Therapy in New York. The question that the experts were asked was an adaptation of a Talmudic story known in Jewish lore as “While Standing on One Foot.” Responses were assigned to either of 2 categories: general cognitive behavior therapy (CBT) or RET-specific. There seems to be a range of responses that capture the essence of RET. A strong case can be made for subsuming many aspects of CBT under RET because much of what is associated with CBT has its origins in RET. The confusion about where RET ends and general CBT begins goes to the very heart of RET's status today.     

ELECTROCORTICAL DIFFERENTIATION OF EVALUATIVE AND NONEVALUATIVE CATEGORIZATIONS

Abstract— The evaluative categorizations that underlie affective and attitudinal judgments have often been equated with non-evaluative categorizations despite the central importance of evaluative processes for survival In the present experiment, a late positive potential (LPP) of the event-related brain potential elicited when participants evaluatively categorized food items as positive or nonpositive was compared with the LPP elicited when participants semantically (i e., nonevaluatively) categorized food items as vegetable or nonvegetable Results revealed that evaluative categorizations evoked an LPP that was relatively larger over the right than the left scalp regions compared with the LPP evoked by nonevaluative categorizations. This finding provides evidence regarding the differences in neural and cognitive processes involved in evaluative and nonevaluative categorizations.     

Supervision in rational emotive behavior therapy

This paper deals with the general process of supervision of therapists learning to understand and practice rational emotive behavior therapy. The endeavor of supervision is viewed as one of education, training, and practive with critical and constructive feedback. Major sections discuss and describe Educational Aspects of Supervision, Training Aspects of Supervision, Evaluation of Supervisees Performance, and Preferable Characteristics and Traits for REBT Practitioners.This paper is based on a chapter prepared for a forthcoming book,Handbook of Psychotherapy Supervision, edited by C. Edward Watkins, Jr.Paul J. Woods, Ph.D. is a Fellow of the Institute for Rational-Emotive Therapy, and a former Co-Editor of thisJournal. He is in private practice in Roanoke, VA. Albert Ellis, Ph.D. is the founder of REBT and the President of the Institute for Rational-Emotive Therapy in New York.