Menstrual symptom questionnaire: further psychometric evaluation

Novak, Jones, and Jones (1975) state that menstrual distress (dysmenorrhea) is the greatest cause of lost work hours among women, and Kistner (1970) estimate this to be 140 million annual work hours. Thirty-five percent of female adolescents. 25% of college women, and 60–70% of single females in their 30's and 40's are said to be invalid during menstruation (Green, 1971). Treatment procedures for primary dysmenorrhea have included hypnosis (Lackie, 1964), physical exercises (Golub. 1959). natural childbirth techniques (House, 1969), and oral contraceptives.

Though hormones are the most recent, frequent and effective treatment approach (Novak et al. 1975). Tyler (1973) cautions against their use because of possible adverse side effects. Recently, systematic desensitization (SD) has been used to relieve menstrual distress (Mullen, 1968, 1971; Reich, 1972; Tasto and Chesney, 1974) without risk of such side effects. Although SD has been effective, considerable response variability has been noted.

Becuase of this variability. Chesney and Tasto (1975a) developed the Menstrual Symptom Questionnaire (MSQ) to psychometrically identify two types of primary dysmenorrhea: spasdomic dysmenorrhea which designates distress during the flow period associated with excessive muscle tension, and congestive dysmenorrhea referring to premenstrual tension related to water retention. This instrument was designed to define types of menstrual symptoms and not symptom severity. Test-retest reliability was 0.87 and discrimination between spasdomic and congestive dysmenorrhea was highly significant. Of 48 women tested. 29 were identified as spasdomic with MSQ scores between 82 and 102, while 19 scored in the congestive range (46–68). Interestingly, no women scored in the median range (69–81), suggesting that there exists two unique types of primary dysmenorrhea identifiable by the MSQ. Subsequently, Chesney and Tasto (1975b) reported that congestive women did not respond to SD, while spasdomic symptoms were significantly reduced. It was hypothesized that the relaxation training component of SD was effective with spasmodic muscle tension symptoms and ineffective with congestive water retention symptoms. Consequently, the MSQ was thought capable of accounting for previously reported response variability of primary dysmenorrhea to SD.

The present study was intended to replicate Chesney and Tasto's (1975a, 1975b) findings. The following Null hypotheses were tested; (a) the MSQ does not have significant test-retest reliability; (b) the congestive-spasmodic symptom dimension of the MSQ is not dichotomous; and (c) the MSQ does not predict SD effectiveness     

Perspective ability: The relative difficulty of the other observer's viewpoints

Previous research findings regarding the relative difficulty of the different positions occupied by the other observer in a perspectives task are contradictory; this may be due to a lack of control of the object arrangement and differences in masking from each viewpoint. In the present experiment, an object array was employed in which the views from the experimental positions were objectively of equal difficulty. Children of 6, 8, and 10 years found that representing the 90 and 270° views was equally difficult, but both of these views were easier than the 180° view.     

Situational Cues and Crime Reporting: Do Signs Make a Difference?1

Two field studies were conducted to assess the effect of signs describing how to report a shoplifting on bystander intervention to a staged theft. In the first study, signs providing directions and one of three rationales for reporting had a small effect on attitudes toward reporting and no effect on intervention. In the second study, a definition of the situation as a shoplifting by a confederate had a strong influence on subjects reporting, but presence or absence of signs describing how to report had no impact. Differences between interpersonal and nonpersonal influences are described, and implications for informational campaigns to increase crime reporting are discussed.     

Parent group education: What does it do for the children

The Downing Program for Parent Training in Family Relationship and management Skills was introduced to the parents of students attending an alternative education school at the secondary level. With 58 parents completing all phases of the program, the results indicated that students with parents completing the Dowing program were significantly or markedly different from students whose parents did not participate in the Dowing program, using two measures of classroom behavior.     

Ratings of the auditory and visual similarity of consonants: Implications for research

A set of rating data was collected which compared the visual similarity of consonants to the auditory similarity of the same letters. Analysis of the rating patterns raises important questions about the use of similarity data in drawing conclusions about mode of memory coding in a variety of situations.     

Vowel recognition: Inferences from studies of forward and backward masking

The recognition of brief vowels was studied in forward and backward masking tasks. In a series of experiments in which both target and mask parameters were systematically varied, two populations of subjects were identified. The majority (Nonmaskers) evidenced little masking at any interstimulus interval, while relatively fewer subjects (Maskers) evidenced backward masking (but not forward masking) over a 100-200 ms interval. Increasing target set size systematically increased masking for the Maskers but not for the Nonmaskers. Adding white noise to the targets increased the extent of masking for both groups. These results suggest (1) that masking does not impose a substantive constraint on vowel perception in running speech, and (2) that multiple strategies may exist for vowel recognition.     

THE GENERALIZATION EFFECTS OF PARENT TRAINING ACROSS STIMULUS SETTINGS

Five parents of nonverbal children were trained in two home settings to modify antecedents and consequences to their children's vocalizations. Generalization effects of the parent training on both the parent's and children's behaviors under different stimulus conditions were investigated using multiple-baseline designs. Increases in parent prompting and reinforcing their children's vocalizations generalized only minimally to a new setting in the home where parent training had not occurred. Child increases in vocalizations produced by the parents in the training settings did generalize to this new setting in the home. There was minimal generalization of child vocalizations to a free-play setting at school. In a formal speech session conducted by a behavior specialist at school, only one child showed definite increases in acquisition rate as a function of the parents starting to train the sound at home.     

The use of visual and name codes in scanning and classifying colors

The effect of incongruent color words on speed of classifying ink colors was measured in visual scanning tasks and in card sorting tasks. In both cases, little or no interference effects were noted when the classification allowed focusing on a single ink color or a set of highly similar colors (adjacent hues). Substantial interference occurred when the task required grouping of three dissimilar colors (nonadjacent hues). These findings suggest that the relative efficiency of name and visual codes in making perceptual classifications is largely dependent upon the memory requirements imposed by the task.