Self‐reported attitude scales: current practice in adequate assessment of reliability,validity, and dimensionality

The development of methods to create self‐reported attitude scales has lost momentum, in part because of increased research focused on implicit measures. This paper reviews 162 papers on methodological approaches applied to the validation and assessment of attitude scales. Assessment of methodological approaches applied indicates that neither reliability, validity, nor dimensionality assessments are consistently used according to standard operating procedures or in accordance with best practice. Within current practices in the field of attitude scale development, the full potential of self‐report scales is not met, in part because of such methodological issues. The improvement of existing practices and adoption of promising new developments in attitude scale construction and evaluation are discussed, together with recommendations for best practice in scale validation.     

Psychometric Evaluation of the Parent Anger Scale

This study assessed the factor structure and psychometric properties of the Parent Anger Scale in a sample of 326 parents of children ages 2–18 years. Exploratory factor analysis identified a two-factor solution: parent anger experience and parent anger expression. Subscales based on the items of each factor demonstrated excellent internal consistency and concurrent validity with measures of other negative affect and parent discipline. The Parent Anger Scale subscales also evidenced incremental validity, predicting discipline behaviors uniquely above that predicted by parents’ general anger and general anxiety. Specifically, analyses indicated that the Parent Anger Scale experience and expression scores were each unique predictors of inconsistent and punitive parental discipline after controlling for the influences of general anger and anxiety. However, only the Parent Anger Scale expression score had a significant incremental effect in negatively predicting positive parenting above the effects of parents’ general anger and anxiety. Results suggest that the Parent Anger Scale is a valid and useful measure for assessing anger specific to the parent-child context. However, additional research exploring the factor analytic structure and predictive value of the Parent Anger Scale in a clinical sample is needed.     

Comments on Sydney Shoemaker’s <Emphasis Type="Italic">Physical Realization</Emphasis>

This paper interprets and criticizes some of the views presented in Sydney Shoemaker’s book, Physical Realization (Oxford University Press, 2007), on the topic of how mental properties are realized by physical properties, given that, on his view, human persons are not even token-identical with human bodies.     

When the victim is one among others: Empathy,awareness of others and motivational ambivalence

Feeling empathy for one person in need while being aware of others may increase the motivational ambivalence between the motive of helping the one and the motive of helping the others, and such motivational ambivalence may reduce the helping directed to the person in need. To test these hypotheses we carried out three studies in which participants were faced with a real case of a child in need. In Study 1, empathy, awareness of others and motivational ambivalence were allowed to occur naturally and subsequently measured. In Study 2, empathy and awareness of others were experimentally manipulated, and motivational ambivalence measured. In Study 3, we tested how empathy and motivational ambivalence influenced an actual helping decision. Taken together, the results supported our two hypotheses. The present research offers insight into processes not previously considered in the research, but which may influence decisions about assistance to others in need.     

Communication Using Camera Phones Among Young Men and Women: Who Sends What to Whom?

This study examined whether the gender of the sender and recipient would influence camera phone usage. 180 college and university students from the Midlands and North of England provided information on communication with friends and family, and on personal importance of image uses. A sub-sample of 130 provided further data on likelihood of sending different kinds of image and the content of recent images sent and received. Many gender similarities were found, together with evidence of the use of images to support heterosexual relationships. However, the results showed greater use of images of significant individuals by the women than among their male counterparts, among all-female dyads and to communicate with female recipients. Overall the results suggest that women use images more than men for relationship maintenance.     

Example‐based learning: Effects of model expertise in relation to student expertise

Background. Worked examples are very effective for novice learners. They typically present a written‐out ideal (didactical) solution for learners to study. Aims. This study used worked examples of patient history taking in physiotherapy that presented a non‐didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third‐year student model or expert physiotherapist model) in relation to students' expertise (i.e., first‐ or second‐year) were investigated. Sample. One hundred and thirty‐four physiotherapy students (61 first‐year and 73 second‐year). Methods. Design was 2×2 factorial with factors ‘Student Expertise’ (first‐year vs. second‐year) and ‘Model Expertise’ (expert vs. advanced student). Within expertise levels, students were randomly assigned to the Expert Example or the Advanced Student Example condition. All students studied two examples (content depending on their assigned condition) and then completed a retention and test task. They rated their invested mental effort after each example and test task. Results. Second‐year students invested less mental effort in studying the examples, and in performing the retention and transfer tasks than first‐year students. They also performed better on the retention test, but not on the transfer test. In contrast to our hypothesis, there was no interaction between student expertise and model expertise: all students who had studied the Expert examples performed better on the transfer test than students who had studied Advanced Student Examples. Conclusions. This study suggests that when worked examples are based on actual performance, rather than an ideal procedure, expert models are to be preferred over advanced student models.     

Increasing the vocal responses of children with autism and developmental disabilities using manual sign mand training and prompt delay

The purpose of this study was to determine the effect of manual sign mand training combined with prompt delay and vocal prompting on the production of vocal responses in nonvocal children with developmental disabilities. A multiple baseline design across participants verified the effectiveness of this intervention. All participants showed increases in vocal responses following the implementation of the independent variables.