Comparing interspersed requests and social comments as antecedents for increasing student compliance

Two students were alternately presented with interspersed high-compliance requests and social comments as antecedents to low-compliance requests. An initial comparison demonstrated similar positive effects on compliance for interspersed requests and social comments. A second analysis indicated that the effectiveness of social comments for increasing compliance was related to the time interval between social comments and low-compliance requests.     

Misalignment effects in 3-D versions of Poggendorff displays

Strong misalignment effects are found in three-dimensional (3-D) versions of Poggendorff displays viewed binocularly. The components of the standard 2-D Poggendorff figure—the parallels and the oblique segments—were presented in 3-D depth as a flat rectangular object with occluding edges and an oblique line situated behind the object. Three experiments investigated the misalignment effects under three different observation instructions: Subjects were told to look at the oblique (Experiment 1), at the rectangle (Experiment 2), or at the background (Experiment 3). Experiments 1 and 2 examined the effects on judgments of alignment of varying the distance in depth that separates the oblique from the rectangle. Experiment 3 examined the effects of varying the distance between the fixated background and the 3-D Poggendorff figure. Both standard and reversed misalignment effects were obtained. When the viewing condition produces crossed disparity for the oblique, perceived misalignment occurs in the usual Poggendorff direction, but it is reversed with uncrossed disparity. Moreover, the amount of misalignment is related to the amount of disparity, and it can be much stronger than is usual in the 2-D versions of the Poggendorff. The misalignment effects can be explained by binocular integration to produce a single cyclopean image.     

Determinants of competitive performance expectancies of young male athletes1

Although performance expectancies have been shown to be important mediators of achievement behavior, few specific determinants of personal expectancies have been identified, the ecological validity of previous results is limited, and factors influencing group performance expectancies have not been determined. Therefore, the purpose of this field study involving 11- and 12-year-old male soccer players was twofold. First, we examined specific intrapersonal and situational factors influencing players' pregame personal and team performance expectancies. Second, we investigated the effects of winning and losing a competitive soccer game on players' postgame team expectancies involving a hypothetical rematch with the identical opponent. The pregame findings revealed that (a) the intrapersonal factors of ability and self-esteem were related to personal performance expectancies while competitive trait anxiety was not, and (b) the situational factors of past win-loss record and a prior game win or loss against the same opponent influenced team performance expectancies. The postgame findings revealed that future expectancies were affected by the interactive effects of game win-loss and self-esteem.     

Reliability generalization: a viable key for establishing validity generalization

Even with radical restriction of range, reliability coefficients from 10 studies gave an average interstudy value of .74, suggesting constancy of reliability over diverse experiments. A value from a new test can help index reliability of tests not previously studied.     

Metaphor in pictures

Pictures can be literal or metaphoric. Metaphoric pictures involve intended violations of standard modes of depiction that are universally recognizable. The types of metaphoric pictures correspond to major groups of verbal metaphors, with the addition of a class of pictorial runes. Often the correspondence between verbal and pictorial metaphors depends on individual features of objects and such physical parameters as change of scale. A more sophisticated analysis is required for some pictorial metaphors, involving juxtapositions of well-known objects and indirect reference.     

Teaching Partial-Interval Recording of Problem Behavior with Virtual Reality

Journal of Behavioral Education - Virtual reality (VR) places individuals within a simulated experience using an array of visual, auditory, and tactile interfaces. Research suggests VR, which...     

Development and Implementation of a Transdiagnostic,Stepped-Care Approach to Treating Emotional Disorders in Children via Telehealth

Stepped-care interventions may increase the accessibility of evidence-based treatments but remain relatively underexplored in the child mental health literature. Further, while the feasibility and efficacy of stepped-care interventions have been examined for specific diagnoses or classes or disorders, transdiagnostic stepped-care interventions have not yet been developed. We discuss the development and initial implementation of a transdiagnostic approach to emotional disorders using the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children (UP-C; Ehrenreich-May et al., 2018). A case series is presented to illustrate the delivery of UP-C stepped care (UPC-SC) via telehealth, using a collaborative decision-making process to inform step-up/step-down decisions. Lessons learned are discussed to guide refinements of UPC-SC and inform a larger trial.