Stability of the Peabody Picture Vocabulary Test--revised for emotionally handicapped middle-school-age children

In this pilot study, 20 middle-school-age children classified as emotionally handicapped were administered Forms L and M of the Peabody Picture Vocabulary Test--Revised in test-retest fashion. Pearson correlations for Form L were .90, for Form M, .69, and these dependent correlations were significantly different from each other. As triennial school psychological evaluations typically contain tests which have been administered previously, e.g., WISC-R, WRAT-R, we suggest that psychologists use caution when using Form M to test or retest the receptive vocabulary of emotionally handicapped or disturbed middle-school-age children.     

WORK LOAD, TENSION, AND COPING: MODERATING EFFECTS OF SUPERVISOR SUPPORT

This research investigated the buffering role of social support in the relationship of work load to both tension-anxiety and coping for police radio dispatchers ( N = 60). Each dispatcher was observed throughout an entire 8-hour work shift by a trained observer. Objective load consisted of the hourly rate of incoming telephone calls, police radio transmissions, and face-to-face or written communications from superiors, co-workers, and others. At the end of each shift, measures were taken of dispatchers' perceived load, felt tension-anxiety, and coping actions. Hierarchical regression revealed that support from superiors moderated the effects of both objective and perceived loads; no main effects of support were found. Statistically significant interactions confirmed the hypothesized buffering role of support: under high perceived load, dispatchers with high social support engaged in more coping actions and felt less tension-anxiety than did low-support dispatchers. No differences were found when perceived load was low. Support also buffered effects of objective load on tension-anxiety but not on coping.     

Effect of concurrent visual feedback on acquisition of a weightlifting skill

Practice in front of a mirror is a common procedure for activities such as dance, gymnastics, and other sports. The purpose of this study was to examine the effect that performing with concurrent visual feedback from a mirror had on the acquisition of the power clean movement. 18 college-age males who had no prior experience with the power clean movement served as subjects who were assigned to one of two groups. One group had use of a mirror during the practice trials and the other practiced without the mirror. All subjects viewed an instructional videotape and had practice trials. All subjects were evaluated for proper technique on a pretest, a posttest without the mirror, and a posttest with the mirror. Analysis showed a significant difference between pre- and posttest performances for both groups and a significant difference between groups on the posttest performances with the mirror. Evidently the videotaped instruction was sufficient to allow both groups to improve in performance of the power clean. Differences in posttest performances with the mirror reflected the type of feedback (with or without the mirror) available during training.