Motivational factors related to differences in self-schemas

This research attempts to integrate self-determination theory with the construct of self-schema. Forty-nine schematic subjects (i.e., extreme on a personality dimension) received counterschematic feedback in either an ego-involving or non-ego-involving condition. Subjects’ autonomy versus control orientations were assessed. Results indicated that subjects with higher autonomy orientations changed less in response to counterschematic feedback than those with lower autonomy orientations. As well, subjects in the ego-involving condition changed more in the direction of the counterschematic feedback than those in the non-ego-involving condition. Findings suggest that both dispositional and situational factors account for differences in the degree to which individuals display consistency and self-awareness in processing information about themselves. Results are interpreted as support for the notion that greater autonomy is associated with a higher degree of self-knowledge and self-concept stability. This research was supported in part by the Frances L. Hiatt School of Psychology, Clark University.     

TWO MEASURES OF PREFERENCE DURING FORCED-CHOICE ASSESSMENTS

A forced-choice preference assessment was conducted in which two dependent measures were used to select preferred stimuli: (a) approach responding and (b) latency to the first aberrant response. Stimuli identified as preferred based on both dependent measures were then evaluated during treatment. The results suggested that latency may be a useful measure in the selection of preferred stimuli during forced-choice assessments.     

An assessment of teratology training provided by masters level genetic counseling programs

The increasing demand in the clinical genetics setting for information about teratogen exposures has created a need for genetic counselors to have the capabilities to appropriately address patient concerns. In order to assess how training in teratogen counseling is currently being conducted, the GLaRGG Teratogen Subcommittee surveyed all 17 genetic counseling training programs in North America in September 1993. Information was obtained from training programs about coursework, resources, and clinical training. In addition, each training program was asked to provide information about how their teratogen training needs could better be met. While all programs responded that some information in their coursework applicable to teratogen counseling was provided, there was wide variation in the amount of time devoted to this topic. The programs also greatly differed in the provision of clinical training in teratogen counseling. For both coursework and clinical work, genetic counselors were the main trainers in teratogen counseling. In spite of this, fewer than 25% of training programs have a defined teratogen clinical rotation. Data from the survey are discussed and recommendations presented.     

Cumulation of the tendency to segregate auditory streams: Resetting by changes in location and loudness

In four experiments, the accumulation, over time, of a tendency to hear separate high and low streams in a sequence of high (H) and low (L) tones, presented in a galloping rhythm (HLH-HLH-…), was studied. Each trial was composed of two parts, an induction sequence, then a test sequence, with no break between them. The test sequence was always heard at the far left. When the induction sequence and the test sequence were identical, the presence of the induction sequence increased the tendency for the test sequence to split into two streams. However, when the sequences differed in location (cued by differences in interaural timing or intensity over headphones and by loudspeaker placement in a free field) or when they differed in loudness, the accumulation of the segregative tendency was reset, and the test sequence sounded more integrated. When the induction sequence changed in location or loudness in gradual steps toward the value of the test sequence, resetting was much less. It appears that the accumulation of information about streams in different frequency regions is sensitive to sudden changes in parameters, even when they affect the frequency regions equally. This prevents the system from accumulating data across unrelated events.     

Effort Effect: An Artifact of Effort-Produced Partial Responses?

The Psychological Record - It was previously found (Arm us, 1986, 1988, 1990) that greater response effort requirements led to a greater percentage of short (< 1 s) interresponse times...     

Social Trust and Value Change: The Decline of Social Capital in American Youth, 1976–1995

Given the importance that generalized social trust plays in various theories of American society, recent evidence of its low levels among younger people portends ominous changes in American civic life. Using survey data collected from high school seniors over the last 20 years, this paper examines the origins of social trust among young people and the causes of change in beliefs about trust over time. Such changes could not be accounted for by the explanations for declining trust offered in other accounts of social capital. An alternative explanation, based on the theoretical accounts of Alexis de Tocqueville and Emile Durkheim, is that materialistic values may be undermining young people's views about the trustworthiness of others. Both aggregate time series correlations and an individual-level model show that the rapid rise of materialistic value orientations that occurred among American youth in the 1970s and 1980s severely eroded levels of social trust. The paper concludes with some observations about the likely trajectory of American democracy, given the kinds of trends observed in the youth data.     

Age differences in skill acquisition and transfer in an implicit learning paradigm

Age differences in learning a complex cognitive skill are examined. The type of knowledge gained and levels of performance and transfer achieved, under different practice conditions, were compared in younger and older groups of trainees. The development of verbalizable knowledge about the task but not task performance itself varied as a function of age and practice condition. All trainees achieved transfer to novel versions of the task but older subjects appeared restricted to tasks drawn from the same semantic domain. The implications of these findings for developing training programmes for older workers are discussed.     

An experimental evaluation of three theories of auditory stream segregation

Three theories of auditory stream segregation were evaluated. In two-part trials, subjects heard an induction sequence, whose effects upon an immediately subsequent test sequence were measured. The rhythm and total duration of Induction Sequence tones were varied in two experiments. The similarity between induction and test sequences aided segregation, but rhythmic predictability and longer tone durations did not. Frequency alternation during the induction sequence was not necessary to induce segregation in the test sequence. Furthermore, peripheral processes inadequately account for the segregation effects found. The data suggest that, once a distinct percept emerges from an auditory scene, properties derived from the percept (particularly changes) are fed back to control the ongoing analysis of that auditory scene. A neural adaptation to stimuli with constant properties may form part of this analysis.     

Parent reports of child behavior problems: Bias in participation

This paper compares the characteristics of 274 children whose parents agreed to provide information about their children's functioning in research with children whose parents did not. Parents had provided permission for child participation in school-approved research. Measures included self-, peer, teacher, and parent ratings. Parents of minority children were less likely to participate than parents of nonminority children. Among nonminorities, children of parent participants were viewed as more socially skilled and liked by their peers; teachers rated them as having less attention problems, less depression, and better academic skills than children of nonparticipating parents. Among minorities, no differences emerged. Implications for research involving the use of parent ratings are discussed.Portions of this paper were presented at the annual meeting of the Society for Research in Child and Adolescent Psychopathology, Sarasota, Florida, February 1992. The authors appreciate the efforts of Shari Wasserstein in assisting with the organization of the data. The authors also appreciate the helpful comments of two anonymous reviewers.     

The Status of Multicultural Counseling Training at Counseling Center Internship Sites

The current status of multicultural counseling training at university counseling center predoctoral internship sites was evaluated. Fifty training directors completed a mailed survey, and the results contribute to an understanding of graduate training programs. Training considerations and recommendations are discussed.