Peer and parent-child interaction before and after enrollment in nursery school

Forty-five three-year-olds and their parents participated in the research. Twenty-four of the children were observed two months and one week before, as well as two months after, enrollment in a nursery school. The others were observed at comparable intervals, but remained at home in the fulltime care of their parents. On all occasions, the children who were about to enter or had entered nursery school engaged in more positive interaction with and sought more proximity to their parents than the home care children did. These tendencies were unaffected by enrollment in nursery school. There were no differences between nursery school and home care children on measures of peer interaction eithe before or after nursery school began. The need to consider differences between nursery school and home care children that antedate enrollment is emphasized.     

Toward quality criteria for collective judgments

While most organizational and social decision making is done in a group or collective mode, there are few guides or evaluative criteria for judging when a high-quality outcome has been reached. Most past studies of group decision making have been conducted in laboratories using student subjects and factual problems with correct answers as means for judging outcome quality. Such proxies are rough approximations at best of real-world conditions where value differences can be intense and problems have no correct or best answer. Drawing upon the existing literature, evaluative criteria are proposed including process, content, and outcome concerns. An instrument based upon these criteria is then applied retrospectively to six cases of ad hoc collective decision making. Using dimensional analyses, a set of more detailed evaluative factors is derived from actual participant responses. The results provide some insights into the nature of high-quality collective judgments as well as the most effective procedures for their achievement.     

Ethical Implications of a Critical Legal Case for the Counseling Profession: Ward v. Wilbanks

This article presents the official position of the American Counseling Association on a seminal legal case for professional counseling: Ward v. Wilbanks. The focus is on three key questions: Is it permissible to deny counseling services to a homosexual client on the basis of a counselor's values? Can referrals be made at any time a counselor wishes to do so? When is a client a client?     

Ward v. Wilbanks: Students Respond

Ward v. Wilbanks is the most important legal case for the profession of counseling in the last 25 years. This qualitative research used general content analysis to examine master's‐level counseling students’ responses to the Ward v. Wilbanks case. Emergent themes from data analysis include (a) the role of gatekeeping; (b) Julea Ward and Eastern Michigan University: inflexible and uncompromising; (c) Ward v. Wilbanks: confusion, complexity, and certainty; and (d) personal values, professional values, and the ACA Code of Ethics (American Counseling Association, 2005 ).     

Value and uncertainty as weighting factors in impression formation

An experiment was conducted to compare mathematical models describing how people combine information to form an impression of another person. Subjects rated how much they would like stimulus persons described by one or two adjectives. Subjects also reported their level of uncertainty about each evaluation. Models using the uncertainty measures to predict integration weights were no more successful than the equal weight averaging model. There was no evidence that extreme adjectives were given high weight. Information integration was best described by a model in which the more negative adjective in a pair is given more weight than the other adjective.     

Eliminating selective stimulus control: a comparison of two procedures for teaching mentally retarded children to respond to compound stimuli

Selective stimulus control occurs when behavior fails to come under control of all characteristics of a compound stimulus after discrimination training. Two different assessment procedures, one used in prior research and the other incorporating incorrect stimuli (S - 's) which differed minimally from the correct stimulus (S+), were used to detect stimulus control deficits characteristic of selective stimulus control. The efficacy of two training procedures in eliminating selective stimulus control observed with three trainable mentally retarded children was evaluated in Experiment 1. A training procedure using S - 's that were minimally different from the S+ was designed to reduce the probability that stimulus discriminations could be based on stimulus characteristics other than experimenter-specified characteristics defining the S+. This procedure proved more effective in preventing and eliminating selective stimulus control as measured by both assessment procedures than an alternate discrimination training procedure that failed to impact the more stringent measures of selective stimulus control. Experiment 2 indicated that these improvements in stimulus control were not a function of varying degrees of difficulty between stimulus sets or of a prior history of discrimination training with the less effective training procedure. The need for better assessment procedures to detect selective stimulus control and suggestions for further improvements in discrimination training procedures are discussed.     

The center and range of the probability interval as factors affecting ambiguity preferences

Ambiguous decision situations are characterized as having probabilities that are uncertain. The uncertainty is due to the common, real-world deficiency of information about the process by which the outcomes are determined. Thirty lotteries having uncertain probabilities were constructed by varying the centers and the ranges of the intervals within which the imprecise probabilities of winning could lie. Pairs of the lotteries were presented as choice alternatives to subjects, with each pair having lotteries with the same interval center but differing interval ranges. Ambiguity avoidance, the selection of the less ambiguous option, was found to increase with the interval center C, with ambiguity indifference occurring for values of C ? 0.40. No evidence of ambiguity seeking as the prevalent behavior was obtained. Ambiguity avoidance did not significantly increase with the interval range R, but an interaction effect between C and the ranges R₁ and R₂ of the choice pair was obtained. This effect of the ranges could not be described simply by knowledge of the difference R₁ ? R₂; knowledge of both individual values was necessary. The theoretical implications of these results are discussed.     

Skilled perception in Go: Deducing memory structures from inter-response times

Experts appear able to handle much larger amounts of specialized information than nonexperts, and handle it without an apparent superior memory capacity. This finding, based on research on chess players with chess information, was replicated on Go players with Go information. Assuming this superiority occurs because the experts process chunks of information through their limited capacities rather than individual elements, the question then becomes one of defining what the chunks are and how they are related. To this end, the technique of partitioning recall and reproduction data into chunks on the basis of inter-response times (IRTs) (introduced in their work on chess by Chase and Simon, 1973) was applied to the reproduction and recall of Go patterns by a Go Master and a Go beginner. Unlike its application in chess, no single IRT was able to produce consistent, veridical chunks for either Go player. Subsequent analysis of the underlying assumptions of the technique showed it to be limited to only those patterns that can be partitioned into a linear set of chunks, not nested chunks, and to situations in which retrieval and overt recall of each chunk is completed before retrieval of the next chunk. In a supplementary task, the Master Go player indicated that the Go patterns were not seen as linear chunks nor as strictly nested hierarchies, but rather as overlapping clusters. IRTs were found to be correlated with this structure, but were not reliable enough to reflect its details.     

A strong test of exposure effects

A strong test of exposure effects was made by eliminating confounding demand characteristics through the use of a between-subject design. Each subject viewed novel stimuli at a single frequency level, and then rated them on several affective scales. Frequency of stimulus exposure was systematically varied across subjects. Stimuli were rated more positively with increasing exposure, despite the fact that subjects were unaware of any differences in exposure frequencies, and clearly unable to identify the experimental hypothesis. An awareness of the relationship between repeated exposure and affect was thus shown to be an unnecessary condition for the occurrence of exposure effects.     

Effects of fear of success, fear of failure, type of opponent, and feedback on female achievement performance

Female undergraduates (N = 240) assessed for fear of success (FS) and fear of failure (FF) competed against a male, female, or no opponent (norms) on an alpha-numeric substitution task. After completing one set of trials, subjects arbitrarily received success or failure feedback, then performed again. While there were no significant effects when subject's FS classification was based on total scores from the entire set of four cues used, performance effects were found for Horner's original cue: FS-absent females performed better against a male than a female opponent, whereas the reverse was true for the FS-present subjects. Two of the other FS cues interacted with FF: at low levels of FF, FS-absent subjects performed better than FS-present subjects; for high levels of FF, there were no differences between FS groups. A number of postperformance affect ratings were consistent with theoretical expectations that FS-present females would experience more negative effect over success in achievement contexts than would FS-absent females.