How Web Comments Affect Perceptions of Political Interviews and Journalistic Control

People are often exposed to polarized viewpoints in web comment sections. Inspired by attribution theory and framing theory, this article tests the effects of comments that frame a politician or a journalist as triggering evasiveness in a media interview. We compare attributions ascribing deceptiveness to the politician versus external attributions implicating the media situation. In the first experiment, comment sections affect perceptions of evasiveness, credibility of the politician relative to the journalist, and people’s attitudes toward the politician and journalist. A second study replicates, and voters type comments which largely reflect the comments to which they were exposed. Also, perceptions of external control by the journalist affect perceptions of the politician. The article extends attribution theory and framing theory via commonly encountered online exposure which affects people’s perceptions of politicians as deceptive relative to their journalistic arbiters.     

Telling stories to communicate the value of the pre‐employment structured job interview

In an effort to bridge the scientist–practitioner gap in the employee selection, some researchers have advocated telling stories to better communicate the value of evidence‐based hiring practices to human resource (HR) professionals. In this paper, we conducted two experiments that examine the efficacy of storytelling for overcoming managers’ resistance to use structured job interviews. In two experiments, we found that participants who read a story regarding the effectiveness of structured interviews, as opposed to receiving evidence‐based advice, reported more favorable attitudes toward structured job interviews. Serial mediation analysis revealed that the observed attitude change was mediated by an increase in narrative transportation and reduction in counterarguing. Implications for using stories in communicating the value of evidence‐based HR practices are discussed.     

An evaluation of the single‐session interview‐informed synthesized contingency analysis

Functional analysis can often be a lengthy process requiring time and resources not readily available to practitioners working with children who exhibit severe problem behavior. The interview‐informed synthesized contingency analysis (IISCA) was recently developed as an alternative functional analysis format that improved analytic efficiency by requiring only 25 min to conduct. Furthermore, a within‐session analysis of the first test session of the entire IISCA could reduce the process to as little as a single 5‐min session. We extended this previous research by conducting what was termed the single‐session IISCA with three boys who exhibited severe problem behavior. A function‐based treatment package, including reinforcement thinning, informed by the results of the single‐session IISCA nearly eliminated problem behavior for all three participants. We suggest that the single‐session IISCA could be a viable alternative to other functional analysis formats when time is limited.     

中小学生对欺负现象本质内涵的感知*

近年来国内的欺负研究均是直接采用西方“bullying”的内涵界定、理论假说以及测评工具。本研究采用访谈法,立足本土文化探究欺负现象的本质内涵,为测评工具的研发和问题干预提供现实依据。来自54名欺负者、受欺负者、一般者的访谈结果发现:(1)欺负是一种强者有意伤害弱者,且会给弱者带来伤害的攻击行为,其界定性特征是故意伤害性、受伤害性和关系双方间的力量不均衡性。(2) 重复发生性、难以反抗性和道德评判性均是欺负的伴生性特征。(3)欺负现象中蕴含两种关系特征:因果性伤害关系和强弱对比关系。     

Is doing your homework associated with becoming more conscientious?

Research has shown that sustained homework effort enhances academic performance and that students’ conscientiousness is a powerful predictor of students’ homework effort. But does homework—as homework proponents claim—in turn also influence the development of conscientiousness over time? In the present study, we examined whether students’ homework effort in two subjects (i.e., mathematics and German) was associated with inter-individual differences in students’ development of conscientiousness in the early years of adolescence. Bivariate change models with a total of N = 2760 students revealed that homework effort and conscientiousness were systematically related over time (Grade 5 to Grade 8). Most importantly, students who invested more effort in their homework showed more positive development in conscientiousness.     

Item Response Theory Analyses of the Parent and Teacher Ratings of the DSM-IV ADHD Rating Scale

The graded response model (GRM), which is based on item response theory (IRT), was used to evaluate the psychometric properties of the inattention and hyperactivity/impulsivity symptoms in an ADHD rating scale. To accomplish this, parents and teachers completed the DSM-IV ADHD Rating Scale (DARS; Gomez et al., Journal of Child Psychology and Psychiatry, 40, 265–274, 1999) for a group of 1,475 primary school-aged children. The results for the discrimination parameters showed that all symptoms for both groups of respondents were generally good for discriminating their respective latent traits. For virtually all symptoms, their threshold values showed moderate to large increases in the level of the latent trait at each subsequent response dichotomy, with the symptoms being especially good at representing the appropriate traits from mean to moderately high trait levels. The item information function values for most symptoms indicated reasonable reliability from, approximately, the mean trait levels to moderately high trait levels. These findings indicate good psychometric properties for the parent and teacher ratings of the DARS. The implications of the findings for the use of the DARS and other similar scales are discussed.     

A Meta-analytic Review of Components Associated with Parent Training Program Effectiveness

This component analysis used meta-analytic techniques to synthesize the results of 77 published evaluations of parent training programs (i.e., programs that included the active acquisition of parenting skills) to enhance behavior and adjustment in children aged 0-7. Characteristics of program content and delivery method were used to predict effect sizes on measures of parenting behaviors and children's externalizing behavior. After controlling for differences attributable to research design, program components consistently associated with larger effects included increasing positive parent-child interactions and emotional communication skills, teaching parents to use time out and the importance of parenting consistency, and requiring parents to practice new skills with their children during parent training sessions. Program components consistently associated with smaller effects included teaching parents problem solving; teaching parents to promote children's cognitive, academic, or social skills; and providing other, additional services. The results have implications for selection and strengthening of existing parent training programs.     

Exploring Child and Parent Factors in the Diagnostic Agreement on the Anxiety Disorders Interview Schedule

Worryingly low levels of parent–child agreement on child psychiatric diagnosis are reported. This study examined parent–child agreement on diagnostic categories and severity ratings with the Anxiety Disorders Interview Schedule, Child and Parents versions (ADIS-C/P). Children’s age, gender, motivation and self-concept and parent’s general psychopathology and diagnoses were examined. Participants were 110 children (aged 8–14 years) with a principal specific phobia diagnosis, and their parents. Findings revealed excellent parent–child agreement on principal specific phobia diagnosis (97.3%), and fair levels of concordance on most co-occurring secondary diagnoses. As expected, children with high motivation had generally stronger parent–child agreement on diagnoses and severity ratings (for ADHD p?p?p?相似文献   

Review of Research on Age Discrimination in the Employment Interview

This paper reviews the research literature on age discrimination in the employment interview and related contexts. Twenty one studies were identified which explored whether age discrimination occurs within the context of the employment interview since the Age Discrimination in Employment Act was put into law. Sixteen studies were conducted in laboratory settings. It was concluded that evidence of age discrimination in the employment interview is commonly observed in laboratory studies which do not assess the influence of other job-relevant characteristics. Laboratory studies may create too much artificiality, where the impact of qualifications is artificially minimized and the impact of irrelevant factors like age are maximized. Only 5 of the 21 studies were conducted in the field, but they found far less consequential age discrimination in the employment interview.