Strategy instruction for writing composition at school and at home

Abstract

The objectives of this study are 1) to analyze the effectiveness of a writing composition intervention program aimed to increase children's writing performance and other personal variables; 2) to analyze whether implementation in the environment (school and home) or responsible figures (parents and teachers) produced different effects in program effectiveness; and 3) to check whether increasing parental involvement in doing homework was sufficient to improve children's outcomes or whether prior family training is required to enable them to be efficient. The sample consisted of 112 students (5th-6th grade) and their families. 26 of them made up the EFP group (mothers implementing a writing program), 25 of them were assigned to the PAD group (mothers increasing help with writing homework), 35 to the PRO group (teachers applying a writing program) and 26 to the OC group (ordinary curriculum). We analyze the results and present and discuss our conclusions.     

Decision Strategies and the Confidence–Accuracy Relationship in Face Recognition

The decision strategy used to select a choice set from an array of alternative options is known to affect the composition of the final choice set. Specifically, individuals incorporate more answers into their choice set when it is created by eliminating implausible items than when the set is created through the inclusion of plausible options. This difference is accounted for in a decision framework that posits a general reluctance to change the status quo (i.e., actively include or exclude an item). We extended this work to investigate, not only the decisions themselves, but also metacognitive judgments (i.e., confidence in the accuracy of the choice set). In two face recognition experiments, we tested the impact of decision strategy (Experiment 1) and confidence judgment strategy (Experiment 2) on the confidence–accuracy relationship. In Experiment 1, participants completed two blocks of recognition trials, one under inclusion (marking previously seen faces) and one under elimination (marking previously unseen faces) instructions. We observed superior resolution (i.e., discrimination between correct and incorrect) for inclusion trials, but only when they were completed prior to use of the elimination strategy. In Experiment 2, all participants completed face recognition trials under inclusion instructions, but we manipulated the strategy used to assess confidence. Again, we observed a significant impact of strategy on confidence–accuracy resolution. Thus, we observed that both the strategy employed to reach a decision and that employed to assess confidence affected the confidence–accuracy relationship. We discuss theoretical and applied (particularly for eyewitness identification and multiple‐choice testing) implications. Copyright © 2012 John Wiley & Sons, Ltd.     

Selection of Decision Strategies After Conscious and Unconscious Thought

It is commonly assumed that the use of simple, non‐compensatory strategies is especially pronounced in memory‐based decisions, where information costs are high. At the same time, there is evidence that in memory‐based decisions, a compensatory processing of attributes is facilitated when the processing occurs unconsciously rather than consciously. We applied a strategy classification approach—developed in research on non‐compensatory heuristics—to test two key tenets of unconscious thought theory: the capacity principle and the weighting principle. Participants memorized attribute information about cars and were subsequently either directed to or diverted from thinking consciously about their preferences between the cars (conscious versus unconscious thought). Then, participants indicated in pair‐wise choices which car they would prefer and were classified (based on their choices) as using either one of two compensatory strategies (equal weight or weighted additive) or a non‐compensatory strategy (lexicographic heuristic). In line with the capacity principle, the number of participants best described by a compensatory strategy (the equal‐weight strategy) tended to be higher after unconscious thought than after conscious thought, whereas the number of participants best described by the lexicographic heuristic tended to be lower. Inconsistent with the weighting principle, participants in the unconscious thought condition were better described by the equal‐weight strategy than by the weighted‐additive strategy. In Experiment 2, in which participants were not instructed to form an impression while learning the attribute information, the use of the equal‐weight strategy was not more prevalent after unconscious thought. Copyright © 2013 John Wiley & Sons, Ltd.     

Psychological Well-Being of Canadian Forces Officer Candidates: The Role of Personality and Coping Strategies

Previous research has suggested that personality influences the coping strategies an individual uses to deal with stressors, which, in turn, influences psychological well-being. This study examines whether coping strategies mediate the relationship between neuroticism and the psychological well-being of Canadian Forces officer candidates undergoing basic training. Only partial evidence was found for the mediating role of coping strategies between neuroticism and psychological well-being. These findings suggest that coping strategies and personality may constitute two independent constructs, both of which have significant contributions to well-being among military personnel.     

Eating Disorder Recovery

Abstract

Qualitative studies addressing the eating disorder recovery process from the client's point of view are notably absent in the literature. For this case study, we conducted a retrospective examination of the recovery process, as recounted by a 37-year-old female who was diagnosed with anorexia nervosa, binge eating/purging subtype at the age of 30. Two in-person interview sessions provided insight into coping skills, multidisciplinary intervention strategies, and long-term treatment challenges. In sum, the client's perspective can add new information to the understanding of eating disorder recovery from feminist and other theoretical frameworks.     

Internet Infidelity

SUMMARY

We used a multi-phase Delphi methodology to identify and explore critical issues, interventions, and gender differences in the treatment of Internet infidelity. We developed three representative vignettes related to Internet infidelity and asked twenty experts in extramarital affairs and/or sex addiction to respond to them, both through ratings and open-ended comments. We found little agreement among the experts. We discuss the unique features of Internet relationships, the areas of agreement and disagreement that we found among the experts, and the implications of our findings and the nature of Internet infidelity for both practice and training in marriage and family therapy.     

Risk and Protective Factors for Comorbid Posttraumatic Stress Disorder among Homeless Individuals in Treatment for Substance-Related Problems

Homeless individuals undergoing treatment for substance use disorders (SUD) can pose clinical challenges. Posttraumatic stress disorder (PTSD) symptoms have been observed in the most difficult clients. The study sample consisted of 51 homeless individuals, 9 women and 42 men, undergoing consultation for SUD in Montreal. The mean age was 46 years (SD = 7.19). Of the sample, 49% had a potential PTSD diagnosis. Most participants had the following characteristics: an alcoholic parent, a history of an early trauma, and little social support. The participants with a potential PTSD diagnosis were significantly more likely to have had an alcoholic parent, to have experienced an early trauma, and to use more maladaptive coping strategies. The study results and limits are discussed.     

Victim Recantation in Child Sexual Abuse Cases

Summary

This article explores the reasons for victim recantation in child sexual abuse cases, problems that surface with a recantation, and practical steps multidisciplinary professionals can take to prevent the recantation of truthful allegations. Secondly, the article discusses the roles of investigative team members in the investigation and evaluation of a victim's recantation and in the trial which may follow. Finally, the article addresses possible final outcomes of criminal court intervention and the team's role in continued support for the child.     

Strategies adopted by Turkish adults for increasing happiness in daily life

The present study aims to focus on the strategies adopted by adults in seeking ways to increase happiness in their daily life and to determine whether or not significant differences exist between happiness levels in adults at the very beginning and the end of a four-month period. Sixty-eight adults who were found eligible were included in this study. The research method is of a mixed type. The distinguishing feature of this study is the experience sampling method employed. Positive–Negative Affect and Satisfaction with Life Scales, an experience sampling data form and a personal information form were used in the study. The study results show that adults adopt various strategies in order to get rid of their unhappiness and increase their happiness in three contexts. No statistical significance could be determined between the measurements achieved at the beginning and at the end of the study into the happiness of the participants.     

Teaching Oppressive Texts

Scholars have identified the many stories in the Bible that are oppressive to women or other minoritized groups. It is remarkable how common it is that North American undergraduate students remain blind to the oppression that is depicted and that is too often the result of commonly accepted interpretations of these texts. Three brief essays collected here, originally presented as part of a panel at the Society of Biblical Literature annual meeting (Atlanta, 2010), present various teaching strategies for exposing the oppressive elements in the biblical text and showing how the oppression operates (an aspect of ideological criticism). What are good strategies for communicating these hard points to students in a way they can hear them and work with them? Why is this important to do?