Increasing participation and improving the quality of discussions in seventh-grade social studies classes

An experiment was conducted to evaluate procedures to improve classroom discussions in seventh-grade social studies classes. An increased number of students participated in discussions when rules were stated for discussions, students were praised for their contributions, the teacher restated or paraphrased students' contributions aloud or on the blackboard, the teacher planned an outline of discussion questions, student contributions to discussions were recorded and were used to determine part of the students' grades for the class, and discussion grades were publicly posted.The second part of the study focused on procedures designed to improve quality of classroom discussions. Students were taught to participate in discussions by providing reasons for their statements, comparisons between different points, or examples supporting their statements. As each type of contribution was taught, recorded, and counted toward part of the students' classroom grades, each type of contribution increased. Ratings of discussions by outside judges consisting of junior high school teachers, junior high school students, and persons experienced in conducting discussions, indicated that the training increased the overall quality of the discussions. Use of the quality training procedures, however, resulted in decreased levels of overall participation in discussion, a decrease that was reversed by the use of a group contingency for participation. Finally, the discussions after training seemed to be preferred by both the teacher and the students.     

Back to basics: Percentage agreement measures are adequate, but there are easier ways

Percentage agreement measures of interobserver agreement or "reliability" have traditionally been used to summarize observer agreement from studies using interval recording, time-sampling, and trial-scoring data collection procedures. Recent articles disagree on whether to continue using these percentage agreement measures, and on which ones to use, and what to do about chance agreements if their use is continued. Much of the disagreement derives from the need to be reasonably certain we do not accept as evidence of true interobserver agreement those agreement levels which are substantially probable as a result of chance observer agreement. The various percentage agreement measures are shown to be adequate to this task, but easier ways are discussed. Tables are given to permit checking to see if obtained disagreements are unlikely due to chance. Particularly important is the discovery of a simple rule that, when met, makes the tables unnecessary. If reliability checks using 50 or more observation occasions produce 10% or fewer disagreements, for behavior rates from 10% through 90%, the agreement achieved is quite improbably the result of chance agreement.     

Considerations in the choice of interobserver reliability estimates

Two types of interobserver reliability values may be needed in treatment studies in which observers constitute the primary data-acquisition system: trial reliability and the reliability of the composite unit or score which is subsequently analyzed, e.g., daily or weekly session totals. Two approaches to determining interobserver reliability are described: percentage agreement and "correlational" measures of reliability. The interpretation of these estimates, factors affecting their magnitude, and the advantages and limitations of each approach are presented.     

Comparing Traditional and Ebook-Augmented Parent-Child Interaction Therapy (PCIT): A Randomized Control Trial of Pocket PCIT

Disruptive behavior in young children is one of the most common referrals to behavioral health providers. While numerous effective parenting programs, such as parent–child interaction therapy (PCIT), exist for improving children’s behaviors, challenges with treatment engagement and retention limit the intended positive impact on child and caregiver outcomes, particularly for racial and ethnic minority families. In an effort to address barriers contributing to poor engagement and retention in traditional PCIT service delivery and among ethnic and racial minority families, a multimedia PCIT ebook was developed and evaluated. In a sample of the general public that utilized the ebook, users were found to be more engaged in viewing embedded videos within the ebook that were related to expert skill explanations and skill demonstrations than caregiver testimonies. A randomized controlled trial was also conducted to evaluate the extent that the ebook + PCIT improved treatment engagement, retention, parenting skills, skill acquisition efficiency, and child behavior above and beyond traditional PCIT. Participating families were randomly assigned to either the traditional PCIT (n = 71) or ebook + PCIT (n = 107) group using an online random number generator. Forty-nine caregivers (traditional PCIT n = 24, ebook + PCIT n = 25) were excluded from analyses because they were lost to follow-up during the intervention. Families in both the traditional PCIT and ebook + PCIT groups demonstrated generally equivalent positive outcomes in treatment engagement (i.e., attendance, treatment length, completion rate) and caregiver skill acquisition efficiency at midtreatment, posttreatment, and 3-month follow-up. The addition of the ebook to PCIT also reduced child disruptive behavior at midtreatment, above and beyond traditional PCIT, but not at posttreatment or follow-up. Clinical implications and future directions are discussed.     

Parent-child interactions during joint engagement with touchscreen technology: A comparison of younger versus older toddlers

With a plethora of touchscreen apps aimed at young children, parents are receiving mixed messages about the appropriateness of such technology for their toddlers. The American Academy of Pediatrics (2016) advises limited engagement with digital media for this age group and encourages parents to co-engage with children when they are using screens. However, very little is known about parent-child interaction in the context of joint engagement with digital screen media in the toddler years. This study observed 56 toddlers (M = 32.5 months old; 53 % female) and a parent (52 mothers; 4 fathers) performing a 3-minute drawing task on a touchscreen tablet (digital condition), and on an Etch-A-Sketch (non-digital condition) using a repeated measures design. Observations were analysed using global ratings of dyadic interaction, comparing warmth, cooperation and conflict between digital and non-digital conditions. A mixed MANCOVA analysis, controlling for levels of daily usage of touchscreens, revealed lower levels of parent-child cooperation and warmth in the digital condition compared to the non-digital condition. In addition, there was a main effect of age with younger dyads displaying less cooperation overall, particularly in the digital condition where interactions were also less warm. Results suggest that co-engaging with digital technology can be a challenging and potentially emotionally charged context for both parents and young children. Younger toddlers, especially, may be more likely to experience less cooperative interactions when co-engaging with digital technology with a parent. Results are discussed in relation to developmental differences between 2- and 3-year olds, and the need for more nuanced guidance for parents supporting young children’s interaction with digital media.     

外强中瘠、虚饰以财?自我威胁情境下异质性高自尊与物质主义的关系

通过3个研究探讨异质性高自尊与物质主义的关系, 以及在自我威胁情境下异质性高自尊与物质主义的关系是否会发生变化。研究1采用问卷法考察异质性高自尊与物质主义的相关关系, 结果发现, 安全高自尊者的物质主义显著低于脆弱高自尊者; 研究2通过要求不同高自尊者与吸引力高/低的同性进行对比操纵自我威胁, 然后测量外显物质主义, 结果发现, 在吸引力威胁情境下, 安全高自尊者的外显物质主义显著低于脆弱高自尊者的外显物质主义; 研究3通过虚拟的智力测验排名反馈操纵自我威胁, 然后测量内隐物质主义。结果发现, 在智力威胁情境下, 安全高自尊者的内隐物质主义显著低于脆弱高自尊者的内隐物质主义。据此可认为, 异质性高自尊既是解开高自尊与物质主义矛盾关系的切入点, 也是瓦解自我威胁与物质主义正向关系的突破口。     

mMotiv8: A smartphone‐based contingency management intervention to promote smoking cessation

Cigarette smoking is the leading preventable cause of death and illness in the United States. We tested the usability, acceptability, and efficacy of a smartphone‐based contingency management treatment to promote cessation. We used a nonconcurrent multiple‐baseline design. Participants (N = 14) provided breath carbon monoxide (CO) samples by using a CO meter that was connected to the user's smartphone. An app (mMotiv8) housed on participants' smartphones automatically captured pictures of the CO sampling procedure to validate the end user's identity, and it prompted submissions via a push message delivered to participants' smartphones. Participants earned a $10 incentive for daily abstinence, which was added to a reloadable debit card. Overall, 4% of the CO samples were negative during baseline, and 89% were negative during treatment. Self‐reported usability and acceptability were high, and 85% of the prompted samples were submitted. A smartphone intervention could be scalable and reduce the health consequences and costs associated with cigarette smoking, particularly in rural and low‐income populations.     

Reflections on the role of the analytic setting in the light of COVID-19

There have been many reflections, both individual and collective within our Institutes, on the effects on our work with patients caused by COVID-19 and the requirement to move suddenly from the setting of our own consulting rooms to working with patients online (see also, the previous issue of this Journal). This paper focuses on what we have learned from these experiences that can add to our knowledge about the role of the setting in analytic work. Drawing on Bleger’s (1967) seminal paper highlighting the usual setting as a mute projection carrier for primitive wishes and affects, the paper explores how different patients have reacted to the loss of the analyst as the guardian of the setting and in particular as an embodied presence. Some key questions and challenges for both patients and analysts during the pandemic, when ‘the setting begins to weep’, are explored.     

技术信任和领导信任对企业员工新技术接受的影响

在当今知识经济时代, 新技术的采用对于企业提高核心竞争力至关重要。如何使员工面对新技术带来的风险和不确定性, 信任并接受新技术是企业新技术推广的重要问题。现今学界虽已关注到信任在新技术采用这一过程中的积极作用, 但仍缺乏相关的理论和实证研究, 特别是对于其内在心理机制的解释。为弥补这一研究的不足, 本研究通过分析企业新技术推广情境下, 技术信任和领导信任对员工新技术接受的影响, 并引入了感知风险性与技术自我效能感作为中介变量, 探寻信任影响的内在机制。此外, 还进一步探讨企业文化的调节作用, 从而建构信任与企业员工新技术接受的理论模型, 为企业新技术的推广提出合理建议。     

亲子间科技干扰与青少年网络人际关系成瘾：有调节的中介模型

对1353名高中生进行问卷调查,探究亲子间科技干扰与青少年网络人际关系成瘾之间的关系,相对剥夺感的中介作用及内在觉知的调节作用,结果表明：（1）亲子间科技干扰正向预测青少年网络人际关系成瘾;（2）相对剥夺感是亲子间科技干扰与网络人际关系成瘾之间的中介变量;（3）亲子间科技干扰与网络人际关系成瘾的间接效应前半段受到内在觉知的调节。因此,亲子间科技干扰和网络人际关系成瘾之间存在有调节的中介效应。