Convergent,Discriminant, and Incremental Validity of the Pictorial Attitude Implicit Association Test and the Picture Story Exercise as Measures of the Implicit Power Motive

The Pictorial Attitude Implicit Association Test (PA‐IAT) has recently been proposed as new measure of implicit motives. We report a study that provides the first evidence for the convergent validity of the PA‐IAT by showing that the PA‐IAT correlates significantly with a standard measure of implicit motives [i.e. the Picture Story Exercise (PSE)]. Discriminant validity of the PA‐IAT was verified in the sense that the PA‐IAT shared virtually no common variance with explicit motive measures. Our analyses revealed that the PA‐IAT and PSE can best be conceived as related but distinct measures. We further showed that the PA‐IAT had incremental validity in predicting performance on a memory recall task over and above the PSE. In general, our results confirm that the PA‐IAT is a valid measure of implicit motives and can serve as valid alternative to the PSE. Copyright © 2012 John Wiley & Sons, Ltd.     

Mariano Yela: aportaciones metodológicas en Psicología

Resumen

El trabajo comenta la formación académica y la actividad docente e investigadora del profesor Mariano Yela en el campo de la metodología de las ciencias del comportamiento. Se comentan especialmente sus aportaciones al análisis factorial y a la elaboración de tests.     

The use of visualisations to develop the aesthetic aspects of spiritual literacy

This paper reports on a pilot project to explore the relationship between the imagined physical experience and the inner–personal aspects of a guided visualisation journey in relation to spiritual literacy for children aged 7–11. The project examined the use of auditory and aesthetic stimuli during a visualisation as a pre-linguistic trigger so the experience could be recalled, developed or enhanced through the stimuli alone. It used guided visualisations and reflective activities with eight pupils in two upper primary settings to examine whether this recollection of the imagined physical journey aided development of a personal, spiritual experience after the event, and whether the psychological expression of the imagined physical experience aided this in some way. It was recognised that the child’s connection with the context could affect the depth, quality or even intensity of interpretation. Therefore, the project draws upon theories including psychosynthesis theory, which takes into account the uniqueness of the individual’s life journey and therefore allows the children to make meaningful links within their schema.     

Everyday Cognitive Functioning in Cardiac Patients: Relationships Between Self-report,Report of a Significant Other and Cognitive Test Performance

ABSTRACT

Candidates for cardiac bypass surgery often experience cognitive decline. Such decline is likely to affect their everyday cognitive functioning. The aim of the present study was to compare cardiac patients' ratings of their everyday cognitive functioning against significant others' ratings and selected neuropsychological tests. Sixty-nine patients completed a battery of standardised cognitive tests. Patients and significant others also completed the Everyday Function Questionnaire independently of each other. Patient and significant other ratings of patients' everyday cognitive difficulties were found to be similar. Despite the similarities in ratings of difficulties, some everyday cognitive tasks were attributed to different processes. Patients' and significant others' ratings were most closely associated with the neuropsychological test of visual memory. Tests of the patients' verbal memory and fluency were only related to significant others' ratings. Test scores of attention and planning were largely unrelated to ratings by either patients or their significant others.     

The Design of an Information Literacy Program at a Non-Traditional Seminary

ABSTRACT

The exponential growth in information resources and the new demands of the information age have put increasing demands upon faculty and students to access appropriate information quickly, to process that information with critical thinking skills, and to communicate both verbally and in writing a product that is practical, interesting, and meaningful. The job of teaching of research methods must include the integral components of an information literacy program. Students need to be encouraged to expertly retrieve the information required for the writing of a paper. They must be helped to think critically, synthesizing ideas and concepts from the numerous information sources.

It is vital that the faculty and librarian at Seminary of the East work together to develop a comprehensive information literacy program that is not only supported by both faculty and library staff, but periodically evaluated to validate the program and to measure its progress in addressing the information literacy needs of both students and faculty.     

Reading Like a Nun: The Composition of Convent Libraries in Renaissance Europe

In this article the author examines the composition of convent libraries in Renaissance Europe—specifically, Italy and Spain. While much research on monastic libraries has occurred, little has concerned convent libraries. They are unique because they include writing both by and for women. The author used previous historical research to form an overview of a convent library's composition. Examining monastic and Tridentine rules regarding literature collected and produced in convents allows one to understand if ecclesiastical legislation restricted convent literature. From there, examining scribal work performed in convents, a few known convent holdings, and the works written by nuns themselves can illuminate the holdings of a convent library. These methods lead to the conclusion that convent libraries contained collections rich in social history and women's history because they contained some of the only literature by, for, and about women.     

The Effects of Library User-Education Programmes on the Information-Seeking Behaviour of Brisbane College of Theology Students

ABSTRACT

An increasing proportion of students entering the Brisbane College of Theology (BCT) are adult learners and engaged in theological education for general academic purposes or personal enrichment. In meeting the needs of these students, the user-education programmes conducted by the BCT Libraries endeavour to address the Australian Information Literacy Standards.¹ The literature reveals that information literacy is learned through experience primarily shaped by both librarians and faculty. This case study, which uses an adaptation of Biggs' model of presage, process, and product, looks at the information search process from the perspective of one theological library. As a phenomenographic study, it examines the interconnected theories of students' experience, perception, approach, and learning outcomes in the information search process. It will be shown here that user-education programmes and mediation with the librarian significantly influence the information-seeking behaviour of students.     

Influence of Socio-Demographic Factors on SRAVEN Performance

This exploratory study aimed to investigate the influence of specific socio-demographic variables on a computerized test of non-verbal neuropsychological performance. Six hundred and thirty South African first year students were assessed using the University of Pennsylvania Computerized Neuropsychological Test Battery (PennCNP). Fluid intelligence was measured by a computerized version of the Raven's Progressive Matrices (SRAVENS). Analysis of variance indicated that gender, home language, quality of schooling, language of schooling and paternal education influenced performance on the SRAVEN. Stepwise multiple regression evidenced the importance of language, paternal education and high school language on SRAVENS responses. The assumption of non-verbal test scores as being independent of socio-demographic factors needs to be revisited as such independence cannot be maintained in light of such evidence.     

The Unintended Outcomes of High-Stakes Testing

SUMMARY

Although it is important to evaluate the intended outcomes of high-stakes testing, it is also important to evaluate the unintended outcomes, which might be as important or more important than the intended outcomes. The purpose of this paper is to examine some of the unintended outcomes of high-stakes testing, including those related to: (a) using tests as a means to hold educators accountable, (b) the effects on instruction, (c) the effects on student and teacher motivation, and (d) the effects on students who are at-risk of school failure. In examining the evidence, I conclude that while some unintended outcomes of high-stakes testing have been positive, many of the unintended outcomes have been negative. Hopefully, through a greater awareness of the unintended outcomes, school psychologists can work to minimize the negative effects of testing on students and educators.