PEER MODELING OF RESPONSE CHAINS: OBSERVATIONAL LEARNING BY STUDENTS WITH DISABILITIES

Peer models (classmates without disabilities) who were proficient in performing a task completed one response chain each day and described the steps they performed while their classmates with disabilities observed. Three students with disabilities participated, and their performance of the response chains was assessed immediately prior to and following the peer modeling each day. A multiple probe design across response chains, replicated across children with disabilities, was used. In addition, participation and social interactions of children with disabilities and their peer models were assessed in classroom activities after daily modeling sessions. The results indicate that the peer models performed the response chains accurately and quickly, and students with disabilities acquired the response chains. Across the study, participation in classroom activities was high, social interactions were low, and neither was affected by the peer modeling intervention.     

Manipulations in argumentation

In public and political practice, argumentation involves verbal manipulations, which have not been sufficiently studied in modern argumentation theory. This paper proposes to analyse such manipulations as speech acts, by means of the pragmadialectical theory of argumentation.     

Leaders' Perceptions and Nuclear Proliferation: A Political Psychology Approach to Proliferation

Contributing to an emerging scholarship emphasizing ideational approaches for understanding nuclear proliferation, this work offers a new analytical framework focusing on leaders' perceptions about the international system and how their “perceived strategic context” may influence the decision of “going nuclear.” Rather than being an inevitable occurrence driven by abstract systemic factors, like the security dilemma, this actor‐specific, ideational approach offers a narrative depicting the fundamental role played by policy makers' perceptions about the international environment in which their proliferation decisions are made. Utilizing operational code analysis, leaders' unique perceived strategic contexts are identified and expectant strategies for self and other analyzed by using the theory of moves sequential game construct. Initial testing of the framework is performed by examining the debated nuclear proliferation cases of South Africa and India. The results highlight the important role of individuals' views concerning the strategic environment they inhabit when weighing proliferation decisions.     

Sexual Orientation and Human Rights in the Ethics Code of the Psychology and Counseling Organization of the Islamic Republic of Iran (PCOIRI)

The aim of this study is to investigate the necessity of revising the Ethics Code of the Psychology and Counseling Organization of the Islamic Republic of Iran (PCOIRI) with respect to people’s rights and dignity and to avoid unfair discriminations toward sexual orientation and gender identity. It is said that confused diagnoses; wrong decision making; unethical practice; and the subsequent harm caused to lesbian, gay, bisexual, and transgender clients result from the lack of a clear code and relevant guidelines. In addition, certain conditions in Iran (such as religious perspectives, laws, cultural biases, misunderstandings, a lack of local academic and scientific resources, and Western conspiracy theories) lead professional psychologists and researchers to avoid researching sexual minorities and gender identity, which negatively impacts the Ethics Code of the PCOIRI. Iranian and Western researchers have identified four primary sources to which psychologists and counselors can refer when faced with ethical dilemmas: developmental psychology, professional ethics codes, philosophy of psychology literature, and available researches and compilations on professional ethics. Finally it is suggested that, when dealing with homosexual clients and the related ethical dilemmas, Iranian psychologists and counselors need clear and specific guidelines and a professional ethics code developed from more appropriate reference points than legal and religious sources.     

新婚夫妻接收配偶支持的情感覆盖效应研究

采用社会支持观察研究范式及问卷调查相结合的方式,对41对新婚夫妻进行提供支持、接收支持以及婚姻满意度测量,探讨提供支持与配偶接收支持之间关系的性别效应及婚姻满意度的情感覆盖效应.结果显示：①妻子提供的支持可以预测丈夫接收到的支持,但丈夫提供的支持不能预测妻子接收到的支持.②妻子接收到的支持与丈夫提供的支持之间的不一致受婚姻满意度的情感覆盖效应的调节,而丈夫则没有这种效应.结论：妻子在对丈夫的支持行为进行解码时,更多受到婚姻满意度的情感覆盖效应影响.     

Screening for Behavioral Disorders With the Dyadic Parent-Child Interaction Coding System: Sensitivity,Specificity, and Core Discriminative Components

We assessed the ability of the Dyadic Parent-Child Coding System to discriminate between Norwegian children with Oppositional Defiant Disorder and/or Conduct Disorder (n = 36) and community controls with no diagnosis (n = 122). All children were diagnosed by the Preschool Age Psychiatric Assessment. Results showed that a composite score of three negative parent codes—Negative Talk, Indirect Commands with No Opportunity for Compliance, and Direct Command with Compliance—as well as one child code, Command, evidenced excellent screening efficiency. Results are discussed in light of possible cultural differences in parent-child interaction and revisions of the coding system.     

新婚夫妻互动行为对婚姻质量的即时效应和状态效应

采用观察法对106对新婚夫妻在问题解决和社会支持任务中的行为进行录像,并采用在中国被试中经过修订的IFIRS进行编码;以即时互动满意度和夫妻报告的婚姻质量分别作为即时效应和状态效应的预测指标,检验夫妻互动行为两种效应的不同。结果发现:(1)妻子在4个互动中的消极行为均显著高于丈夫;妻子在自己的问题解决和丈夫社会支持话题中的积极卷入显著高于丈夫,妻子的积极情绪在丈夫社会支持互动中显著高于丈夫。(2)就即时效应而言,妻子的消极行为在丈夫问题解决和自己的社会支持情境中均具有主客体效应;丈夫的消极行为和积极情绪分别在自己的社会支持和问题解决情境中具有主体效应;丈夫的积极卷入在丈夫和妻子问题解决情境中分别具有主体效应和客体效应。(3)就状态效应而言,丈夫的积极卷入在丈夫问题解决和妻子社会支持情境中均具有主客体效应,在妻子问题解决和丈夫社会支持中均具有主体效应;妻子的积极情绪在丈夫问题解决情境中具有主体效应,丈夫的积极情绪和消极行为在妻子问题解决情境中均具有客体效应。     

MARITAL SATISFACTION AMONG MOTHERS OF INFANTS WITH CONGENITAL HEART DISEASE: THE CONTRIBUTION OF ILLNESS SEVERITY,ATTACHMENT STYLE,AND THE COPING PROCESS

This study examined the contribution of illness severity and attachment style to marital satisfaction among mothers of infants with Congenital Heart Disease (CHD) as well as the mediating role of cognitive appraisal and ways of coping with motherhood tasks. Eighty-five mothers of newborns with CHD rated their attachment style 2 weeks after the infant's CHD diagnosis and two physicians rated the severity of the disease. One year later, mothers completed self-reports scales tapping marital satisfaction, appraisal of motherhood tasks, and ways of coping with these tasks. The severity of infant's disease and mothers’ attachment anxiety and attachment avoidance were related to less marital satisfaction. Moreover, whereas illness severity and attachment anxiety had direct effects on marital satisfaction, the negative effects of attachment avoidance were mediated by the appraisal of motherhood in threatening terms and the reliance on emotion-focused coping. The interconnections between attachment style, the process of coping with the stress of a chronic illness, and marital satisfaction were discussed.     

Do examples of failure effectively prepare students for learning from subsequent instruction?

Studies on the productive failure (PF) approach have demonstrated that attempting to solve a problem prepares students more effectively for later instruction compared to observing failed problem-solving attempts prior to instruction. However, the examples of failure used in these studies did not display the problem-solving-and-failing process, which may have limited the preparatory effects. In this quasi-experiment, we investigated whether observing someone else engaging in problem solving can prepare students for instruction, and whether examples that show the problem-solving-and -failing process are more effective than those that only show the outcome of this process. We also explored whether the perceived model–observer similarity had an impact on the effectiveness of observing examples of failure. The results showed that observing examples effectively prepares students for learning from instruction. However, observing the model's problem-solving-and-failing process did not prepare students more effectively than merely looking at the outcome. Studying examples were more effective if model–observer similarity was high.     

The RIASEC profile of foreign language teachers

Vocational choice appears to crystallize during adolescence and one’s career aspirations begin to take shape later. Over 40 years ago Holland studied incoming freshman to match vocational aspirations to vocational preference profiles. Individuals seeking to become foreign language teachers were assigned a Social, Artistic, Enterprising vocational code. However, longitudinal studies were not conducted to verify if these people ever entered the teaching profession. The present study sought to determine a Holland code for inservice foreign language educators. Data analysis confirms a stable Holland profile and his earlier findings as well as highlighting interesting differences among world language educators. This study holds implications for school counselors and recruiters of prospective language teachers during a time of critical shortage.