Differences in Personality Disorders and Family-of-Origin Characteristics for Male and Female Alcoholics: Implications for Treatment

This study investigated the personality and family-of-origin differences in male and female alcoholics. Results indicated that, regarding personality, men (both type 1 and type 2) were less troubled than were women. Implications for treatment based on these results are included.     

Memory trace development along a coarse-to-fine dimension; a study supporting a progressively finer attributes theory

This study presents two experiments that demonstrate that the memory trace of a tobe-remembered item develops along a dimension (continuum) from coarse/general to fine/specific. Similarly, forgetting is shown to be a reverse movement along this dimension from fine to coarse, as increasingly less fine attributes are lost. The attribute acquisition pattern of this Progressively Finer Attributes Theory is robust and predictable, valid for experimentally unstructured (Experiment 2) as well as experimentally structured (Experiment 1) material.     

Support for the progressively finer attributes theory: two experiments

In this paper two experiments support and amplify Coll and Coll's 1994 Progressively Finer Attributes Theory of Memory Trace Development. Important to the current paper are five propositions of this theory. (1) The memory trace develops along an attribute dimension from coarse/general to fine/specific attributes. (2) Forgetting is a reverse movement from fine to coarse as increasingly less fine attributes are lost. (3) A memory trace consists of a bundle of defining attributes and relating' attributes. There are no constraints on the type of attribute included in the attribute bundle or in the order of types acquired. The trace name is defined by the attribute bundle it represents. (4) Access to any defining attribute of a memory trace gives full access to all other attributes of the trace bundle. (5) In the early phases of trace development the attributes are preeminent in recall but, as familiarity with a to-be-learned item increases, the attributes become increasingly cohesive and the name assumes preeminence. As forgetting progresses, there is a return to the original state (attributes are preeminent). Exp. 1 supports Propositions 3 and 4 and Exp. 2 supports Propositions 3 and 5. Both experiments provide validation of Propositions 1 and 2 beyond that in prior work. The authors present arguments that the coarse-to-fine movement of the Progressively Finer Attributes Theory is the mechanism by which Levels of Processing operates.     

Development and validation of a Spanish version of the Athletic Coping Skills Inventory, ACSI-28

This study involved the translation, cultural adaptation and validation of the Athletic Coping Skills Inventory (ACSI-28) for a Spanish-speaking sport environment. The sample was made up of 1,253 Spanish athletes, 967 males and 286 females. Confirmatory factor analysis (CFA) showed that the 7-factor structure found in the English version was replicated in the Spanish translation in both males and females. Likewise, the reliability coefficients were similar to those of the English version, with values exceeding .80 for the total score. Several of the subscales correlated positively with sports experience and performance level. The Spanish version of the ACSI-28 thus maintains the factor structure of the original and exhibits similar psychometric properties. Consequently, it can reliably be applied to Spanish-speaking athletes for research and evaluation purposes.     

Assessment Instruments Used by Addictions Counselors

The Association for Assessment in Counseling's Committee on Assessment and Training in Addictions Counseling conducted a survey of Master Addictions Counselors (MACs) certified by the National Board for Certified Counselors. The intent of the survey was to identify which standardized assessment instruments were most frequently used by MACs and perceived to be most important in their substance abuse practices. This article describes survey results and provides training and practice recommendations.     

The social-cognitive model of achievement motivation in physical education

Our objective in this study was to test the new social-cognitive model of achievement motivation in a physical education setting. Research was conducted on a sample of 895 physical education students, ages 12 to 16 years. We measured perception of the motivational climate conveyed by the teacher, implicit beliefs of ability, perceived competence, 2 x 2 achievement goals and self-determined motivation. We carried out structural equation modeling to analyse the relationships among variables. Results showed that task climate positively predicted incremental belief, whereas ego climate positively predicted entity belief. Both climates positively predicted perceived competence. Incremental belief positively predicted mastery-approach goals, performance-approach goals and avoidance goals, whereas entity belief positively predicted performance-approach goals and avoidance goals. Perceived competence positively predicted mastery-approach and performance-approach goals. Mastery-approach goal positively predicted self-determined motivation, whereas performance-approach goal and avoidance goals negatively predicted self-determined motivation.     

An Interview With Frank Miller About the Substance Abuse Subtle Screening Inventory

Frank Miller is a renowned addictions assessment authority who jointly initiated the updated Substance Abuse Subtle Screening Inventory versions and helped establish the inventories in the addictions assessment mainstream. Miller participated in the following interview on February 22, 2005.     

From Social Withdrawal to Social Confidence: Evidence for Possible Pathways

Children born with a possible predisposition toward shyness face many social challenges. Researchers over the past four decades have begun to identify specific factors that influence shy children’s social skill development and their level of peer acceptance. The purpose of this article is to review factors across each developmental stage that have been found to either promote or hinder the development of social competence and peer acceptance in shy children. These factors include physiological differences, caregiver influences, emotion socialization, friendships, general peer support, coping skills, organized social activities, and socioeconomic status.