Sources of error in the psychoeducational diagnosis of children

A detailed exploration of the role of diagnostic practices is presented, with special attention given to such practices in school psychology. Basic principles related to diagnostic typology and concepts of reliability and validity are reviewed in the context of recent diagnostic decision-making research. Finally, the intrusion and eventual reduction of particular errors of consistency and inconsistency and psychodiagnosis are examined with a view toward improvements in future training and practice.     

How to detect the yips in golf

The yips is a multi-aetiological phenomenon that is characterized by an involuntary movement that can affect a golfer’s putting performance. Diagnostics are crucial for a better understanding of what causes the yips but are still lacking. The purpose of the present study was therefore to identify sensitive methods for detecting the yips and evaluating its aetiology. Forty participants, 20 yips-affected golfers and 20 nonaffected golfers, completed a psychometric testing battery and performed a putting session in the laboratory. They answered questions about their golfing and yips experience and filled in standardized questionnaires measuring trait anxiety, perfectionism, stress-coping strategies, somatic complaints, and movement and decision reinvestment. In the laboratory, they had to putt in five different conditions that might elicit the yips: as usual with both arms, under pressure, with one (the dominant) arm, with a unihockey racket, and with latex gloves. Measures included putting performance, situational anxiety, kinematic parameters of the putter, electromyography of the arm muscles, and electrocardiography. The groups were separated only by putting performance and kinematic parameters when putting with the dominant arm. Future research should use kinematics to investigate the aetiology of the yips and possible interventions.     

The influence of professional expertise and task complexity upon the potency of the contextual interference effect

The contextual interference (CI) effect has been investigated through practice schedule manipulations within both basic and applied studies. Despite extensive research activity there is little conclusive evidence regarding the optimal practice structure of real world manipulative tasks in professional training settings. The present study therefore assessed the efficacy of practising simple and complex knot-tying skills in professional fire-fighters training. Forty-eight participants were quasi-randomly assigned to various practice schedules along the CI continuum. Twenty-four participants were students selected for their novice knot-tying capabilities and 24 were experienced fire-fighters who were more 'experienced knot-tiers'. They were assessed for skill acquisition, retention and transfer effects having practiced tying knots classified as simple or complex. Surprisingly, high levels of CI scheduling enhance learning for novices even when practising a complex task. The findings also revealed that CI benefits are most apparent as learners engage in tasks high in transfer distality. In conclusion, complexity and experience are mediating factors influencing the potency of the CI training effect in real-world settings.     

Commentary on social class differences in sociodramatic play in historical context: A reply to McLoyd

Historical origins of the research on the cultural correlates of imaginative behavior by the Israeli psychologists Feitelson, Smilansky, and Eifermann are presented. It is argued that despite McLoyd's searching analysis of the deficiencies in studies which attempt to relate level of imaginative play to social class, those earlier cross-cultural studies, together with some 50 years of prior research on social class and play in general, provide a context which gives support to those studies despite their particular methodological deficiencies.