Cognitive science and science education.

Discusses science education from a cognitive orientation that begins with the idea that to understand something, one must integrate it with already existing knowledge schemata. The paradox of science education is that its goal is to impart new schemata to replace the student's extant ideas that differ from the scientific theories being taught. Studies that illustrate the extent of the mismatch between the student's schemata and the expert's schemata are reviewed, and implications for instruction and for cognitive theories of learning are identified. Several characterizations of the differences between naive and scientific explanations are contrasted: the view from the cognitive science literature on the novice–expert shift, from the history of science on theory change, and from science educators and the works of Piaget. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Biofeedback, science, and training.

Responds to P. A. Norris's (see record 1987-01962-001) criticism of the present author's (see record 1986-11198-001) article on biofeedback by suggesting that Norris appears to be restating the present author's position—that biofeedback by itself is neither necessary nor sufficient to accomplish anything but is a technique to be used in conjunction with other approaches to meet certain therapeutic goals. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive sex differences and mathematics and science achievement.

Comments on the original article "Sex Differences in Intrinsic Aptitude for Mathematics and Science?: A Critical Review," by E. S. Spelke (see record 2005-15840-001). Spelke considered "three claims that cognitive sex differences account for the differential representation of men and women in high-level careers in mathematics and science." The focus of this comment is on the claim regarding gender differences in mean levels of cognitive abilities. Spelke claimed (p. 954) that "most investigators of sex differences have concluded that males and females have equal cognitive ability, with somewhat different profiles." There are two major components to this comment. The first is mainly theoretical, and the second is both theoretical and empirical. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive training in alcoholic men.

Three groups of alcoholic Ss (n?=?76) and one group of community nonalcoholic control subjects (n?=?36) were tested using a baseline battery of three clusters of neuropsychological tests measuring learning and memory, problem-solving, and perceptual-motor functioning. Alcoholics were divided into 3 groups: One group (n?=?25) received 12 hrs of memory training over the subsequent 2-wk period; a 2nd group (n?=?26) received a similar period of training in problem-solving techniques; and a 3rd group (n?=?25) received no training during the 2-wk period. Approximately 3 wks after the baseline testing, the same tests were readministered to the 3 groups. All 3 alcoholic groups performed significantly poorer than the control group on all 3 clusters of baseline tests but did not differ from each other on those clusters. At retest, the problem-solving group improved significantly more on the problem-solving tests than did the no-training group and manifested a trend to differ from the memory group but did not improve more than the other groups on memory or perceptual-motor tests. Although there was no overall differential improvement on memory tests by the memory-training group, younger Ss in that group improved significantly more than older Ss. This relation was not present in the other groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptual and empirical analysis of military recruit training attrition.

A role choice model, which included attraction, expectancy, and intention indexes for both civilian and military roles, was used to analyze the recruit training turnover behavior of 1,521 male Marine Corps recruits. Demographic, expected leadership, and expected job content were also measured at the beginning of recruit training. It was found that on the way into recruit training, subsequent graduates and dropouts differed significantly on 20 of 29 variables, including intention to complete their enlistments, expectancy of completing their enlistments, attraction to the Marine role, and a number of other expected organizational and demographic variables. When the variables were subjected to stepwise multiple regression, a multiple R of .30 was observed for 11-wk recruit training attrition, with expectancy of completing, education, Marine role outcome expectancies, expectancy of finding an acceptable civilian role, and intention to complete being the 1st 5 variables to enter the equation. Results support the usefulness of moving beyond demographic prediction of attrition, including perception and evaluation of alternative roles, and exploring more closely the organizational entry process. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexual orientation and military service: A social science perspective.

Since 1982, the policy of the US Department of Defense has been that homosexuality is incompatible with military service. In January of 1993, however, President Clinton announced his intention to reverse the military's ban and called for discussion about how best to implement a new, nondiscriminatory policy. This article reviews the social science literature relevant to such a discussion. Empirical data suggest that lesbians and gay men are not inherently less capable of military service than are heterosexual women and men; that prejudice in the military can be overcome; that heterosexual personnel can adapt to living and working in close quarters with lesbian and gay male personnel; and that public opinion will be influenced by the way this issue is framed. Any change in policy should be accompanied by strong measures to prevent harassment and violence against lesbians and gay men, educate heterosexual personnel, and enforce uniform policies regarding all forms of sexual harassment. Considerations relevant to a new policy that does not discriminate on the basis of sexual orientation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive accident-avoidance training for beginning drivers.

Used programmed instruction/testing to teach safety techniques to 192 high school students in driver education. The independent variable was training feedback/testing, which had 4 levels: (a) no test and no feedback; (b) test with an IBM answer format, but no item feedback; (c) test with a punchboard answer format and immediate individual item feedback; and (d) double testing with punchboard answer format and training feedback. Pressey punchboards provided the programmed testing training. This device registers a response and indicates the correctness of the choice immediately. If initially wrong, an S continued working until that item was correct. Separate ANOVAs were done for (a) number of driving accidents, and (b) moving violations year by year in the 3 yrs following training. For the 1st yr only, the punchboard-twice drivers had one-fourth the accidents of the no-test control drivers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A motivational basis for turnover in military officer education and training.

Studies were conducted at the US Military Academy and at the Officer Candidate School, Fort Benning, Georgia, to determine whether the Miner Sentence Completion Scale (Form H) would predict turnover in the essentially hierarchical military education and training context. The Military Academy sample contained 502 Ss, 189 of whom separated in a 4-yr period after testing. The Officer Candidate School sample contained 251 Ss, 29 of whom failed to complete the 15-wk course. In both instances, positive results were obtained, although the underlying dynamics of turnover appeared to be somewhat different in the 2 situations. Implications for selection, turnover theory and research, and the design of validation studies are discussed. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral science in the military: Research trends for the eighties.

Contends that several major activities related to combat readiness will engage military psychologists for at least the remainder of the decade. The organizational context of military psychology is described in terms of settings, development of the work program, and funding. The psychologist's role in dealing with problems of acquisition, retention, assignment, training of service members, human factors engineering, and organizational productivity is discussed. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multicultural experiences of U.S. military psychologists: Current trends and training target areas.

This study provides the first quantification of the multicultural experiences of U.S. military psychologists. The importance of multicultural competence cannot be overemphasized given that military psychologists now practice all over the world and are expected to treat active-duty personnel, their family members, and individuals encountered from many different countries. Additionally, a small, but significant portion of enlisted military members are not U.S. citizens. Provision of services to this diverse group can be improved through efforts to enhance the multicultural competence of military providers. To better understand the multicultural experience base of military psychologists, the authors sent a survey to all contactable active-duty U.S. military psychologists (i.e., 367). Eighty-six individuals responded to a survey regarding their experiences with active-duty personnel, U.S. civilians, and civilians from other countries. Also, respondents provided quantitative information regarding working with detainees, using interpreters, and interacting with patients from diverse religious backgrounds. Results indicated rich and varied multicultural experiences with definite trends, which can assist individual psychologists and military training program development. Recommended training target areas for military psychologists at all levels are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improving training in methodology enriches the science of psychology.

Replies to the comment Ramifications of increased training in quantitative methodology by Herbet Zimiles (see record 2008-19206-013) on the current authors original article Doctoral training in statistics, measurement, and methodology in psychology: Replication and extension of Aiken, West, Sechrest, and Reno's (1990) survey of PhD programs in North America (see record 2007-19520-003). The current authors state that in their recent article, they reported the results of an extensive survey of quantitative training in all PhD programs in North America. They compared these results with those of a similar survey conducted 12 years earlier (Aiken, West, Sechrest, & Reno, 1990), and raised issues for the future methodological training of substantive and quantitative researchers in psychology. The authors then respond to Zimiles three questions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

CUDCP-affiliated clinical psychology student views of their science training.

Scientist-practitioner models of clinical psychology training emphasize the quality of science training that students receive, but student views on this topic have not been adequately explored. The current study reports findings of a large-scale survey distributed to 163 clinical psychology doctoral programs affiliated with CUDCP. Student representatives from 55 programs (34%) returned responses from a total of 611 students. Although this response rate was not ideal, a number of important patterns in student perspectives emerged. The overwhelming majority indicated that science training was very important to them. Overall, students reported experiencing a fairly balanced emphasis on science and clinical work, and endorsed receiving a good amount of high-quality training in science. However, discrepancies were noted in the degree to which science training in some areas is emphasized versus desired. Implications for training experiences are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children.

Evaluated the effects of problem-solving skills training (PSST) and parent management training (PMT) on 97 children (aged 7–13 yrs) referred for severe antisocial behavior. Children and families were assigned randomly to 1 of 3 conditions: PSST, PMT, or PSST and PMT combined. It was predicted that (1) each treatment would improve child functioning (reduce overall deviance and aggressive, antisocial, and delinquent behavior, and increase prosocial competence); and (2) PSST and PMT combined would lead to more marked, pervasive, and durable changes in child functioning and greater changes in parent functioning (parental stress, depression, and overall symptoms). Expectations were supported by results at posttreatment and 1-yr follow-up. PSST and PMT combined led to more marked changes in child and parent functioning and placed a greater proportion of youth within the range of nonclinic (normative) levels of functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive bladder training in the community

Following a study trip sponsored through a Cow & Gate scholarship award, the author of this article introduced a cognitive bladder training programme for children with daytime wetting problems. This article looks at how the programme was introduced and describes the components of the programme including educational tools, motivation and bio-feedback. As a result of the programme district-wide, multidisciplinary management guidelines have been introduced.     

Consulting in the military context. Implications of the revised training principles.

The author considers the revised education and training principles in consulting psychology (R. L. Lowman et al; see record 2003-04049-003) from the specific perspective of military psychology. Consulting psychologists in military settings must adopt a cross-cultural framework for consultation, recognizing unique facets such as the distinctive military mission and concerns regarding multiple roles and confidentiality. The revised principles are well-conceived and likely to facilitate consultation in the military. The author recommends further consideration of issues unresolved by the Principles, including the clinical dilemma in organizational psychology (blending clinical and nonclinical roles with organizational clients), the need for more stringent minimal training and experience requirements, and clarification of the essential characteristics of consulting psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consider the simple screw: Cognitive science, quality improvement, and psychotherapy.

Psychological therapy based on cognitive science advances as psychological states can be precisely measured. This article describes a treatment approach, personal quality improvement (PQI), that draws on (a) the states of mind (SOM) model, a mathematical model built on cognitive assessment research on the balance of positive and negative thoughts and feelings; (b) total quality control, a method for improving quality as defined by increased system stability by empowering average workers to reduce variability through process monitoring; and (c) the phase model of psychotherapy, a framework that proposes 3 distinct stages of treatment. In a single-case study, a depressed client used PQI to track emotional, self-image, and optimism balance, achieving an improvement trajectory consistent with the SOM and phase models. PQI emphasizes process, uses a patient focused treatment paradigm that provides tools for autonomous functioning, and allows for calibration of psychological measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Broad and cutting-edge training in applied psychology: A clinical science perspective.

In discussing a clinical science perspective on the Commission on Accreditation's breadth requirements, we believe that rather than focusing on the acquisition of passive knowledge in areas that are beyond applied specialties, training should enhance students' inclination and ability to translate knowledge into clinical applications and research. Moreover, though breadth is important, so too is depth, both in terms of quantity of knowledge within a particular domain and in terms of the ability to think deeply about the material. We believe that flexible, customized training is superior to a one size fits all approach. To achieve and assess competence, ordinary survey courses and exams are not necessary, nor are they sufficient. We end by summarizing our recommendations and discussing their implications for the American Psychological Association's Commission on Accreditation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cognitive training and strategy behavior: comparative evaluation of 2 cognitive training programs

Combining a non-comparative with a comparative evaluation, two modern programs for fostering inductive reasoning, namely the German version of the "Cognitive training for children" by Klauer and Phye (1994; Klauer 1989), and the "DenkMit" by Sydow and Meincke (1994), are compared to each other and to a control program which intends to enhance aspects of memory instead of inductive reasoning. The programs were performed with N = 49 children between six and eight years who had been postponed from regular school because of various reasons or who had been selected as especially in need for particular interventions from first classes. Besides the psychometric test often used for assessing inductive reasoning, i.e. three subtests of the German form of the Culture Fair Test by Cattell (Weiss a. Osterland 1980), tasks of concept formation were applied for assessing changes in strategic behavior of children--a type of task which has been used in connection with inductive reasoning since many years. Counter to expectations, the children whose memory was trained, showed changes in performance in the psychometric test in a similar size as the children whose inductive reasoning was trained. These effects are interpreted in terms of special attention directed to the children during the intervention situation. Moreover, it was found that despite the authors claim to the opposite the DenkMit did not cause any changes in visual perception. In contrast to the author's intentions, the "Cognitive Training for Children" did cause some substantive changes in the area of visual perception. The pattern of results with the concept formation tasks, however, overall indicates that the reasoning programs caused some changes in strategic behaviors of the children. Although these changes are not very impressive, they cannot be attributed to extraneous factors such as special attention.