The confluence model's good predictions of mental age beg the question.

Empirical support of the confluence model (R. B. Zajonc; see record 1983-25674-001), when based on the model's ability to predict observed MA, is shown to be logically invalid. The model's ability to predict MA is a mathematical artifact whose precise character is demonstrated formally. The artifact stems from the model's inclusion of CA as one of its parameters. There is a built-in correlation between CA and MA. That correlation is shown to be a function of the age bounds of a sample (M. C. Outhit, 1933). (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of model's race and sex on interviewees' self-disclosure.

Assigned 48 White college students, 24 of each sex, to 1 of 8 modeling conditions, which varied for model's race (Black or White), sex, and length of disclosure (20 or 60 sec). Ss were exposed to a videotape of a model who disclosed on 10 topics (half favorable and half unfavorable); then they responded to the same 10 topics. Ss' depth of disclosure, speech duration, and number of self-references were not related to model's race, length of disclosure, or to their scores on the Self-Disclosure Questionnaire. However, Ss disclosed at greater depths and for longer durations after observing models of the same sex. Significant negative correlations were found between self-disclosure scores and the Ss' ratings of the importance of a counselor's sex, age, and socioeconomic status for the counseling process. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Boulder Model: History, rationale, and critique.

Although the current philosophy of education in clinical psychology allows for the existence of a program of training clinical psychologists who primarily want to be practitioners in conjunction with the more traditional scientist-practitioner (Boulder model) program, the controversy over the value of the 2 types of program continues. The criticism of the Boulder model is that the rationale for requiring clinical psychology students to learn to do research as well as train to be clinicians was spurious; the Boulder model trains students as researchers, a role that is incompatible with their interests and abilities. The history of the development of the Boulder model is reviewed together with data regarding the personality traits, interests, and abilities of people interested in research as opposed to service work. Findings indicate that the objections of the critics are well founded. (6 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The transtheoretical model's stages and processes of change and their relation to premature termination.

This study explored the issue of premature termination by using the client readiness variables reflected in the stages of change and processes of change proposed in J. O. Prochaska and C. C. DiClemente's (1982) transtheoretical model. This study used these variables in an attempt to distinguish between premature and nonpremature terminators in a college counseling center. Results indicated that the 2 termination groups were distinguishable on stages and processes of change, though some results were not predicted by the transtheoretical theory or model. Recommendations are made for future research to identify and predict clients at risk for premature termination and to determine how to avert such termination. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The affirmation of the scientist-practitioner: A look back at Boulder.

Discusses the coming professionalization of psychology after World War II with the synthesis of the Boulder Conference on Graduate Education in Clinical Psychology in 1949. The major outcome of the Boulder conference was the endorsement of the scientist-practitioner model of training in professional psychology. The article discusses the contributions, motivations, and the events that led up to this conference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The balance between clinical and research interests among Boulder Model graduate students.

We examined the career goals and scholarly productivity of 176 clinical psychology graduate students from sixteen PhD programs approved by the American Psychological Association. Students were surveyed by telephone (n?=?140) or (as a check for experimenter bias) mail (n?=?36). Program characteristics were also examined. The majority (71%) of the total sample had a predominantly clinical orientation, and these students intended to spend, on the average, four times as many hours on clinical work as on research. Research orientation covaried with program and adviser characteristics and declined with number of years in training. The possibility of integrating scientific research with clinical practice is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eddy-current flaw detector

Taganrog Metallurgical Plant. Translated from Metallurg, No. 7, p. 38, July, 1990.     

Boulder at 50: Introduction to the section.

The Boulder conference was the first national meeting ever held in the United States to discuss standards for doctoral training in psychology, despite the fact that psychology doctoral programs in America had been around for more than 60 years by that time. On this, the 50th anniversary of the Boulder report, we offer this special section of articles beginning with a look back at professional psychology before Boulder, a history of the Boulder conference, and a set of commentaries on the aftermath of Boulder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

涡流探伤干扰信号的抑制技术

本文针对钢管涡流探伤过程中出现的噪声干扰引起误报的现象,在现场实验及分析涡流探伤信号处理方法的基础上,提出了开启涡流噪声抑制扇区、减少设备误报的解决方案,并给出了具体的设置方法.     

It's time we stuck up for the Boulder model.

Comments on the work of K. Humphreys (see record 83-28417) on clinical psychologists as psychotherapists. J. W. Bush contends that Humphreys failed to consider that psychology is the only mental health profession that in any serious way requires its graduate students to read, heed, understand, remember, conduct, and value scientific research in psychology and behavior. Bush believes that the time he invests in keeping abreast of relevant findings in academic psychology contribute to his effectiveness as a therapist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Orbital aspergillosis. A fatal masquerader

The limited contribution of nursing research and the utilisation of research findings in the field of bone marrow transplantation (BMT) in Europe have been identified as issues needing further attention. Reasons behind these issues include the lack of nursing training in research techniques, problems with funding nursing research, staff shortages and language barriers. An overall research strategy for nurses has been suggested as well as academic research support for those nurses who do not feel confident carrying out research projects. A small scale study in four European BMT centres identified that the main nursing research priorities included isolation techniques, psychosocial and quality of life issues, staff issues, central line catheter care and mouth care/management of oral mucositis. The same study also showed that only 20% of the BMT units regularly use research and research findings in their day-to-day nursing practice.     

Education and training in health psychology: Boulder or Bolder.

Reviews previous conferences on graduate education and training in health psychology (HP) as background for a 1983 conference on career and training issues in the field. Criteria characterizing professions are presented. Expected topics at the conference include societal need for orderly development of HP, work functions and roles of health psychologists, predoctoral specialty training, appropriateness of specializing in HP, official sanctioning, education and training settings, model doctoral programs emphasizing HP within a clinical psychology track, apprenticeship, and pre- vs postdoctoral training in HP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ten fatal mistakes in grant writing.

Ten very basic and almost invariably fatal mistakes made by principal investigators when they are preparing grant proposals are listed and discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compared to what? A frank discussion of the Boulder Model.

Criticizes an article by G. Frank (see record 1984-27011-001) in which the scientist–practitioner model (SPM) for training clinical psychologists is challenged. It is suggested that Frank's focus on attributes of research vs those of clinical psychologists is not optimally targeted and that a comparison of greater interest would be between low- and high-research productive clinicians trained in the SPM. The present authors conclude that the question of relationship between personality and research productivity is a legitimate one, but the conclusions reached by Frank are not warranted by the data reviewed. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Full circle to Boulder: A commentary on rehabilitation psychology training.

This article presents a point of view on the training needs of rehabilitation psychologists. It is based on the author's understanding of rehabilitation philosophy and on the realities of the professional marketplace. This commentary was inspired by 2 recent Rehabilitation Psychology articles (K. R. Thomas & F. Chan, 2000 [see record 2000-13209-005]; S. T. Wegener, T. R. Elliott, & K. J. Hagglund, 2000 [see record 2000-13209-006]) that set forth very different approaches for appropriate training of rehabilitation psychologists. The present article seeks to synthesize these differing approaches and turns to the Boulder conferees for assistance in doing so. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Being bolder with the Boulder model: The challenge of education and training in empirically supported treatments.

A number of factors interfere with the realization of the scientist–practitioner model of training in applied psychology. Resistance to empirically supported treatments (ESTs) may arise from both academic faculty and internship supervisors who have an investment in approaches of longer standing but with less empirical justification. A possible problem with ESTs, however, is that they typically derive from studies that use treatment manuals, which, originally developed to define the independent variables in psychotherapy research, have become central in graduate training. Because manuals can constrain clinician behavior and because they are almost always associated with categorically defined diagnostic categories, one can lose sight of the idiographic analysis of single cases. Reliance on manualized treatment can discourage functional analysis of the complexities of individual cases. Achieving some synthesis of this dialectic poses a significant challenge to the continuing development of the science and profession of applied psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Vicarious instigation and conditioning of facial expressive and autonomic responses to a model's expressive display of pain.

In 2 experiments, 35 undergraduates participated in the application of a long-interstimulus-interval differential conditioning paradigm with a confederate's videotaped expression of pain serving as the UCS. Facial EMG signals and skin conductance were recorded. Clear evidence of vicarious autonomic instigation and some evidence of facial excitation were obtained in Exp I, but vicarious autonomic and facial muscle conditioning were obtained only for the 50% of the Ss who were aware of the contingency between the CS+ and the model's pain. In Exp II, steps were taken to increase awareness of the contingency, and significant autonomic and facial muscle instigation and conditioning occurred. Both the vicariously instigated and conditioned autonomic responses involved skin conductance increases, but facial responses to the model's pain were different from conditioned facial responses. Autonomic and facial muscle data suggest that Ss were behaving as though they were anticipating shock when the CS+ was displayed to the model, and as though they were in pain when the model was being shocked. Vicariously aroused emotional reactions thus appear to be similar to those that would be elicited if the S were directly anticipating and receiving shock. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)