Helping skills training for undergraduates: Outcomes and prediction of outcomes.

The authors examined outcomes and predictors of outcomes for 85 undergraduates in 3 helping skills classes. After training, trainees used more exploration skills in helping sessions with classmates (as assessed by perceptions of helpees and helpers/trainees as well as behavioral counts of skills), were perceived by helpees as more empathic, talked less in sessions, conducted better sessions (from helpee and helper/trainee perspectives), and reported higher self-efficacy for using helping skills. In addition, trainees' confidence increased while learning exploration skills, dropped while learning insight skills, and then increased again while learning action skills. The authors were not able to predict outcome from the variables used (grade-point average, empathic concern and perspective taking, perfectionism). Suggestions for training and future research on training are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differences in the cognitive processes of academically successful and unsuccessful test-anxious students.

Examined variables not studied by S. D. Brown and T. L. Nelson (see record 1983-31228-001) in their comparison of academically successful and unsuccessful test-anxious college students. Differences in information-processing strategies used to encode course-work information, degree of belief in one's negative self-statements, Type A (coronary prone) behavior, test-taking skills, and unrealistic expectations related to preparing for and taking exams were assessed in 58 undergraduates who met criteria for high/low test anxiety and high/low academic performance. Results show that high performers, regardless of anxiety level, used learning strategies that led to a deep rather then superficial level of encoding and manifested a greater knowledge of effective test-taking skills. Although high performance was associated with Type A behavior, there was no evidence that successful but anxious students were more likely to possess Type A characteristics. A significant interaction was found on the measure of unrealistic expectations that showed that the successful but anxious students were the most likely to hold unrealistic expectations related to test taking. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dialogic reading and morphology training in Chinese children: Effects on language and literacy.

This study investigates the effects of parent-child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DR + MT), dialogic reading (DR), typical reading, or control condition. After a 12-week intervention period, the DR intervention yielded greater gains in vocabulary, and the DR + MT intervention yielded greater improvement in character recognition and morphological awareness. Both interventions enhanced children's reading interest. Results confirm that different home literacy approaches influence children's oral and written language skills differently: Shared book reading promotes language development, whereas parents' explicit metalinguistic training within a shared book reading context better prepares children for learning to read. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment and training of role-taking and referential communication skills in institutionalized emotionally disturbed children.

Evaluated 125 institutionalized emotionally disturbed 8-15-yr-old children in terms of their role-taking and referential communication skills. On the basis of this screening process, the 48 Ss who performed most poorly on these measures were assigned randomly to 1 of 2 experimental training programs intended to remediate deficits in either role-taking or referential communication skills. As a group these institutionalized Ss were significantly delayed in the acquisition of both role taking and referential communication when compared with samples of their normal age-mates. Pre- and postintervention comparisons indicated that Ss of both experimental groups improved significantly in their role-taking ability. Ss of the communication training program also demonstrated significant improvement in referential communication skills. A 12-mo follow-up showed a trend for improvements in both test measures to be associated with improvements in social adjustment as rated by institutional staff. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of oral and written forms of the Sentence Completion Test for Ego Development.

Hypothesized that 3 groups—younger children (i.e., 6th graders vs 10th graders), boys (vs girls), and persons of low intelligence—would benefit by oral testing on the Washington University Sentence Completion Test. 20 males and 20 females participated. Results suggest that although writing ability is essential for taking this personality test, by the 6th grade children have enough writing skills that oral testing is not necessary. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Knowledge of storybooks as a predictor of young children's vocabulary.

Shared book reading provides a rich source of linguistic stimulation for young children. The authors examined whether variations in knowledge of storybooks (assumed to index factors such as frequency of shared reading) were related to vocabulary scores for 3–6 yr olds. In Exp 1, parents' knowledge of storybooks explained unique variance in children's receptive vocabulary scores after controlling for children's analytic intelligence, parents' exposure to adult reading material, and parents' education. In Exp 2, children's knowledge of storybooks explained unique variance in their receptive and expressive vocabulary scores after controlling for parents' exposure to print and socioeconomic status level. Children's knowledge of storybooks indexed cognitive factors as well as exposure. The findings obtained in the 2 experiments suggest that storybook experiences during the preschool years may be an important influence on the development of children's language skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a model for test prediction.

Presents an analogy between the learning theorist and the test-theorist, suggesting that present models for test prediction do not provide for generalizability of test results fron 1 situation to another or for explaining failures of tests to predict. It is proposed that future models include motivational variables. As a 1st step, it is proposed that Hull's model of learning be adapted for test prediction. The new model would be as follows: P = A * M * L, where P = performance; A = some weighted sum of aptitude, knowledge, and skills; M = some weighted sum of internal and external motivations; and L = situational variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do low-numeracy people avoid shared decision making?

Objectives: Doctors have been increasingly encouraged to involve patients in decision making rather than pursuing the paternalistic model in which they make the decisions for their patients. But do patients want to participate in making decisions about their health? Is there a relationship between their preferences for shared decision making and numeracy skills? Are those preferences different in countries with different medical systems, and for different age groups? Extant studies cannot answer these questions because most are based on nonprobabilistic, highly selective patient samples that prevent generalizations to a broader population. Design: In a survey on probabilistic national samples in the United States and Germany, we interviewed participants with low numeracy skills (Germany: n = 127, mean numeracy = 37; United States: n = 117, mean numeracy = 36) and high numeracy skills (Germany: n = 133, mean numeracy = 96; U.S.: n = 121, mean numeracy = 91). Main Outcome Measures: Usual and preferred role in medical decision making. Results: A significant number of people with low numeracy in both the United States (35%, SE = 8.2) and Germany (30%, SE = 6.1) preferred to be more passive than they currently were. High-numeracy people, in contrast, were mostly satisfied with their current role. On average, Americans were more active than Germans. Middle-aged participants preferred to be more active compared to both younger and older ones. Conclusions: Shared decision-making preferences are related to numeracy skills, country, and age. Education efforts to increase numeracy, as well as using nonquantitative communication formats, may foster involvement of low-numeracy patients in decisions about their health. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

CaO—SiO2—Ga2O3系的熔点测定

用试样变形法测定了ＣａＯ－ＳｉＯ２－Ｇａ２Ｏ３三元系的熔点。对实验数据经过适当的数学处理，描绘出用质量百分浓度和用摩尔分数表示的坐标系中的等熔点曲线。实验设计上采用了优化处理。     

Students' predictions of prose forgetting and the effects of study strategies.

377 high school students read and were immediately tested on a prose passage, scored their own tests, then estimated how well they would have scored if tested after a delay of 1, 8, or 15 days. Data for these 3 hypothetical delay periods provided a "predicted forgetting function." An actual forgetting function was also obtained by administering a retention test with comparable questions after 1, 8, or 15 days. Within each of the 9 groups defined by the hypothetical and actual delay factors, there were 2 strategy groups—Ss who could only read the passage and those who took notes. After the immediate test, Ss in each strategy group estimated how well they would have scored if they had employed the alternate strategy. Results indicate a difference between predicted and actual forgetting, with Ss expecting a larger amount of forgetting than actually occurred. Note taking had a small facilitative effect on learning. However, Ss failed to predict positive effects of note taking. Ss' expectations about effects of other strategies were also examined, and implications regarding metamemory and study skills are discussed. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting the vocational capacity of the chronically mentally ill: Research and policy implications.

Reviews the psychological research conducted over the last several decades concerning the vocational capacity of psychiatrically disabled persons. Findings supported by the review are as follows: (1) Psychiatric symptomatology and diagnostic category are poor predictors of future work performance (FWP). (2) Intelligence, aptitude, and personality tests are also poor predictors of FWP. (3) A person's ability to function in one environment (e.g., a community setting) is not predictive of his/her ability to function in a different type of environment (e.g., a work setting). (4) There is little or no correlation between a person's symptomatology and functional skills. (5) The best clinical predictors of FWP are ratings of person's work adjustment skills made in a workshop setting or sheltered job site. (6) The best demographic predictor of FWP performance is the person's prior employment history. (7) A significant predictor of FWP is a person's ability to function socially with others. (8) The best paper-and-pencil test predictors of FWP are tests that measure a person's ego strength or self-concept in the role of worker. Six suggestions for future research on assessments are included, and implications for Social Security Administration policies and procedures are noted. (55 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of reproductive strategy in females: Early maternal harshness → earlier menarche → increased sexual risk taking.

To test a proposition central to J. Belsky, L. Steinberg, and P. Draper’s (1991) evolutionary theory of socialization—that pubertal maturation plays a role in linking early rearing experience with adolescent sexual risk taking (i.e., frequency of sexual behavior) and, perhaps, other risk taking (e.g., alcohol, drugs, delinquency)—the authors subjected longitudinal data on 433 White, 62 Black, and 31 Hispanic females to path analysis. Results showed (a) that greater maternal harshness at 54 months predicted earlier age of menarche; (b) that earlier age of menarche predicted greater sexual (but not other) risk taking; and (c) that maternal harshness exerted a significant indirect effect, via earlier menarche, on sexual risk taking (i.e., greater harshness → earlier menarche → greater sexual risk taking) but only a direct effect on other risk taking. Results are discussed in terms of evolutionary perspectives on human development and reproductive strategy, and future directions for research are outlined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of culturally focused and generic skills training approaches to alcohol and drug abuse prevention among minority adolescents: Two-year follow-up results.

Two-year follow-up data (from inner-city, minority adolescents) were collected to test the effectiveness of 2 skills-based substance abuse prevention programs and were compared both with a control condition and with each other. Students were originally recruited from 6 New York City public schools while in 7th grade. Schools were matched and assigned to receive a generic skills training prevention approach, a culturally focused prevention approach, or an information-only control. Students in both prevention approaches had less current alcohol use and had lower intentions to engage in future alcohol use relative to students in the control group. Students in the culturally focused group also engaged less in current alcohol behavior and had lower intentions to drink beer or wine than those in the generic skills group. Both prevention programs influenced several mediating variables in a direction consistent with nondrug use, and these variables also mediated alcohol use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kentucky physicians' perspectives and preparedness for computing in medical education and practice

PURPOSE: To examine the University of Kentucky College of Medicine's community-based faculty's (CBF) perspective on computing skills that students should acquire for future medical practice, and if the CBF currently use these skills in their daily practice. METHODS: A survey was mailed to 281 of the institution's CBF in the spring of 1997. The survey listed eight basic computing skills derived from our computing curricular objectives for students and asked respondents (a) if they use the skill, and (b) if students should learn the skill. RESULTS: 200 respondents returned a completed survey. 14 CBF (7.2%) indicated that they have all eight computer skills while 91 CBF (46.4%) indicated that students should learn all eight computer skills. 25 CBF (13%) indicated that they have none of the computer skills, while none of the CBF indicated students need none of the skills. A significant difference between primary care CBF and other specialist CBF was found with respect to self-report of computer use, but not regarding their opinions about students' need to learn computer skills. CONCLUSION: The majority of our CBF report using at least one computer skill in their practices. Regardless of specialty, CBF report that students should possess more computer skills than they themselves have. Medical educators should incorporate computing applications into the curriculum to provide appropriate computer training for future physicians.     

Are you listening? Have you heard?

Remember there is a cost associated with failure to listen. The development of active listening skills can produce the following outcomes: fewer misunderstandings less wasted time more accurate information stronger relationships As an advanced practice nurse these outcomes can result in a substantial payoff. Congratulate yourself on your positive listening skills, and identify opportunities for future gains. You deserve it.     

Social skill deficit interventions for substance abusers.

Because substance abusers demonstrate significant cognitive and behavioral skill deficits, 2 social competency models of habilitation are proposed to increase abusers' life management skills and coping abilities. Social problem-solving training programs focus on generic cognitive problem-solving deficits, while social skills training programs address specific behavioral deficiencies. Social problem solving is a cognitive-behavioral approach that teaches people how to think, emphasizing thinking that is alternative, consequential, means-end, perspective taking, and social-causal. Social skills training may be taught using modeling, role playing, rehearsal, coaching, and feedback. Both approaches have been successful for increasing social adjustment and diminishing psychopathology among high-risk substance abusers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using the e-SOFTA for video training and research on alliance-related behavior.

In this article, we describe a specific technology for training/supervision and research on the working alliance in either individual or couple/family therapy. The technology is based on the System for Observing Family Therapy Alliances (SOFTA; Friedlander, Escudero, & Heatherington, 2006), which contains four conceptual dimensions (Engagement in the Therapeutic Process, Emotional Connection with the Therapist, Safety within the Therapeutic System, and Shared Sense of Purpose within the Family), observational rating tools (SOFTA-o), and self-report measures (SOFTA-s) shown to be important indicators of therapeutic progress. The technology, e-SOFTA, is a computer program (available for PC downloading free of charge) that can be used to rate client(s) and therapist on the specific SOFTA-o behaviors that contribute to or detract from a strong working alliance in each dimension. In addition to providing time-stamped frequencies of alliance-related behaviors, e-SOFTA allows users to link the observed behaviors to qualitative comments and to compare one person's rating of a session to that of another person. Suggestions are provided for using e-SOFTA in research, in didactic training, and in supervision, including a specific training module for introducing graduate students to the working alliance and assessing their observational and executive skills. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Toward a broader conception of human intelligence.

Argues that the typical psychometric model of human intelligence is limited because the database fails to take account of the many manifestations of intelligent behavior that are displayed in the world outside the testing room. It is contended that data for factor-analytic studies of intelligence are generally restricted to scores on academic tests that employ only the multiple-choice format and are administered under standard conditions. A review of research studies involving tests that simulate real-world problem situations suggests that the cognitive processes involved in taking a test are influenced not only by test format but also by the situation or setting in which the test is administered and by such personal characteristics as the examinee's level of expertise. It is proposed that the structure of intelligence of the future may not be a static model, but one that varies as subjects change and as circumstances are altered. (35 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How nurses become leaders. Perceptions and beliefs about leadership development

Creating a professional work environment where nurses can develop the skills and expertise needed to be successful leaders is one strategy that can help ensure successful nursing leaders for the future. Understanding which factors influence leadership development is essential to create such an environment. The author considers what those factors may be and how they interact to facilitate the development of leadership skills and expertise among nurses.