The right question, wrong answers.

Comments on L. R. O'Leary's (see record 1973-25947-001) article on predicting job success via testing. The problem with using biographical data (e.g., age, sex, race) as a legitimate basis for employment selection is not a question of psychometrics but of social values and public policy. While the use of job samples is more socially defensible, it can create a set of special problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moral value transfer from regulatory fit: What feels right is right and what feels wrong is wrong.

People experience regulatory fit (E. T. Higgins, 2000) when the strategic manner of their goal pursuit suits their regulatory orientation, and this regulatory fit feels right. Fit violation feels wrong. Four studies tested the proposal that experiences of fit can transfer to moral evaluations. The authors examined transfer of feeling wrong from fit violation by having participants in a promotion or prevention focus recall transgressions of commission or omission (Studies 1 and 2). Both studies found that when the type of transgression was a fit violation, participants expressed more guilt. Studies 3 and 4 examined transfer of feeling right from regulatory fit. Participants evaluated conflict resolutions (Study 3) and public policies (Study 4) as more right when the means pursued had fit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Home care. Doing right for the wrong reason

Abomasal fistulae resulting from right paramedian abomasopexy in eight adult dairy cattle were treated by primary closure of the abdominal wall after surgical resection of the fistulae. The median elapsed time from the abomasopexy to recognition of fistula formation was 16 days (range, 10 to 90 days). All cows had normal electrolyte values, and five cows had mildly increased base excess values (range = 4.0 to 7.8 mEq/L). Surgery was performed with the cows in dorsal recumbency using general anesthesia. The fistulated tissue was resected and the abomasum and body wall were closed primarily. One or two layers of appositional sutures using #2 or #3 polyglactin 910 were used to close the body wall. Mean surgical time was 2.2 hours (range, 1.8 to 2.9 hours). Two cows were lost to follow-up. Five of the remaining six cows returned to production (range, 5 to 30 months). Primary closure of the abdominal wall should be considered in the surgical repair of abomasal fistulae in cows that do not have diffuse peritonitis.     

The artful dodger: Answering the wrong question the right way.

What happens when speakers try to “dodge” a question they would rather not answer by answering a different question? In 4 studies, we show that listeners can fail to detect dodges when speakers answer similar—but objectively incorrect—questions (the “artful dodge”), a detection failure that goes hand-in-hand with a failure to rate dodgers more negatively. We propose that dodges go undetected because listeners' attention is not usually directed toward a goal of dodge detection (i.e., Is this person answering the question?) but rather toward a goal of social evaluation (i.e., Do I like this person?). Listeners were not blind to all dodge attempts, however. Dodge detection increased when listeners' attention was diverted from social goals toward determining the relevance of the speaker's answers (Study 1), when speakers answered a question egregiously dissimilar to the one asked (Study 2), and when listeners' attention was directed to the question asked by keeping it visible during speakers' answers (Study 4). We also examined the interpersonal consequences of dodge attempts: When listeners were guided to detect dodges, they rated speakers more negatively (Study 2), and listeners rated speakers who answered a similar question in a fluent manner more positively than speakers who answered the actual question but disfluently (Study 3). These results add to the literatures on both Gricean conversational norms and goal-directed attention. We discuss the practical implications of our findings in the contexts of interpersonal communication and public debates. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

From reading to spelling and spelling to reading: Transfer goes both ways.

This study compares the effects of practice spelling and reading specific words on the orthographic representations in memory involved in reading both practiced words and new, unfamiliar words. Typically developing readers in Grade 2 (mean age = 7 years, 7 months) participated in a training study examining whether transfer can occur between reading and spelling following a series of reading and spelling practice sessions. Practice consisted of either repeated reading or repeated spelling of words with shared orthographic rime patterns. A series of mixed analyses of variance was used to examine generalization within skill and transfer across skill. Following practice, word-specific transfer across skill was found. Specifically, children were better able to spell words they had practiced reading and to read words they had practiced spelling. In addition, generalization to new words with practiced rime units was found both within a skill and across skills. However, transfer from spelling to reading was greater than transfer from reading to spelling. Results indicate that the orthographic representations established through practice can be used for both reading and spelling. Subsequently, reading and spelling curricula should be coordinated to benefit children maximally. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Close-call counterfactuals and belief-system defenses: I was not almost wrong but I was almost right.

Drawing on samples of professional observers of world politics, this article explores the interrelations among cognitive style, theoretical outlook, and reactions to close-call counterfactuals. Study 1 demonstrated that experts (especially high scorers on a composite measure of need for closure and simplicity) rejected close-call counterfactuals that redirected history when these counterfactuals undermined a preferred framework for understanding the past (the "I-was-not-almost-wrong" defense). Study 2 demonstrated that experts (especially high scorers on need for closure and simplicity) embraced close-call counterfactuals that redirected history when these counterfactuals protected conditional forecasts from refutation (the predicted outcome nearly occurred—so "I was almost right"). The article concludes by considering the radically different normative value spins that can be placed on willingness to entertain close-call counterfactuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reaction time measures of spelling: Testing a two-strategy model of skilled spelling.

Two strategies have been suggested to be important in skilled English spelling: a lexical strategy, which relies on word-specific graphemic information, and a rule strategy, which relies on phoneme-to-grapheme correspondences. Limitations in the usefulness of spelling accuracy as a dependent variable make it difficult to test claims about how the strategies might work together. Two experimental paradigms that measure both spelling accuracy and time are suggested to be useful. Results produced with the paradigms were consistent with the claims that skilled spellers make use of both strategies and that the lexical strategy is more useful than the rule strategy. Working memory may be important in combining products of both strategies. Results were inconsistent with the claim that the rule strategy is invoked only when the lexical strategy fails to produce a complete spelling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early first-language reading and spelling skills predict later second-language reading and spelling skills.

This prospective study examined early first-language (L1) predictors of later second-language (L2) reading (word decoding, comprehension) and spelling skills by conducting a series of multiple regressions. Measures of L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, and listening comprehension administered in the 1st through 5th grades were used as predictors of L2 reading (word decoding, comprehension) and spelling skills in high school. The best predictor of L2 decoding skill was a measure of L1 decoding, and the best predictors of L2 spelling were L1 spelling and L1 phonological awareness. The best predictor of L2 reading comprehension was a measure of L1 reading comprehension. When L2 word decoding skill replaced L1 word decoding as a predictor variable for L2 reading comprehension, results showed that L2 word decoding was an important predictor of L2 reading comprehension. The findings suggest that even several years after students learn to read and spell their L1, word decoding, spelling, and reading comprehension skills transfer from L1 to L2. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What’s wrong with research literatures? And how to make them right.

Meta-analysis is now the accepted procedure for summarizing research literatures in areas of applied psychology. Because of the bias for publishing statistically significant findings, while usually rejecting nonsignificant results, our research literatures yield misleading answers to important quantitative questions (e.g., How much better is the average psychotherapy patient relative to a comparable group of untreated controls? How much more aggressive are children who watch a great deal of violent TV than children who watch little or no violence on TV?). While all such research literatures provide overly optimistic meta-analytic estimates, exactly how practically important are these overestimates? Three studies testing the literature on implementation intentions finds only slightly elevated effectiveness estimates. Conversely, in three studies another growing research literature (the efficacy of remote intercessory prayer) is found to be misleading and is in all likelihood not a real effect (i.e., our three studies suggest the literature likely consists of Type I errors). Rules of thumb to predict which research literatures are likely invalid are offered. Finally, revised publication and data analysis procedures to generate unbiased research literatures in the future are examined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The child's right to a family environment: Why children's rights and family values are compatible.

Critics of the Convention on the Rights of the Child (U.N. General Assembly, 1989) have lobbied against its ratification on the grounds that its impact in the United States would be antifamily. Careful reading of the Convention shows, however, that it not only is supportive of strong families but offers a creative and conceptually coherent foundation for government action to promote and protect family life. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What harm reduction is and isn't.

Replies to the comments by D. Cadogan (see record 1999-11644-010) and K. Resnicow and E. Drucker (see record 1999-11644-011) on the present author's article (see record 1998-11971-003) which examined 3 strategies for dealing with the harmful consequences of drug use and risky behaviors. The author clarifies some misunderstandings and highlights recent developments in the psychology of harm reduction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early spelling acquisition: Writing beats the computer.

Previous research has demonstrated the superiority of a Simultaneous Oral Spelling method for young children beginning to learn to spell words. In this technique, children learn words by repeating a word spoken and written for them, writing the word while pronouncing the name of each letter, and then repeating the whole word again. In two experiments, we manipulated the motoric element of this training and obtained results indicating that having first-grade children write words leads to better spelling performance than having the children type them on a computer or manipulate letter tiles to spell them. The superiority of handwriting was maintained even under conditions where post-training spelling assessment was done on the computer and with tiles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework.

Poor spellers in 2nd grade (n?=?128) participated in 24 20-min sessions that included (a) direct instruction in the alphabet principle (most frequent phoneme-spelling connections); (b) modeling of different approaches, singly and in combination, for developing connections between spoken and written words for 48 words ordered by sound-spelling predictability; and (c) practice in composing. Results of this multilayered intervention showed that (a) more than 1 way of developing sound-spelling connections is effective in teaching spelling but that after training in the alphabet principle, combining whole word and onset-rime training is most effective in achieving transfer of the alphabet principle across word contexts; (b) functional spelling units of not only a single letter but also 2 or more letters are important in beginning spelling; and (c) training in spelling transfers to composition and word recognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Encountering difference in graduate training: Potential for practicum experience.

Psychotherapists attempt to cultivate sensitivity to difference in their work with diverse client populations. Developing therapists may also benefit from theoretical and practical encounters with difference during graduate training. Although graduate students may thrive in training institutions where orientations resonate with their intuitive understandings, valuable opportunities for growth emerge when students obtain practicum experience at sites using alternative approaches to psychotherapy. This article documents the challenges and opportunities met by one graduate student trained in existential, psychodynamic, humanistic, and sociocultural approaches, when she embarked on a practicum experience in a medical setting, where dialectical behavior therapy (DBT) was the treatment of choice. She discusses professional growth, steps toward psychotherapy integration, and implications for graduate training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contribution of spelling instruction to the spelling, writing, and reading of poor spellers.

The contribution of supplemental spelling instruction to spelling, writing, and reading was examined. Second-grade children experiencing difficulties learning to spell participated in 48 20-min sessions designed to improve their spelling skills. In comparison with peers in a contact control condition receiving mathematics instruction, students in the spelling condition made greater improvements on norm-referenced spelling measures, a writing-fluency test, and a reading word-attack measure following instruction. Six months later, students in the spelling treatment maintained their advantage in spelling but not on the writing-fluency and reading word-attack measures. However, spelling instruction had a positive effect at maintenance on the reading word-recognition skills of children who scored lowest on this measure at pretest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Algorithms in spelling instruction: The orthography of Dutch verbs.

In a large-scale field experiment aimed at improving spelling instruction in Dutch schools, the effectiveness of a newly developed algorithmic teaching method was compared with the conventionally and commonly used analogy approach. More specifically, the experiment was concerned with the most difficult aspect of Dutch orthography: the complex rules of verb orthography. Essential to the algorithmic approach was the development of a spelling algorithm for writing Dutch verbs correctly. The design of this algorithm was inspired mainly by the work of Landa. Instruction was given over a period of 7? months. On a posttest the algorithmic condition group outperformed the analogy group by 10%. Compared with its performance on the equivalent pretest, the analogy group showed hardly any progress in learning results. The results obtained proved to be stable over time: On a retention test, administered 2? months after the posttest, pupils in the algorithmic condition group still performed 8% better. In the discussion the results are evaluated, and suggestions are made for possible application of algorithmization to related problems in the English language area, particularly to the acquisition of grammatical skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching phonics in the context of children's literature or spelling: Influences on first-grade reading, spelling, and writing and fifth-grade comprehension.

First-grade children's reading, writing, and spelling competencies in 2 different instructional contexts for teaching phonics were examined. Reading, writing, and spelling abilities were measured at the beginning, middle, and end of 1st grade. Children were randomly assigned to 1 of 2 treatments designed to teach grapheme-phoneme correspondences, blending, and segmenting. In 1 treatment, children generated spellings for words, and in the other treatment, phonics instruction was embedded in literature. The spelling treatment was significantly better for spelling phonetically regular real and pseudowords, reading phonetically regular pseudowords, and written story length. It was also more beneficial for low-ability children's reading of connected text. There were no treatment effects on reading uncontrolled words in text. At the end of 5th grade, spelling-context children had significantly higher comprehension than did literature-context children. Discussion focuses on phonological processing while spelling and the effects of the instructional press of context-embedded and context-reduced instructional approaches in 1st grade. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Morphological spelling strategies: developmental stages and processes

The spelling of many words in English and in other orthographies involves patterns determined by morphology (e.g., ed in past regular verbs). The authors report a longitudinal study that shows that when children first adopt such spelling patterns, they do so with little regard for their morphological basis. They generalize the patterns to grammatically inappropriate words (e.g., sofed for soft). Later these generalizations are confined to the right grammatical category (e.g., keped for kept) and finally to the right group of words (regular verbs). The authors conclude that children first see these spelling patterns merely as exceptions to the phonetic system and later grasp their grammatical significance. The study included two new measures of grammatical awareness, both involving analogies, that predicted success with spelling inflectional morphemes in later sessions.