Oral discussion, group-to-individual transfer, and achievement in cooperative learning groups.

75 2nd graders were randomly assigned to cooperative learning groups in which oral discussion was structured or unstructured or to an individualistic learning group so that daily achievement, postinstructional achievement, and retention could be compared. Groups were stratified for sex and ability level. Results show that Ss in cooperative groups performed significantly higher on the accuracy of daily work than did Ss working individually. In addition, the high-, medium-, and low-ability Ss in the structured oral discussion cooperative condition scored higher on the postinstructional and retention tests than did Ss in the other 2 conditions. Ss in the unstructured oral discussion cooperative condition scored higher on these tests than did Ss who learned individually. Findings suggest that group-to-individual transfer takes place within cooperative learning groups and that orally summarizing the material being learned and the monitoring of others' summaries contribute to the efficacy of cooperative learning. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

GSR reactivity as a function of anxiety, instructions, and sex.

"GSR conditioning and extinction measures were obtained on 120 college Ss in a factorial experimental design in which 12 treatment groups were divided into 2 sex groups, 3 instruction groups, and high- and low-anxiety groups. The 3 instruction groups were given 3 different kinds of instruction designed to be: (a) apprehension arousing; (b) neutral; and (c) reassuring." Male Ss showed less conditioning when given reassuring instructions; female Ss showed the least conditioning with the apprehension-arousing instructions. Females showed greater GSR reactivity than males in all phases of the experiment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of reframing and self-control directives on loneliness, depression, and controllability.

57 female undergraduates who scored at least 1 standard deviation above the mean (47 or above) on the UCLA Loneliness Scale and who scored as moderately depressed (8–26) on the Beck Depression Inventory also completed the Causal Dimension Scale and were randomly assigned to 1 of 3 groups: reframing, self-control directives, and a waiting-list control. Treatment groups met for 2 weekly ?-hr interviews. Interviewer responses in the reframing group focused on ways to experience loneliness more positively, whereas self-control responses involved encouraging Ss to overcome loneliness. All 3 groups were again administered the 3 measures posttreatment and 2-wk follow-up. Results indicate that Ss in the reframing group experienced a more significant reduction in depression than Ss in the self-control or control groups. All Ss became less lonely over time, but no treatment was more effective than another in reducing loneliness. No differences were found for controllability. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Depression in university students: Duration, relation to calendar time, prevalence, and demographic correlates.

The duration, relation to calendar time, prevalence, and demographic correlates of depression in university students were studied by administering the Beck Depression Inventory to 4 independent samples (N?=?222) either once or twice at 3 points in time separated by 3-wk intervals. The 3-wk test–retest reliability was .78. There was no significant effect of the 3 points in time sampled. 17% of the Ss scored depressed; of these, 67% still scored depressed 3 wks later. Depression was significantly negatively correlated with year level but was not significantly associated with sex, marital status, their interaction, or age. There was no difference between the rates of depression in lowerclassmen in 1974 and 1977. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some cognitive abilities of Eskimo, White, and Indian-Metis pupils aged 9 to 12 years.

Factor analysis of ability tests for Eskimo, White, and Indian-Metis 9-12 yr. old pupils indicated for each sample 2 highly correlated oblique factors labelled v:ed and reasoning from nonverbal stimuli. When native Ss were scored on white T-score norms, least ethnic differences and least decline with age relative to white Ss occurred in the latter abilities. Written memory was an outstanding exception. There were almost no sex differences for any of the samples. (French summary) (18 ref.) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Cognitive controls and aggression in children: The concept of cognitive–affective balance.

160 6–15 yr old psychiatric patients (97 males, 63 females) were assigned to high- or low-aggression groups on the basis of their performance on the Miniature Situations Test. The majority of Ss were diagnosed as having attention deficit, conduct, and anxiety disorders; the remaining Ss were diagnosed as having borderline or psychotic disorders. The groups (along with age and sex variables) were compared with 2 tests of the leveling/sharpening cognitive control—one presenting nonaggressive stimuli and the other stimuli that aroused aggressive fantasies/affects. High-aggression Ss showed more cognitive sharpening when managing aggressive stimuli and more leveling with nonaggressive stimuli. A significant interaction with sex was also observed. Findings support the concept of cognitive–affective balance (i.e., the unique manner in which personalities coordinate and meet both the requirements of external stimuli/tasks and those of fantasies/affects). Results are discussed in terms of aggression as a personality characteristic and whether psychosexual identity and sex are syntonic. The concept of cognitive–affective balance is related to other models addressing the relationship between cognition and personality/emotions. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dissociative experiences, psychopathology and adjustment, and child and adolescent maltreatment in female college students.

33 female college students who scored in the upper 15% on the Dissociative Experiences Scale (DES) were compared with 33 female students who scored below the mean on the DES on measures of psychopathology (SCL-90), college adjustment (Student Adpatation to College Questionnaire), and child and adolescent maltreatment. Compared with controls, high-DES Ss reported more psychopathology, poorer college adjustment, and a greater extent of psychological, physical, and sexual maltreatment. On the basis of the Dissociative Disorders Interview Schedule, 2 high-DES Ss but none of the control Ss met criteria for a dissociative disorder (i.e., multiple personality and psychogenic amnesia). Despite the sensitivity of the DES, 8 Ss who scored in the upper 2% of the population on the DES failed to meet criteria for a dissociative disorder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mood changes, physiological responses, and self-statements during social rejection imagery.

Exp I, partially replicating M. Goldfried and D. Sobocinski's (see record 1975-26824-001) methodology, evaluated the cognitive behavioral assumption that one's images and correct verbalizations mediate emotional and physiological arousal. Ss were 32 female university students who scored at the extremes on the importance of social approval scale from the Irrational Beliefs Test. It was hypothesized that relative to the low-irrational Ss, high-irrational ones would emit more negative and fewer positive tasks- and self-referent self-statements, report greater emotional arousal, and exhibit greater increases in physiological arousal while visualizing social rejection scenes. The major finding was that the groups differed significantly in the frequency of negative self-referent self-statements; virtually no support was obtained for the other hypotheses. Exp II, which used 24 females and which did not employ self-statements or physiological measures but was otherwise similar to Exp I, was a more exact replication of the Goldfried and Sobocinski study. Exp III, with 36 Ss, was a complete replication of the Goldfried and Sobocinski study. The data from the latter 2 studies indicate no differences in the reported moods of high- and low-irrational Ss following visualizations of social rejection scenes. Conceptual and clinical implications are discussed. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual monitoring performance in three subgroups of male delinquents.

Administered a questionnaire measuring psychopathic, neurotic, and subcultural delinquency to 268 male delinquents. 3 groups of 15 Ss each were formed from Ss who scored above the mean on 1 scale and below the mean on the other 2. It was predicted that the more psychopathic Ss would show a greater performance decrement on a vigilance task. A significant effect was found between groups and a significant decrement over trials for signals detected and RTs; psychopathic Ss performed consistently poorer than the other 2 groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Anhedonia, perceptual aberration, and the Rorschach.

26 college students who scored deviantly high on a scale of physical anhedonia and 27 who scored high on a scale of perceptual aberration were compared with 26 normal control Ss on the Rorschach scored for the delta index of thought disorder and the alpha index of deviancy. The anhedonic Ss and perceptual aberration Ss gave more schizophrenic-like Rorschach responses than the control Ss. This finding indicates the importance of follow-up studies to determine whether Ss who score deviantly high on these scales are at high risk for schizophrenia and/or other psychosis. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anxiety and the variability of word associates.

15 Ss who scored high on the Taylor MA scale and 15 Ss who scored low on the MA scale were given a word associate task. The highly anxious Ss tended to have sets of word associates lower in intersubject variability than the nonanxious Ss for stimulus words that elicited sets of word associates that are low in variability. Highly anxious Ss tended to give sets of word associates higher in intersubject variability than nonanxious Ss for stimulus words that elicited sets of word associates that are high in intersubject variability. A 2nd experiment reports data indicating a relationship between inter- and intrasubject variability of word associates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnosis versus systematic desensitization in the treatment of test anxiety.

Assessed the comparative effectiveness of systematic desensitization (SD) and the directed experience hypnotic technique (HT) in reducing self-reported test anxiety and increasing the academic performance of 36 test-anxious undergraduates. Ss were assigned randomly to either the HT or SD conditions or to 1 of 2 control groups. All Ss had previously scored above the 50th percentile on Sarason's Test Anxiety Questionnaire (TAQ) and below the 85th percentile on a midterm exam. Results indicate that only the SD treatment significantly reduced TAQ scores. No significant improvement in academic performance was observed for either treatment. An additional analysis of high- vs moderate-anxious subgroups failed to show differential treatment effects on either dependent measure. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association between aerobic fitness and visuospatial performance in healthy older adults.

Examined whether chronic physical exercise activity is associated with better neurocognitive performance in older adults. 105 men participated in 1 of 3 age groups (18–28, 35–45, and 60–73 yrs). For each age group, Ss were classified as high or low in fitness on the basis of self-reported activity levels and the results of a submaximal bicycle ergometer test. A comprehensive battery of neuropsychological tests was administered to each S, and older Ss scored significantly lower than the younger groups on most tests. Significant differences between high- and low-fit Ss were found only on tasks with heavy visuospatial demands, and these differences were most notable in the older adult group. These findings suggest that participation in aerobic exercise activity selectively preserves some cognitive functions that normally decline with age. The benefits of activity appear to be most evident on tasks that require visuospatial processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sample description, reporting, an analysis of sex in psychological research: A look at APA and APA division journals in 1990.

Extends a study by L. Gannon et al (see record 1992-23274-001) by examining the sex of Ss in American Psychological Association (APA) journals publishing original human studies research and by sampling all APA division journals publishing such research. Two issues of each APA and APA division journal published in 1990 were examined, yielding a sample of 504 articles from 26 journals. 79 cases (9.86%) clearly indicated using Ss of only 1 sex, 440 cases (54.93%) used both male and female Ss and reported sex fully, and 44 cases (5.49%) indicated using Ss of each sex without reporting exact numbers. The evidence suggests that there remains a significant tendency to consider male Ss as "normative," and results obtained from them generally applicable, whereas female Ss are somehow "different," and results obtained from them are specific to female Ss. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sexual maturation and spatial ability in college students.

194 female and 80 male undergraduates completed mental rotation and card rotation tests of spatial ability and a vocabulary test. Ss were also asked to indicate on a 5-point rating scale when they reached puberty in relation to others of the same sex. Findings provide evidence that the maturation related difference in spatial ability found in adolescents persists into adulthood. Regression analyses demonstrated a significant relation between puberty ratings and performance on the mental rotation test, with later maturers scoring higher than earlier maturers. There were no maturation-related differences on the other tests. Significant sex differences were found on all tests. Consistent with previously reported cognitive differences between males and females, females scored higher on the verbal test, and males scored higher on the 2 spatial tests. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Drug abuse patterns, personality characteristics, and relationships with sex, race, and sensation seeking.

Examined interrelationships among sex, race, drug use patterns, and personality variables in 84 chronic users of illicit drugs (mean age 24.3 yrs). Ss were administered the MMPI, the Sensation Seeking Scale, and the Shipley-Institute of Living Scale for Measuring Intellectual Impairment and were interviewed using the Background Information Questionnaire. Comparisons were made between sex and ethnic subgroups on personality and drug use variables using analysis of covariance and chi-square procedures for Ss classified into high-, medium-, and low-sensation-seeking groups. Blacks were characterized by lower levels of sensation seeking, less psychopathology, use of fewer drug categories, and later drug use than Whites. Use and personality patterns among women differed little from those of men. Levels of sensation seeking were related to specific personality constellations, number of drug categories used, and motive for first alcohol use. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Negativism in verbal and nonverbal responses of autistic children.

Studied negativism in 9 autistic, 9 behavior-disturbed, and 9 normal 5-12 yr olds in 3 different stimulus conditions (verbal requests for verbal responses, verbal requests for nonverbal responses, and nonverbal requests for nonverbal responses). Each condition included 2 tasks, which were requested 15 consecutive times. Ss demonstrated that they could perform the tasks before testing, and their responses were scored according to the similarity between the response and the request. Results demonstrate that the autistic and behavior-disturbed Ss responded similarly, except when requests required verbal responses, in which case the autistic Ss were much more negative. Results suggest applications to diagnostic and therapeutic interventions. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Note-taking, individual differences, and memory for lecture information.

Investigated the encoding function of note taking and processing differences between successful and less successful students in lecture situations in 2 experiments. In Exp I, 48 undergraduates either took notes or listened during a lecture. Different memory patterns were found for these 2 groups, with note-takers recalling many more high- than low-importance propositions and listeners recalling an equal number of high- and low-importance propositions. Results suggest that note taking enhanced organizational processing of lecture information. In Exp II, the notes and recall of 80 successful and less successful students were compared. Successful Ss recalled more of the most important propositions, but these 2 groups of Ss did not differ in their recall of less important propositions. For both groups of Ss, recall content was closely related to the content of the notes, with successful Ss recording more high-importance propositions in their notes. Also, successful and less successful Ss were similar in their note-taking styles and the degree to which they benefited from reviewing their notes. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)