A computer-based measure of resultant achievement motivation.

Three experiments were conducted to develop a computer-based measure of individual differences in resultant achievement motivation (RAM) on the basis of level-of-aspiration, achievement motivation, and dynamics-of-action theories. In Experiment 1, the number of atypical shifts and greater responsiveness to incentives on 21 trials with choices among easy, intermediate, and difficult levels of an achievement-oriented game were positively correlated and were found to differentiate the 62 subjects (31 men, 31 women) on the amount of time they spent at a nonachievement task (watching a color design) 1 week later. In Experiment 2, test–retest reliability was established with the use of 67 subjects (15 men, 52 women). Point and no-point trials were offered in blocks, with point trials first for half the subjects and no-point trials first for the other half. In Experiment 3, computer anxiety was manipulated by creating a simulated computer breakdown in the experimental condition. Fifty-nine subjects (13 men, 46 women) were randomly assigned to the experimental condition or to one of two control conditions (an interruption condition and a no-interruption condition). Subjects with low RAM, as demonstrated by a low number of typical shifts, took longer to choose the achievement-oriented task, as predicted by the dynamics-of-action theory. The difference was evident in all conditions and most striking in the computer-breakdown condition. A change of focus from atypical to typical shifts is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of computer-based versus traditional individual psychotherapy.

Professional psychologists are challenged to determine the appropriate use of interactive computer therapy programs. Although such programs have the potential of enhancing delivery of mental health services and reaching ever broader audiences, they raise serious clinical, legal, ethical, and practical concerns. This article reports on a controlled clinical trial comparing short-term traditional individual therapy with a computer-based intervention among 90 adults overseen by a therapist. Results were favorable and comparable in both conditions, with individual therapy outperforming computer-based therapy on some measures. The practitioner's use of computer-based psychotherapy interventions is discussed and some guidelines offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining alcohol outcome expectancies in laboratory and naturalistic bar settings: A within-subject experimental analysis.

Using a within-subject design, this study investigated the situational-specificity hypothesis, namely that alcohol outcome expectancies (AOEs), subjective evaluations of AOEs, and the speed with which AOEs are accessed from memory vary as a function of environmental setting. Thirty-nine undergraduates (20 women), of legal drinking age, responded to the Comprehensive Effects of Alcohol questionnaire (K. Fromme, E. Stroot, & D. Kaplan, 1993) that was presented on a laptop computer in 2 counterbalanced contexts: a laboratory setting and an on-campus bar. Response latencies served as dependent measures for memory accessibility. Consistent with previous research (A.-M. Wall, S. A. McKee, & R. E. Hinson, 2000), evidence in support of the situational-specificity hypothesis was found. Specifically, environmental context influenced undergraduates' expectations concerning alcohol's effects and subjective evaluations of AOEs, as well as the speed with which specific AOEs were accessed from memory. Overall, these findings suggest the need for greater attention to situational variation in AOEs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Affective reactions toward computer-based intelligence testing.

Studied affective reactions as a function of computer-based vs. traditional examiner testing procedures. Within the context of a Latin square design, 24 male and 24 female undergraduates were individually tested with the WAIS, the Slosson Intelligence Test, and the Slosson Intelligence Test via computer. Ss also completed the State-Trait Anxiety Inventory and an attitude measure before and after all testing sessions. Results indicate that the computer testing procedures led to significantly higher levels of state anxiety and less favorable attitudes in comparison to the examiner testing procedures. These negative affective reactions are seen as a function of certain computer testing procedures. (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Radiological reasoning and its computer-based simulation. Reasons to use computer-based diagnostic systems developed on shells

p53 overexpression was studied immunohistochemically in paraffin-embedded bone marrow biopsies using a recently described technique for antigen retrieval based on microwave oven heating of paraffin sections. Using a monoclonal antibody (PAb1801) that reacts with human cellular p53, nuclear staining was detected in 7/11 (63%) therapy-related myelodysplastic syndromes and in 3/4 (75%) therapy-related acute myeloid leukemias. Conversely, staining for p53 was seen only in 9/40 (22%) cases of "primary" hematologic conditions (P < 0.007); these included myelodysplastic syndromes [#2], acute myeloid leukemia [#4], and chronic granulocytic leukemia in accelerated phase or blast crisis [#3]. Biopsies of normal controls and of chronic granulocytic leukemia in stable phase were consistently p53(-). Nine of the 10 karyotyped p53(+) acute myeloid leukemia/myelodysplastic syndrome cases showed complex cytogenetic findings with frequent involvement of chromosome 5 and/or 7. Only four of the 33 karyotyped p53(-) cases showed similar cytogenetic changes. Chromosome 17 involvement was present in four of 13 (31%) cytogenetically assessed p53+ cases, but in none of the p53(-). In univariate analysis, p53 expression in both MDS and AML was significantly associated with shorter survival. The frequent overexpression of p53 in therapy-related myelodysplastic syndromes, therapy-related acute myeloid leukemias and in accelerated phase/blast crisis, chronic granulocytic leukemia and its strong association with complex karyotypes suggests an important role of this gene in the pathogenesis of these leukemic conditions.     

An ethnographic, controlled study of the use of a computer-based histology atlas during a laboratory course

Data regarding future residential plans were collected from 141 mothers of adult children with mental retardation. Results demonstrate that greater caregiving burden was associated with more extensive planning for residence within the formal service system and less planning for residence with a family member. More frequent service use also predicted greater planning for future residence within the formal system. Planning for residence with a family member and higher functional ability on the part of the child significantly decreased the sense of worry mothers had about the child's future whereas plans for the child to reside within the formal system had no association with worry about the future.     

Validity and utility of computer-based test interpretation.

Computers have been important to applied psychology since their introduction, and the application of computerized methods has expanded in recent decades. The application of computerized methods has broadened in both scope and depth. This article explores the most recent uses of computer-based assessment methods and examines their validity. The comparability between computer-administered tests and their pencil-and-paper counterparts is discussed. Basic decision making in psychiatric screening, personality assessment, neuropsychology, and personnel psychology is also investigated. Studies on the accuracy of computerized narrative reports in personality assessment and psychiatric screening are then summarized. Research thus far appears to indicate that computer-generated reports should be viewed as valuable adjuncts to, rather than substitutes for, clinical judgment. Additional studies are needed to support broadened computer-based test usage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multi-media, computer-based method for stroboscopy rating training

Methods of training individuals to rate stroboscopic examinations vary widely in rating criteria, viewing times, samples, and length of training. Consequently, problems occur in both inter- and intrajudge agreement. Computer-aided instruction (CAI) provides a means to integrate and control key learning factors that facilitate learning. This study attempted to determine if CAI could train individuals to make accurate and reliable visuo-perceptual judgments of stroboscopy. Experienced and inexperienced subjects rated 45 samples before and after training. Following 4 to 5 hours of CAI training, the subjects with no previous experience demonstrated improved interjudge agreement with a panel of expert raters. The training was not effective for the experienced group. Regardless of the rater's experience, the parameters that required evaluation of movement were more difficult to rate than those requiring only an assessment of structure.     

A computer-based reporting system in radiology of the chest

The aim of this study was to compare our computer-aided report writing system to standard techniques. A computer-aided reporting system for reporting on chest X-rays was developed and linked with a UNIX-based radiology information system. The reporting system consists of different text modules which can be composed to a complete radiological report. The quality of the report, the system's efficiency, flexibility and availability at the radiology information system (RIS), as well as its acceptance by the users, were criteria we took as a basis of evaluation. Acceptance and flexibility of the system were tested by assessing necessary changes and additions performed to text modules and by subjective evaluation. The time spent on working with the reporting system was evaluated by performing a time-analysis study comparing the new system to the two conventional methods, the tape system and handwriting. On average, the readers needed 22.6 text modules for each report. For the users the most important advantages of the new system are that primarily fewer changes to or additions to the text are necessary, and when they cannot be avoided they can be performed more easily. In comparison with the tape system and handwritten reports, it took on average two and a half to three times longer to report on a chest X-ray. The printed report had left the department within 6.4 h using the tape system within 0.4 h when handwritten and within 1.4 h when recorded by the reporting system. The completeness of the set of modules and the logical order were positively assessed by the users. The demand of time for reporting increases, but the final report is available sooner.     

Effects of computer-based teaching on secondary school students.

Used quantitative techniques, or meta-analysis, to integrate findings from 51 independent evaluations of computer-based teaching in Grades 6–12. The analysis showed that computer-based teaching raised students" scores on final examinations by approximately .32 standard deviation, or from the 50th to the 63rd percentile. Computer-based instruction also had smaller, positive effects on scores on follow-up examinations given to students several months after the completion of instruction. In addition, students who were taught on computers developed positive attitudes toward the computer and toward the courses they were taking. The computer reduced substantially the amount of time that students needed for learning. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Future trends for experimental surgery in laboratory animal science

It has been suggested that all children with skull fractures require urgent CT scanning to exclude intracranial injury. Adhering to such a policy could both tax limited scanning facilities and result in unnecessary exposure to radiation. The aim of this study is to assess the level of consciousness in determining the need for urgent CT scanning, and the possible role of the mechanism of injury as a secondary risk factor. We identified 140 children admitted during a 7-year period with a skull fracture after falling outside the home. Thirteen children had a diminished level of consciousness. Scans were performed in nine, and seven of the scans revealed significant intracranial injuries. By comparison, all 127 children with a normal level of consciousness recovered fully. Scanning was performed in only eight of them; seven scans were normal and one revealed a small subarachnoid heamorrhage which did not require active treatment. In addition, all 13 children with a diminished level of consciousness had sustained their injuries by falling from greater than their own standing height. By comparison, none of the children who had sustained their skull fractures by tripping up had a diminished level of consciousness or a significant intracranial injury. We conclude that all children with a diminished level of consciousness need to undergo an urgent CT scan. Children with skull fractures and a normal conscious level may be managed initially by neuroobservations and the clinician may be further reassured if the child's injury resulted from tripping up.     

Brugia timori: experimental infection in some laboratory animals

Estimations of the residual glomerular filtration rate (GFR) were made from renography and GFR measurements before unilateral nephrectomy in 28 patients aged 42-77 years. The GFR was measured one week and three months after the operation and comparisons were made between the function of the remaining kidney and the preoperative estimate. In 23 patients where the removed kidney had some function, the mean GFR increased by 32% and 22% after one week and three months, respectively. In 5 patients where the removed kidney had no function, no compensatory hypertrophy occurred.     

Panic-relevant predictability preferences: A laboratory test.

In the present investigation the authors evaluated the role of verbally instructed safety periods as they relate to predictability preference within a single-session challenge paradigm involving recurrent administrations of 20% carbon dioxide (CO?) enriched air. Participants included 160 nonclinical young adults (91 women, 69 men) between the ages of 18 and 59 (M=21.6 years; SD=7.23). Results indicated that equivalent levels of anxiety were experienced during predictable and unpredictable administrations of 20% CO?, yet participants preferred predictable compared with unpredictable trials, with women showing a stronger predictability preference than men. Lower anxiety was reported during known safety periods (predictable room air trials) but not during predictable compared with unpredictable administrations of 20% CO?. Findings are discussed in relation to theoretical and applied implications for the role of predictability in the nature of anxiety and its disorders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adaptive feedback and review paradigm for computer-based drills.

Tested the effectiveness of a direct-instruction approach used with the corrective feedback paradigm (CFP) in a drill and practice program that included adaptive feedback techniques with discrimination training and increasing ratio review. 102 undergraduates were randomly assigned to 1 of 6 drill-treatment groups. Each group varied the type of review and corrective feedback: Group 1 (increasing ratio review and adaptive feedback with training); Group 2 (immediate review only and adaptive feedback with training); Group 3 (increasing ratio review and adaptive feedback); Group 4 (immediate review only and adaptive feedback); Group 5 (no review and adaptive feedback), and Group 6 (increasing ratio review and fixed feedback). The task consisted of learning 20 English–Japanese (transliterated) word pairs. Planned orthogonal comparisons demonstrated the statistical superiority on posttest performance of increasing ratio review and adaptive feedback with discrimination training, with no significant differences in time to mastery. Using CFP to teach generalizations is advocated. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in the performance of computer-based work.

Investigated the extent to which age had an impact on the performance of computer-based work. Three simulated real-world computer-interactive tasks that varied in complexity and pacing requirements were evaluated. Ss included 65 women, ranging in age from 25 to 70 yrs. The methodology encompassed physiological, subjective, and objective performance measures. Data indicated that previous computer experience and age had a significant impact on the performance of the 3 tasks. Increased age was associated with longer response times and a greater number of errors for all 3 tasks. Age also influenced perceptions of fatigue and task difficulty. The findings are discussed in terms of the implications for training and job design. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of computer-based cognitive restructuring on rationally mediated self-esteem.

Fifty-six 11th- and 12th-grade students with below-average self-esteem were classified by gender and randomly assigned to either computer-based cognitive restructuring or a relaxation-training control condition. The computer intervention (laden with multimedia features such as color video clips, stereo music, digitized speech, and engaging graphics) targeted irrational beliefs linked in previous research to low self-esteem. Participants were assessed repeatedly as they progressed through the program; depending on the tenacity of each belief held, the program provided a variety of cognitive restructuring responses. Multivariate and univariate effects on 4 measures of rationality and self-esteem favored computer-based cognitive restructuring. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Optimizing cognitive load for learning from computer-based science simulations.

How can cognitive load in visual displays of computer simulations be optimized? Middle-school chemistry students (N = 257) learned with a simulation of the ideal gas law. Visual complexity was manipulated by separating the display of the simulations in 2 screens (low complexity) or presenting all information on 1 screen (high complexity). The mode of visual representation in the simulation was manipulated by presenting important information in symbolic form only (symbolic representations) or by adding iconic information to the display (iconic + symbolic representations), locating the sliders controlling the simulation separated from the simulation or integrating them, and graphing either only the most recent simulation result or showing all results taken. Separated screen displays and the use of optimized visual displays each promoted comprehension and transfer, especially for low prior-knowledge learners. An expertise reversal effect was found for learners' prior general science knowledge. Results indicate that intrinsic and extraneous cognitive load in visual displays can be manipulated and that learners' prior knowledge moderates the effectiveness of these load manipulations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validation of computer-based test interpretations: Problems and prospects.

Reviews the literature on computer-based test interpretation (CBTI) and focuses on studies of the Minnesota Multiphasic Personality Inventory (MMPI) as representative of recent attempts to validate CBTI systems. Two sets of studies are discussed: (a) customer satisfaction studies, as reviewed by R. I. Lanyon (see record 1984-24921-001), in which report consumers rated the accuracy of CBTIs and (b) external criterion studies, in which comparisons were made between CBTI-based ratings of several variables and ratings of those same variables made on the basis of other data (e.g., records). 14 recommendations about the design of future studies aimed at establishing the validity of CBTI systems are included. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)