Contribution of pretesting to several measures of semantic desensitization effectiveness.

32 snake- or spider-phobic Ss were randomly assigned to 1 of 4 groups: pretest–posttest therapy, posttest-only therapy, pre–post control, or post-only control. Ss receiving semantic desensitization therapy showed less posttest anxiety on the semantic differential than controls regardless of testing condition. However, therapy Ss demonstrated less anxiety on a fear survey, a fear thermometer, and a behavioral approach test only in the pretest–posttest condition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation of preparatory measures for coping with anxiety raised by media coverage of terrorism.

This study examines effects of television broadcasts of terrorism on viewers' anxiety and raises suggestions for 2 intervention strategies to moderate elevated anxiety. Participants were 120 young Israeli adults randomly allocated to a terrorism or a nonterrorism television broadcast and assigned to 1 of 3 intervention conditions prior to exposure--cognitive based, emotional based, or none. Anxiety was measured explicitly and projectively prior and subsequent to manipulation. Results showed greater posttest anxiety in terrorism versus nonterrorism groups. In the terrorism group, therapeutic interventions led to lower posttest levels of explicit and projective anxiety than the control intervention, with advantage to the cognitive intervention on projective anxiety. In the nonterrorism group, the emotional intervention produced greater posttest anxiety on the explicit anxiety measure. Findings indicate noxious effects of television coverage of terrorism and suggest preparatory measures that maximize public coping. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher accuracy in decoding nonverbal indicants of comprehension and noncomprehension in Anglo- and Mexican-American children.

Examined the degree to which Anglo- and Mexican-American 1st-grade teachers can accurately decode nonverbal indicants of comprehension and noncomprehension in young children. 16 teachers from each group viewed silent videotapes (visual cues only) of 3 groups of 1st graders—Anglo-American, proficient bilingual, and limited English-speaking Mexican-American—while the children listened to an easy or difficult lesson on animal habitats. There were 24 boys and 24 girls, and 16 Ss in each linguistic grouping. The Ss estimated the students' level of understanding on the basis of their nonverbal responses. Degree of accuracy was assessed by comparing Ss' ratings of comprehension with the children's actual posttest comprehension scores. No differences in decoding accuracy between S groups were found. Ss perceived boys as understanding more than girls, particularly in the Anglo-American and limited English-speaking groups. Training raters improved overall decoding accuracy. Slight cultural differences were found in children's nonverbal behavior, but it did not appear that the behavior was misinterpreted by either group of Ss. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Managing organizational stress: A field experiment.

79 public agency employees (mean age 39 yrs) were randomly assigned to stress-management training or control conditions. The training program consisted of 16 hrs of group exposure over 8 wks. Using procedures based on those developed by D. H. Meichenbaum (1975), treatment Ss were taught to recognize and alter their cognitive interpretations to stressful events at work. Ss were also taught progressive relaxation techniques to supplement this process. Dependent variables were epinephrine and norepinephrine excretion at work, anxiety (State-Trait Anxiety Inventory), depression, irritation, and somatic complaints, all measured at 3 times (pretest, posttest, and 4 mo after treatment). Treatment Ss exhibited significantly lower epinephrine and depression levels than did controls at posttest, and 4-mo follow-up levels did not regress to pretest levels. However, treatment effects were not replicated in a subsequent intervention on the original control group. The general adoption of such stress management programs is not recommended. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interaction of learner control and prior understanding in computer-assisted video instruction.

It is commonly assumed that individual differences in abilities and aptitudes are accommodated if learners have more control over pace, amount of practice, or style of instruction they receive. 40 undergraduates with high and 40 with low prior conceptual understanding of a scientific topic were randomly assigned to a program-controlled or learner-controlled treatment in a sequence of computer-assisted video learning. A 2?×?2 analysis of variance (ANOVA) was conducted on posttest scores and time-on-task. As expected, low-aptitude Ss in the learner-controlled treatment had significantly lower posttest scores than high-aptitude Ss in both the program-controlled and learner-controlled treatments and low-aptitude Ss in the program-controlled treatment. High-aptitude Ss were significantly more efficient in their use of time in the learner-controlled treatment than Ss in the other 3 treatments. It is suggested that learners can be given more control if their prior understanding of a topic is high and should be provided with more structure if their prior understanding of a topic is low. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality, problem solving, and the Einstellung effect.

2 hypotheses were raised in this experiment: (a) Ss who show antiscientific or nondynamic tendencies in their perceptions of behavior are more subject to the Einstellung effect; and (b) when achievement anxiety is aroused this relationship is more pronounced. 2 groups of 31 Ss each were given 2 Einstellung-test problem series. For one group standard testing conditions were employed; for the other, achievement anxiety was aroused. Ss were evaluated for dynamic-nondynamic perceptions of others, a measure derived from a modification of Kelly's Role Construct Repertory Test. This measure was not found to be related to Einstellung-test scores, but a significant relationship to achievement anxiety was obtained. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of extrinsic incentives on use of test anxiety as an anticipatory attributional defense: Playing it cool when the stakes are high.

Assessed the effect of extrinsic incentives on the use of test anxiety as a self-handicapping strategy. It was hypothesized that although reports of anxiety may be greater when such symptoms can serve a defensive function, this effect occurs only when extrinsic incentives are low and not under conditions of high extrinsic incentive. 84 male undergraduates anticipated taking a test of intellectual abilities and either were led to believe that test anxiety has no effect on test performance or were given no particular information about the relation between test anxiety and performance. Ss were offered either $5 or $25 for obtaining the highest score on the test. Consistent with predictions, no-information Ss reported greater test anxiety before the test than did those who believed that test anxiety was unrelated to performance, but only when the extrinsic incentive for performance was low. However, these Ss did not report greater cognitive interference or exhibit lower test scores than did Ss in other conditions. It is suggested that the defensive strategy used by these Ss consisted of altering perceptions of anxiety, rather than anxiety itself. Implications of the absence of self-handicapping under high incentive conditions are discussed. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When two wrongs make a right: Promoting cognitive change by social conflict.

89 1st graders and 25 2nd graders were given information about conservation tasks that conflicted with their prior nonconservation judgments. Ss in a social interaction situation had higher conservation posttest scores than Ss who were given conflicting information in role-playing, imitation, and control conditions. The spontaneous generation of conservation assertions that occurred in the social interaction condition was related to significantly higher posttest scores. Results suggest that even incorrect information that conflicts with a prior but equally erroneous belief can stimulate cognitive growth. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fear of physical sensations and trait anxiety as mediators of the response to hyperventilation in nonclinical subjects.

Three studies were conducted to compare the ability of a measure of fear of physical sensations (Anxiety Sensitivity Index; ASI) and a measure of trait anxiety (State-Trait Anxiety Inventory; STAI) to predict response to hyperventilation. In the 1st study 43 Ss were selected who differed in scores on the ASI but were equated on levels of trait anxiety. Two other studies were conducted in which Ss (ns?=?63 and 54) varied randomly on ASI and STAI scores. The results indicate that scores on the ASI account for a significant proportion of variance in the response to hyperventilation that is not accounted for by scores on the STAI. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive-behavioral prevention of adolescent pregnancy.

Assigned 36 high school sophomores to a no-training control condition or to a small group training condition in which Ss received contraceptive information, steps for solving problems, and practice in communicating decisions about sexual behavior. Compared with controls, trained Ss had more positive posttest scores on measures of sexual knowledge, interpersonal problem solving, and in vivo performance. At a 6-mo follow-up, Ss who participated in training groups had better attitudes toward family planning and were practicing more effective contraception than were controls. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Childhood learning potential as an alternative to traditional ability measures.

Hypothesized advantages of Learning Potential (LP) assessments were investigated for kindergartners varying in racial background (Anglo, Black, English-dominant Puerto Rican, Spanish-dominant Puerto Rican). Ss (N?=?209) were randomly assigned to 1 of 3 treatments: LP, test coaching, and test practice. Subsequent to treatments, children were evaluated on 2 standardized criteria of academic achievement, 2 teacher-rated criteria of achievement, and 3 dimensions of learning-related classroom behavior. Research hypotheses anticipated relatively higher posttest scores and improved criterion validity for children in the LP condition. Moreover, it was expected on the basis of LP theory that minority children in the LP condition would display greater score increments than Anglos. Results failed to support any hypothesis. The most notable finding was that a single subtest score from a traditional intelligence test predicted criterion performance as well as the more involved LP posttest score. Implications are discussed in the context of LP testing and current assessment practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Separation stress of young children transferring to new schools.

14 preschool children who were transferring to new schools were observed during a 2-wk period prior to the separation from their 14 classmates who were not transferring. Ss ranged in age from 2.9 to 5 yrs. Ss were interviewed with the Piers-Harris Children's Self-Concept Scale and the Depression Rating Scale for Children. Parents and teachers completed questionnaires on Ss' behavior. Results show that Ss who were leaving the school, compared to those who were staying, showed increases (compared to baseline observations 3 mo earlier) in fantasy play, physical contact, negative statements and affect, fussiness, activity level, tonic heart rate, and illness, as well as changes in eating and sleeping patterns. Shortly after their departure, this agitated behavior appeared to diminish in the Ss who were leaving but increased for those who remained in the school. This behavior pattern may represent a coping response to separation in an environment that is laden with cues of the losses associated with separation. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pretend play processes and anxiety: Considerations for the play therapist.

This study investigated the effect of anxiety on play processes in 43 first-, second-, and third-grade children. Using a mood-induction procedure, this study compared processes in play among children randomized to an anxious or neutral mood-induction procedure. Children were assessed using the Affect in Play Scale pre- and post-mood-induction. In addition, this study examined relationships between pretend play processes and self-reported state and trait anxiety levels using the State Trait Anxiety Inventory for Children. Findings demonstrated a significant negative relationship between baseline state anxiety level and organization of the play narrative. Consistent with previous research, children in both conditions significantly improved on multiple play scores over time. Although pretend play processes were not significantly affected by condition assignment, further analysis with a more sensitive measure of affect in play revealed a significant interaction between state anxiety and condition assignment on the amount of positive affect expressed in play. Results indicate that play processes can improve with time and greater state anxiety may impact organization and affective processes in play. Implications for play therapy are discussed in terms of the potential impact anxiety has on play processes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Effectiveness of widows' groups in facilitating change.

70 32–74 yr old urban widows participated in 1 of 3 group treatments for a 7-wk period or a waiting list control group. Two therapists each led a self-help group, a "confidant" group, and a women's consciousness–raising group. Personality, attitude, and behavioral measures were obtained at pretest, posttest, and 14-wk follow-up. At posttest, Ss in all conditions had significantly higher self-esteem, experienced a significant increase in intensity of grief, and espoused significantly more negative attitudes toward remarriage. Experimental Ss showed significant improvement in their ratings of future health and became significantly less other-oriented in their attitudes toward women relative to the controls. The therapist variable produced few differences in response to treatment. At follow-up, treatment gains were maintained. Life changes were significantly more positive in the consciousness-raising groups, and posttest evaluations of the program by these Ss were significantly higher. All treatments resulted in high rates of contact among participants in the group. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction.

4 experiments examined effects of a total of 224 college students' aptitudes, preinstructional experience, method of instruction, and differences among posttest items. Instruction that emphasized meanings of concepts led to better performance on posttest items requiring understanding, but Ss with emphasis on computation performed better on simple problems. Ss with higher measured aptitudes directly relevant to instruction or given relevant preinstructional experience had more success in meaningful instruction than did Ss with lower aptitude scores, but little or no aptitude difference was found for instruction emphasizing algorithms. 2 kinds of operations were distinguished-identifying relevant information in the problem situation and carrying out computations. The former appears more closely related to conceptual understanding, the latter to computational skill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of programmed instruction related to motivation, anxiety, and test wiseness on Group IQ test performance.

To investigate the efficacy of a cognitive approach to problems of motivation, anxiety, and test wiseness, programed texts were used to condition verbal repertoires relevant to each of these problems. Five 6th-grade classes (118 Ss) were administered the Otis-Lennon Mental Ability Test in a pretest–posttest design. Each class received one of the following conditions: control condition, motivation program, test wiseness program, or a combination of all 3 programs. There was a significant effect only on raw scores. Comparing the combination group with the control group, both IQ and raw score gains were significant. Lower IQ level Ss made greater raw score gains than did upper IQ level Ss. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of filial therapy for Korean parents.

Explored the effectiveness of filial therapy in enhancing the parent–child relationship of Korean parents (aged 30–42 yrs) of kindergartners (aged 4–8 yrs). The experimental design of the study was a pretest–posttest, control group design in which all of the parents (32 Ss) completed 3 instruments, the Porter Parental Acceptance Scale, the Parenting Stress Index, and the Filial Problem Checklist. The parents were also videotaped playing with their child before and after the training as a means of measuring empathic behavior in parent–child interactions. Results of quantitative and qualitative analyses indicate that Korean parents can learn basic skills of play therapy and improve the relationship with their children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Degrees of client comfort as a function of dyadic interaction distance.

27 male undergraduates were interviewed by 9 male counseling students using an intake interview. Each student counselor saw 3 Ss, one in each of 3 counselor-client distance conditions: 18, 30, and 48 in. An analysis of variance revealed significant differences between conditions in the degree of comfort reported by Ss on evaluative scales of a posttest semantic differential. As a further indicator of Ss' degree of comfort, the semantic differential scales were compared to observers' ratings on a behavior checklist and found to have a positive correlation. Ss' degree of comfort scores ranged from highest for 30 in to lowest for 18 in, with intermediate scores at 48 in. Results suggest that degree of client comfort is optimized at specific interaction distances during an intake interview. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Persistence in children's reading behavior as a function of N length and attribution retraining.

In an investigation using 30 children (Grades 5-7) who were experiencing reading difficulties, procedures involving partial reinforcement and attribution retraining were assessed in terms of their relative effectiveness in developing reading persistence. Two levels of a partial reinforcement variable, termed N length (the number of successive failures prior to success), were factorially combined with the presence or absence of attribution retraining. A 5th condition received success-only training. These manipulations occurred in the context of a reading task presented on 3 successive days. A posttest measure of persistence revealed that the number of difficult sentences attempted by the Ss was increased jointly by both independent variables. However, Ss receiving success-only training or partial reinforcement with nonsuccessive failure (N lengths of 1), without the benefit of attribution retraining, did not show improvement from pretest to posttest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological correlates of fertility plans in unmarried women.

Examined the childbearing plans of 198 female unmarried undergraduates in relation to their scores on the Personality Research Form and to their educational or career goals. Ss planning to remain childless were more likely to plan to delay marriage than their counterparts planning to have children. Ss planning to remain childless as well as those planning to delay having children perceived a career as more important than Ss for whom educational and career considerations were less salient. Voluntarily childless Ss possessed more stereotypically masculine traits and fewer feminine ones than women planning to have children, showing lower scores on nurturance and abasement and higher scores on such factors as dominance and autonomy. There was no evidence that career considerations had substituted for children as a primary source of satisfaction in voluntarily childless Ss. (French abstract) (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)