Component analysis of cognitive skill training for the enhancement of hypnotic susceptibility.

Compared 4 treatments to enhance the hypnotic responsiveness of 60 undergraduates (aged 18–34 yrs) who pretested as low in hypnotic suceptibility on the Carleton University Responsiveness to Suggestion Scale. Complete skill training included information aimed at encouraging (1) positive attitudes, (2) the use of imagery strategies, and (3) an interpretation of hypnotic behavior as active responding. Partial training included only Components 1 and 2. Both training packages enhanced attitudes toward hypnosis to an equivalent degree. However, complete training was much more effective than either partial training or no treatment at enhancing behavioral and subjective responding on 2 different posttest scales of hypnotic susceptibility. More than half of the Ss who received complete training, but none of the partial training or control Ss, scored in the high-susceptibility range on both posttests. Ss explicitly instructed to fake hypnosis and those in the complete skill-training treatment exhibited significantly different patterns of posttest responding. Findings support social-psychological perspectives that emphasize the importance of contextual factors in hypnotic responding. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assertiveness training for disabled adults in wheelchairs: Self-report, role-play, and activity pattern outcomes.

34 physically disabled adults participated in an 11-wk assertiveness training (AT) program. Ss were randomly assigned to either AT or a waiting-list (WL) condition. Each was asked to complete 3 self-report measures, a role-play test, and a social and recreational activity diary. The AT Ss showed significant improvements on both self-reported assertiveness and role-play performance from pre- to posttreatment, whereas WL controls showed no changes on these measures. No significant changes in frequency of social or recreational activities were found at posttest for either AT or control Ss. A mixed pattern of results was shown at 6-mo follow-up. Posttest gains were maintained across all self-report measures of assertiveness and acceptance of disability, whereas role-play performance approached baseline levels at 6-mo follow-up. Overall results support the use of AT in enhancing perceived social efficacy and interpersonal skill of physically disabled adults in wheelchairs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Surreptitiously observed hypnotic responding in simulators and in skill-trained and untrained high hypnotizables.

Low-hypnotizable Ss (LHs) administered cognitive skill training exhibited substantially higher posttest hypnotizability than LHs administered no treatment. Next, the Ss in these 2 conditions as well as Ss who attained high hypnotizability without training and LHs instructed to fake hypnosis (i.e., simulators) were individually tested for hypnotizability twice while their responses were recorded by a hidden camera. In the individual session, Ss were first tested for hypnotizability while alone and then tested again in the presence of an experimenter. The skill-trained Ss and high-hypnotizable controls attained equivalent (high) hypnotizability scores with the experimenter both absent and present. However, when the experimenter was absent, the simulators exhibited lowered hypnotizability and apparently failed to adopt the hypnotic role. These findings contradict the hypothesis that high hypnotizability in skill-trained Ss reflects compliant responding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A cognitive-social learning approach to social skill training with low-status preschool children.

Changes in the behavior and peer acceptance of low-status preschool children as a result of social skill training were examined. Children who had low sociometric status and were also low in classroom use of social skills were randomly assigned to a skill training group (n?=?18) or to an attention control group (n?=?15). Children in the training group were coached in 4 skills: leading peers, asking questions of peers, making comments to peers, and supporting peers. Trained children showed a significant increase in their use of the trained skills comments and leads from pretest to posttest, whereas control-group children showed no change. Neither control nor skill-trained children changed significantly on sociometric measures from pretest to posttest. Increases in skill use in the classroom with peers was correlated with improvements in children's knowledge of friendly social strategies from pre- to posttest. Results are interpreted as evidence of a social skill basis for peer acceptance and of the need to develop procedures to assess the mechanisms of change during social skills training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer models: Influence on children's self-efficacy and achievement.

Investigated how the self-efficacy and achievement of 72 children (aged 8 yrs 6 mo to 10 yrs 10 mo) were influenced by their observing peer models learn a cognitive skill. Within this context, the effects of modeled mastery and coping behaviors were explored. Ss were children who had experienced difficulties learning subtraction with regrouping operations in their classes. Ss were pre- and posttested on measures of subtraction self-efficacy, skill, and persistence. Ss observed a same-sex peer demonstrate either rapid (mastery model) or gradual (coping model) acquisition of subtraction skills, observed a teacher model demonstrate subtraction operations, or did not observe a model. Ss then judged self-efficacy for learning to subtract and received subtraction training. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement than did observing the teacher model or not observing a model. Ss who observed the teacher model scored higher than no-model Ss on these measures. No significant differences due to type of peer modeled behavior (mastery/coping) were obtained on any measure. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Glossolalia as learned behavior: An experimental demonstration.

60 18–44 yr old undergraduates listened to a 60-sec sample of glossolalia (defined to them as pseudolanguage) and then attempted to produce glossolalia on a 30-sec baseline trial. Afterward, half of the Ss received 2 training sessions that included audio- and videotaped samples of glossolalia interspersed with opportunities to practice glossolalia. Also, live modeling of glossolalia, direct instruction, and encouragement were provided by an experimenter. Both the trained Ss and untreated controls attempted to produce glossolalia on a 30-sec posttest trial. About 20% of Ss exhibited fluent glossolalia on the baseline trial, and training significantly enhanced fluency. 70% of trained Ss spoke fluent glossolalia on the posttest. Findings are more consistent with social learning than with altered state conceptions of glossolalia. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modification of concept identification performance in older adults.

A sequential training procedure combining operant and cumulative learning hierarchy principles was found effective in reducing the decrement in concept identification performance typically observed in older adults. 20 male and 20 female Ss aged 63-83 yrs were given a pretest and posttest, each involving a 3-category unidimensional concept identification problem. The training and reinforced-training Ss were given 3 training sessions between pretest and posttest. Training involved a programmed learning sequence designed to facilitate the development of an effective solution strategy. Control Ss were given only the pretest and posttest, while practice Ss were given 3 additional practice sessions. Substantial improvement was found in both the training and reinforced training groups, but only slight improvement obtained in the practice and control groups. Results are consistent with recent conceptions of cognitive and intellectual development in the older adults in which performance deficits are largely attributed to experiential factors. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do alphabet letters help prereaders acquire phonemic segmentation skill?

Tested the assumptions that phonemic segmentation skill is learned best in the oral mode and that teaching segmentation with alphabet letters confuses learners. Three treatment groups of 8 prereaders (mean age 67.8 mo) were formed. The letter group was taught to segment nonword blends using letter tokens. The nonletter group was taught to segment blends with tokens lacking letters. A control group received no training. Experimental groups took about the same time and number of trials to reach criterion during training, indicating that neither method was more difficult or time consuming. Errors indicated that letters helped Ss learn to distinguish phoneme-size units and to remember the correct sounds during the task. On a segmentation posttest, letter and nonletter Ss segmented unpracticed blends better than controls, indicating that both groups acquired general segmentation skill. Letter Ss were superior to nonletter Ss in segmenting practiced sounds, with both groups surpassing controls. It is suggested that letters provide learners with a mental symbol system for representing and thinking about specific phonemes. (53 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coping skills training: An evaluation of a psychoeducational program in a community mental health setting.

40 21–60 yr old clients of a community mental health center were randomly assigned to either a coping-skills training program based explicitly on a psychoeducational model or a group-counseling control condition. Ss in the psychoeducational program were provided with 30 hrs of instruction and training in progressive relaxation, anxiety management, social skills, and self-reinforcement procedures. Group-counseling control Ss received an equal amount of attention devoted to analyzing personal problems with anxiety and interpersonal relations but with no direct skills training. Significant differences between the 2 groups on measures of general anxiety, fear, and assertiveness emerged immediately after treatment and at a 3-mo follow-up. Further analyses revealed that Ss were similar in terms of major demographic characteristics to clients who did not volunteer for training, that a greater percentage of program Ss than control Ss scored in the range of a sample of "normal" Ss on 2 of the 4 dependent measures, and that fewer program Ss were hospitalized within 1 yr after participation than were control Ss. (16 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)     

Effects of assertion training on acceptance of disability by physically disabled university students.

This pilot study focused on the effects of assertion training on 14 physically disabled undergraduates' acceptance of disability. A pretest–posttest control group design was utilized. Ss were randomly assigned to either a treatment group or a no-treatment control group. The hypotheses analyzed were that Ss given assertion training would show increases in Acceptance of Disability Scale scores, self-concept/esteem scores (Rathus Assertiveness Scale), and social interaction skills scores (Behavioral Observation Scale) when compared with individuals who did not experience assertion training. Significant results were obtained for all hypotheses indicating that the groups differed in acceptance of disability, self-concept, and social interaction. The study suggests that assertion training may be effective for increasing acceptance of disability in physically disabled students. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer of task-switching training in older age: The role of verbal processes.

This study investigated the influence of verbal self-instructions (VSI) on the transfer of task-switching training in older adults (56–78 years). We applied an internally cued switching paradigm in a pretest–training–posttest design. Training-related improvements were not modulated by VSI. Transfer (the pretest–posttest reduction of switch costs) was most pronounced when participants applied the VSI at posttest after practicing the switching task without VSI. The results indicate that in contrast to transfer of executive control training, transfer of (verbal) strategy training seems to be limited and that VSI is most beneficial when the task-switching abilities are already well practiced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Immediate reinforcement versus delayed reinforcement in teaching a basic interview technique.

Reports results of an immediate-reinforcement vs a delayed-reinforcement exercise in teaching counselors-in-training a basic interview skill (open-end leads). 30 state employment service interviews involved in a 2-yr paraprofessional training program served as Ss. 3 dependent variables were used as criterion measures: number of open-end leads used, percentage of client talk time, and average length of client response. Pre- and posttest measures of the dependent variables were taken from 20-min interviews utilizing role-playing clients. An analysis of variance and a post hoc analysis revealed significant differences in 2 of the dependent variables, number of open-end leads was not significant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancement of conjunctive concept attainment in older adults.

Studied 30 community-dwelling females (mean age, 71.4 yrs) to determine whether older adults' performance on a complex concept identification task could be enhanced through training designed to promote the use of a specific problem-solving strategy. Ss were assigned to 1 of 3 groups (training, practice, or control) and were tested individually on the pretest problem followed by the posttest problem 4 days later, with the relevant dimensions used in these problems counterbalanced. Ss were given detailed instructions on all facets of the task. Stimulus cards were presented one at a time, with as much time as needed for response. Ss in the control condition were given only the pre- and posttest problems. The training and practice groups all received 3 additional sessions. Statistical analysis on transformed trials to criterion showed significant main effects due to treatment. The substantially enhanced performance of the trained Ss indicates that a training procedure combining operant and cumulative learning hierarchy principles effectively promoted elderly Ss' use of an appropriate bidimensional conjunctive concept identification strategy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of counselor and peer-led group assertive training on Black adolescent aggression.

48 8th–9th grade Black males, selected for their aggressive classroom behavior, were randomly assigned to professional or peer counselor assertive training groups, professional or peer counselor discussion groups, and a no-treatment control group. All Ss were administered a pretest and posttest battery measuring assertive skill level, anger level, a projective assessment of aggression, and classroom aggressive behavior. Results suggest that professional counselors and peer counselors are equally effective in teaching assertive skills and that Ss who learn assertive responses will exhibit significantly less aggressive behavior. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Area and volume conservation among the elderly: Assessment and training.

Conducted 2 studies to examine whether the elderly maintain the competence to adequately solve problems of logical thinking. In the 1st study the performance of 60 noninstitutionalized middle-class elderly females was assessed on area and volume conservation tasks. On overall performance only 33.3% of the Ss were classified as conservers. In the 2nd study a training paradigm was used to determine whether simple verbal feedback activated the strategies required for adequate performance on conservation tasks. 22 Ss who failed at least 2 conservation tasks in the assessment study were administered a 20-trial training procedure. Half of these Ss received simple verbal feedback following each response, while half received no feedback. Results on an immediate posttest indicated that the feedback group performed significantly better than the control group on the near transfer posttest task and on the majority of far transfer tasks. The results are discussed in terms of a distinction between competence and performance. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of desensitization treatment on core-condition training.

Tested the prediction that training for helping skills when paired with desensitization treatment will improve significantly the posttest ratings of the trainee's helping function. 2 groups of 9 male and 7 female adult trainees each were matched systematically and trained over a 6-wk period to function in a helping role. Ss received preliminary training in empathy, respect, concreteness, and genuineness. Following preliminary training, the experimental group received 1 wk. of desensitization treatment; the control group did not. Both the control and experimental Ss proceeded to a 6-wk advanced training in empathy, respect, concreteness, and genuineness. Results of pre- and posttest ratings on measures of helping skills in the preliminary and advanced training indicate a significant training effect was obtained for both groups. Desensitization treatment was a significant source of variance for the experimental Ss in training (p     

Length conservation and speed concepts: Organizational disequilibrium training between concepts.

Administered training to Ss at varying levels of cognitive organization. Ss were 60 middle-class Israeli 6-7 yr olds. The training condition exploited structural mix between operational length and intuitive speed concepts, such that Ss successively alternated partial structures underlying these concepts. Findings were that (a) training was effective for operational speed concept acquisition among Ss with structural mix; (b) training was not effective for Ss without structural mix; (c) those who acquired the operational speed concept also acquired operational reasoning for the concept of movement; and (d) all Ss who employed an integration strategy during training became operational for speed on the posttest, while none who used other strategies acquired operational reasoning for the speed concept. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assertion training with handicapped persons.

Investigated the effects of assertion training in 9 handicapped college students and 5 handicapped discharged rehabilitative medicare outpatients. Ss were matched on self-reported assertiveness and were assigned to 1 of 2 groups: (a) treatment Ss who received assertion training, and (b) waiting-list-control Ss who received no treatment for 5 wks and then received assertion training. Behavioral role playing, self-report, and activity budget pre- and posttest measures revealed that assertion-training Ss reported significantly greater gains in assertive behavior and showed greater improvement in performance on 7 criterion measures than did control Ss. 18 criterion measures did not show any differences between treatment and control groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Letter training and its effect on the development of beginning reading skills.

The effect of training to improve letter-naming speed on beginning reading skill was evaluated with 39 1st-grade students. Ss were randomly assigned to training and control groups and were administered curriculum-based measures of reading at pretraining, post-training, and follow-up. Trained Ss demonstrated significantly faster letter-naming speed at post-training assessment as compared with untrained Ss. However, the difference in letter-naming speed did not lead to a significant difference in overall measured reading skill as evaluated by an analyses of covariance. Scores for 1 of the 4 reading measures (Fall passage oral reading rate) demonstrated a significant difference at post-training, but were not significant at follow-up. In 2 of the 3 remaining measures of beginning reading skill, differences between the mean scores of trained and untrained Ss were greatest at points where the assessment of skills most closely matched the content of classroom instruction. However, these differences were not statistically significant. (PsycINFO Database Record (c) 2010 APA, all rights reserved)