A verbal response model of assertiveness.

Investigated the effect of a verbal response model of assertiveness with 25 nonassertive female nursing students (mean age, 26 yrs). The model is composed of 3 verbal components presented in a systematic training program. Ss were randomly assigned to 3 groups: the assertive training group, the attention control group, and the no-treatment control group. The assertive training group learned and practiced the model. All groups were posttested on the College Self-Expression Scale, on responses to written situations, and on 2 scores of a videotape role-playing situation. Significant differences were found between the assertive training group and the attention control group and between the assertive training group and the no-treatment control group, but not between the attention control and the no-treatment control groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rules as tools: Effective generalization of verbal self-regulative communication training by first-grade speakers.

Tested whether referential communication training of young speakers can be generalized to novel tasks. 19 1st graders were taught to use 2 general communication rules through a verbal self-regulation procedure. Three groups were tested: a practice control and 2 training groups. In the 1st training group, Ss were trained on 2 tasks. In the 2nd group, Ss received the same training but in only 1 context. Results show that both training groups performed better than the controls on both direct training posttests and novel generalization tasks, immediately as well as 2 wks later. However, there were no significant differences between the 2 training groups. It is concluded that verbal self-regulation training appears to be a promising means of obtaining generalizaion of speaking skills in young children, in support of findings by D. Meichenbaum and J. Goodman (see record 1971-23785-001). (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Music training improves verbal but not visual memory: Cross-sectional and longitudinal explorations in children.

The hypothesis that music training can improve verbal memory was tested in children. The results showed that children with music training demonstrated better verbal but not visual memory than did their counterparts without such training. When these children were followed up after a year, those who had begun or continued music training demonstrated significant verbal memory improvement. Students who discontinued the training did not show any improvement. Contrary to the differences in verbal memory between the groups, their changes in visual memory were not significantly different. Consistent with previous findings for adults (A. S. Chan, Y. Ho, & M. Cheung, 1998), the results suggest that music training systematically affects memory processing in accordance with possible neuroanatomical modifications in the left temporal lobe. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in children's event memory reports and the narrative elaboration technique.

Children between 7 and 8 years old took pan in a staged event at school and 1 week later were assessed using a short form of the Wechsler Intelligence scale for children (third edition) and measures of metamemory, narrative ability, and socioeconomic status. Two weeks following the event, children either received narrative elaboration training (NET; K.J. Saywitz & L. Snyder, 1996) and were prompted with the four NET cue cards at interview; received verbal prompts corresponding to the cue card categories, but without prior training; or were presented with the cards at interview without prior training. Children given verbal labels as prompts recalled as much information as children who received NET training and cue cards. Measures of intelligence were predictive of amount recalled for cards-only children but not for the other 2 groups, indicating that differences in recall between low- and high-IQ groups were attenuated when recall was supported by NET training or verbal prompting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lecturing, reading, and modeling in counselor restatement training.

In this study with a total of 92 Caucasian female counselor trainees, Ss' verbal behavior change was viewed as being dependent on the training program components, i.e., verbal, written, and model presentations. Specific hypotheses were derived concerning the quantitative production of the target verbal behavior given the training program design. Ss were randomly assigned to 1 of 4 experimental groups: (a) control group; (b) lecture presentation; (c) lecture and reading presentation; and (d) lecture, reading, and model presentation. After exposure to the training program detailing restatement, Ss responded to 10 audiorecorded client statements. One-way analyses of variance demonstrated that the lecture presentation produced a significant increase of target verbal behavior, as did the addition of reading. Model presentation after the 2 symbolic model presentations did not cause a significant increase in production. Implications of symbolic modeling for counselor training and research are discussed. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive style effects on sex status in student work groups.

Studied the mediating effect of field independence on sex difference in activity and influence in 27 task groups, each composed of 2 male and 2 female 9th-11th graders. All Ss were administered the Group Embedded Figures Test, portable rod-and-frame test, and Extended Range Vocabulary Test, Form B-3. Ss, matched for verbal ability and field independence within groups, were videotaped discussing a decision-making task. Videotapes were coded for individual verbal activity and influence. A hierarchical analysis of variance design was used, with the effects of cognitive style group, sex, and replication assessed in order. Results indicate Sex * Cognitive Style interaction effects, with males more active and influential than females in field-dependent groups, males more active but not more influential than females in middle-range groups, and males and females equally active and influential in field-independent groups. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reduction of children's fear of the dark by competence-related and situational threat-related verbal cues.

Examined the effects of training children in the use of verbal controlling responses for darkness tolerance. 45 5-6-yr olds rehearsed 1 of 3 types of "mediating response": (a) sentences emphasizing the S's active control or competence, (b) sentences concentrating on reducing the aversive qualities of the stimulus situation, and (c) neutral sentences. Ss were trained in a well-lit room. Each S then remained in total darkness until he or she decided to increase the illumination. The duration of tolerance of darkness and terminal light intensity were assessed across 1 pretest and 2 posttraining trials. On a generalization trial the S was to reduce full illumination. Analyses revealed that differential training significantly influenced duration and intensity settings, with the "competence" group generally superior to the "stimulus" and "neutral" verbalization groups. Alternate interpretations of the findings are offered. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?

The authors examined the effectiveness of self-regulated learning (SRL) training in facilitating college students' learning with hypermedia. Undergraduate students (N = 131) were randomly assigned to either a training condition or a control condition and used a hypermedia environment to learn about the circulatory system. Students in the SRL group were given a 30-min training session on the use of specific, empirically based SRL variables designed to foster their conceptual understanding; control students received no training. Pretest, posttest, and verbal protocol data were collected from both groups. The SRL condition facilitated the shift in learners' mental models significantly more than did the control condition; verbal protocol data indicated that this was associated with the use of the SRL variables taught during training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social behavior of chronic schizophrenics in supervised and unsupervised work groups.

Small groups of chronic schizophrenics worked at policing a dormitory under 1 of 2 conditions of staff supervision: Maximal (active leadership) and Minimal (once the tasks were set patients were left to their own devices). Each group was composed of 5 patients. 3 groups worked under each supervisory condition. The groups were matched for age, length of hospitalization, education, and general verbal behavior of the patients. Measurements of performance and social behavior were daily over a 7-week period. The less supervised group showed signs of cohesiveness and lessened dependency on the staff member for decisions, with some indication of increased job performance. All groups showed decreased verbal interaction over time. Although the use of verbal communication was avoided whenever possible during the experimental period, the Ss showed signs of the formation of group structures and task-related roles were observed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paraprofessional skill: Maintenance of empathic sensitivity after training.

Investigated changes in empathic sensitivity in paraprofessionals as a result of training and examined the maintenance of changes 6–24 mo after training. Also explored was the relationship of verbal intelligence to changes. 47 students in an associate degree mental health/human service program participated. Each S completed a 10-wk training course in 1 of 4 groups. Each was given the Recognition Assessment—Empathy (RA—E) on completion of the course and 6–24 mo later. Ss in 2 groups were also pretested on the RA—E. Empathetic sensitivity did increase after the course, confirming previous research, and changes were not only maintained but increased over time to a level comparable with a normative group of experienced clinicians. Course drop-out and selection effects were judged to be minimal. No significant relationship emerged between verbal intelligence and empathic sensitivity either before or after training. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An outcome study of short-term communication training with married couples.

Compared communication training, interaction insight training, and no treatment for their influence on changes in marital verbal interaction and spouses' ratings of each other on the Barrett-Lennard Relationship Inventory. 15 couples were randomly assigned to the 3 groups. Both treatments involved 5 1?-hr group sessions over 3 wks, led by the same male and female cotrainers. During assessments, discussions of individual couples were tape recorded and coded. The pretest–posttest interval for waiting list controls was equal to that for the treatment groups. Communication training produced a significant increase in assertive requests, compared to insight treatment and no treatment. Both treatments reduced disagreement significantly. Communication training produced a greater decrease in attacks and a greater increase in spouse-rated empathy than the control condition, but insight training and no treatment did not differ on these variables. Generally, communication training led to more extensive changes in Ss' verbal behavior and perceptions of marital communication than insight training. Further research is suggested to test the limits of this intervention for modifying various classes of maladaptive marital interaction. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experience-dependent recovery of visuospatial functioning in older alcoholic persons.

Exposed 2 groups of alcoholic males to verbal and visuospatial paired-associate learning tasks known to be sensitive to alcohol dysfunction. Group 1, with 16 Ss (mean age 52.19 yrs), received 4 task administrations 3–4 days apart, beginning 4 days after drinking stopped. Group 2, with 14 Ss (mean age 49.79 yrs), received identical administration beginning 16 days after drinking stopped. An alternate form of the tasks was administered at the final session to assess transfer of training. Two matched nonalcoholic control groups of 12 Ss each (mean age 50.79 yrs) established normative performance on both forms of the tasks. Although the alcoholic Ss' verbal learning was unimpaired, visuospatial functioning was equally impaired initially in both alcoholic groups despite differing periods of abstinence, indicating the lack of time-dependent recovery. However, practice with the visuospatial task resulted in improved visuospatial performance and positive transfer of training not significantly different from normal Ss. It is suggested that since alcoholism treatment outcome is related to neuropsychological status, rehabilitation of cognitive functioning may improve treatment success. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of videotape training inputs on group performance.

Assigned 135 university students to 5 experimental conditions-no verbal instructions, verbal instructions, videotape feedback, videotaped model presentation, videotaped feedback and modeling. Results show that groups which were exposed to videotape training inputs performed significantly better than did control groups. Specifically, videotape model presentations resulted in significant performance improvement, and the addition of videotape feedback to modeling resulted in a significant but relatively small incremental performance improvement. Videotape feedback alone did not result in significant performance improvement. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Microcounseling versus human relations training: Relative effectiveness with undergraduate trainees.

Randomly assigned 24 undergraduates to 1 of 2 counselor training systems. 12 human relations training Ss received training in R. R. Carkhuff's 7 core counselor conditions. 12 microcounseling Ss were trained in the use of attending behavior, minimal activity responses, verbal following behavior, open inquiry, and reflection of feeling. Pre- and posttraining interviews with standard clients were audiotaped for each S. Trainees were assessed on empathy and on 3 categories of counselor communication derived from the microcounseling training content. Compared to no-training control groups, all experimental Ss significantly improved on both sets of training criteria. However, the microcounseling Ss gained significantly more on empathy than did the human relations training Ss. Differences in the instructional techniques of the 2 systems are discussed. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavior rehearsal with modeling and coaching in assertion training.

Selected 33 nonassertive undergraduates from their scores on the Conflict Resolution Inventory and assigned them to 3 groups. Groups A and B received 2 sessions of training in refusing unreasonable requests. The training was a standardized, semiautomated, laboratory analogue of behavior rehearsal therapy, consisting of overt or covert response practice, symbolic verbal modeling, and therapist coaching. Control Group C was led to believe that the assessment procedures were a form of behavioral training. Groups A and B improved dramatically in their assertive-refusal behavior on self-report and behavioral laboratory measures compared to controls. Covert rehearsal tended to produce the greatest improvement. The experimental methodology employed is discussed as a promising approach to the evaluation and development of behavior rehearsal therapy. (20 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching counselor trainees to respond consistently to different aspects of anger.

Examined the effects of verbal practice training procedures in teaching counselor trainees to consistently respond to 2 aspects of client anger: form (passive or aggressive manner) and direction (toward or away from the counselor). 48 graduate students were randomly assigned to 1 of 3 videotaped counselor training procedures. After training, each S was assigned to 2 of the 4 anger conditions and was asked to conduct 2 10-min counseling sessions. Ss in either of the 2 experimental conditions, verbal practice with modeling or verbal practice without modeling, were significantly more consistent in responding to the confederate clients' anger than were those in the control group. The treatment effects were maintained 1 wk later. Significant differences were also found for direction of client anger and the interaction between treatments and direction. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Skill training with alcoholics.

Evaluated a short-term skill-training intervention that taught male alcoholics generation of appropriate behaviors in problematic situations. 40 alcoholics (mean age, 45.6 yrs) engaged in inpatient treatment were divided into 3 groups—a skill-training group, a discussion group, and a no-additional-treatment control group. A verbal role-playing measure of responses to situations associated with drinking behavior and relapse (Situational Competency Test, SCT) showed significant performance improvement of the training group as compared to the control groups. All Ss also completed the Shipley-Institute of Living Scale for measuring Intellectual Impairment and the Drinking Profile prior to treatment. A 1-yr posttreatment follow-up indicated that skill training decreased the duration and severity of relapse episodes. Behavior on the SCT predicted posttreatment adjustment. Although there are some limitations to skill training as implemented, results suggest its utility as one component of a multimodal behavioral approach to relapse in problem drinking and other problem areas such as drug addiction, smoking, obesity, and crime. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Blocking electronic brainstorms.

R. B. Gallupe et al (see record 1991-18315-001) attributed the superiority of electronic brainstorming to a number of factors, including the technology's ability to reduce production blocking. In the present article, the authors manipulated production blocking in 3 experiments and assessed the performance of blocked and unblocked electronic brainstorming groups (EBGs) and verbal brainstorming groups. When normal EBGs were compared with verbal brainstorming groups, EBGs were found to be significantly more productive, which replicated earlier research results. In contrast, blocked EBGs performed at the same (or lower) levels as verbal brainstorming groups in all 3 experiments. The authors conclude that the reduction in production blocking inherent in using the electronic brainstorming technology is 1 reason that EBGs are more productive than verbal brainstorming groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-verbalization versus tutor verbalization in modifying impulsivity.

Used verbal self-instruction in training 122 impulsive (as determined by their performance on the Matching Familiar Figures Test--MFFT), 1st graders to perform visual discrimination matching tasks. The effects of self-verbalization (as opposed to tutor verbalization) and strategy training were compared through the employment of 4 training conditions: verbal self-instruction and strategy training, strategy training, verbal self-instruction, and material control. Immediate posttests, following each of the 4 individual training sessions, showed that while strategy training increased latency, self-verbalization both increased latency and reduced errors. The MFF posttest revealed no significant differences. It is suggested that the training period was too short to effect transfer. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist, trainee, and child verbal response modes in child group therapy.

The Hill Verbal Response Mode System was adapted to examine the verbal responses of a therapist, trainees, and participants in child group therapy, as well as to identify the verbal responses most effective in producing self-disclosure. Results indicated participant differences in most verbal responses, no time effect, and several Time?*?Participant interactions. Boys and girls were similar to each other but different from the therapist and trainees, and trainees were different from the therapist, during the stages of group development. However, there was movement in different directions during the group process: Children increased most verbal responses and trainees increased some, but the therapist decreased her use of most verbal responses. Self-disclosure was the dominating behavior in these groups throughout the group process. Other frequent responses were feedback and questions. The verbal responses that most affected self-disclosure were structured activities and questions. Implications are discussed for training child group therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)