Measurements of the fission cross section ratios232Th/235U and234U/235U for 0.13–7.4 MeV neutrons

Power Physics Institute (FÉI). Translated from Atomnaya Énergiya, Vol. 71, No. 4, pp. 320–325, October, 1991.     

Assessing dissimilarity relations under missing data conditions: Evidence from computer simulations.

The extensive research examining relations between group member dissimilarity and outcome measures has yielded inconsistent results. In the present research, the authors used computer simulations to examine the impact that a methodological feature of such research, participant nonresponse, can have on dissimilarity-outcome relations. Results suggest that using only survey responders to calculate dissimilarity typically results in underestimation of true dissimilarity effects and that these effects can occur even when response rates are high. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does use-of-force simulation training in Canadian police agencies incorporate principles of effective training?

Numerous police agencies in Canada incorporate use-of-force simulation training into their overall instructional regime. A prominent theory of learning, known as cognitive load theory, suggests that in order for this training to be effective, instructional methods must facilitate the acquisition and automation of task-relevant schemas without overwhelming the limited processing capacity of the learner. In this article, several instructional effects, proposed and supported by the cognitive load literature, are discussed. These training effects operate by minimizing unnecessary cognitive demands, by drawing on instructional methods that enhance schema acquisition, and/or by carefully managing the inherent complexity of the to-be-learned material. The argument is advanced that although use-of-force simulation training may be able to capitalize on many of these effects, at present there is little evidence to suggest that it currently does. The authors conclude by discussing the urgent need to assess how the knowledge gained from cognitive load theory might serve to enhance the effectiveness of use-of-force simulation training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When Gulliver travels: Social context, psychological closeness, and self-appraisals.

Four studies examined how the characteristics of others affect people's self-appraisals. Ss viewed photographs of physically attractive or unattractive targets, then rated their own attractiveness. Study 1 found evidence for a contrast effect: Ss' self-appraisals were more favorable after viewing an unattractive same-sex target than after viewing an attractive same-sex target. Study 2 manipulated psychological closeness by varying the degree to which the S and the target shared similar attitudes and values. Although contrast effects occurred when the S and the target were dissimilar, the reverse tended to be true when the S and the target were related by virtue of their perceived similarity. Two additional studies extended these results, using a different operational definition of psychological closeness. Findings indicate that psychological closeness determines how other people's characteristics affect the self-concept. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cerebral Asymmetries for Language: Evidence for Structural-Behavioral Correlations.

The current investigation tested 20 male right-handers in 5 divided visual field lexical tasks. Asymmetries in Heschl's gyrus, planum temporale, and planum parietale were measured using structural magnetic resonance imaging. Composite task asymmetries were positively correlated with asymmetry of the planum temporale only. There was also an association between the consistency of anatomical and behavioral asymmetries: Individuals who departed the most from the modal pattern of cortical asymmetry across regions also tended to show the greatest variability in asymmetry across tasks. Hence, individual differences in language laterality tasks may be affected by variation in asymmetry of posterior language structures. Additionally, when typical anatomical asymmetries fail to co-occur, there may be a less strictly regulated distribution of function across hemispheres. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond testing: A decision-making system for providing school psychological consultation.

Educators and school psychologists have long found testing and psychological reports to be limited in answering the call for effective and efficient school mental health services. Recommendations to improve school psychological services often seem so idealistic as to be unattainable or to require abandonment of established roles and functions. The present model expands the current model of the school psychological referral system in a practical and concrete manner. It presents a flow chart to guide the process of consultation after the phases of problem definition and data collection. Benefits of this model for stimulating team problem solving, continuous professional inservicing, and efficient use of time are discussed. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Instruction in career decision making and decision-making styles.

Investigated the differential effectiveness of 2 distinct career decision-making interventions and decision-making styles on certainty of vocational choice and changes in vocational maturity. 120 undergraduates were randomly assigned to (a) intuitive intervention, (b) rational intervention, (c) attention-placebo, or (d) no-treatment control groups. Ss were classified as having either a rational, intuitive, or dependent decision-making style, and styles distributed themselves evenly across the 4 groups. They were administered a battery of tests including the Career Maturity Inventory, Vocational Survey Questionnaire, and Assessment of Career Decision Making. Results indicate that decision-making style contributed to vocational maturity and certainty of vocational choice, and both interventions resulted in increases on both dependent measures. Rational decision makers did best with the rational intervention, whereas intuitive decision makers did best with the intuitive interventions. Thus, both styles can be considered as effective. Dependent decision makers had an ineffective style, demonstrating decreases on both dependent measures in all groups. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)