Effects of reward on intrinsic motivation—Negative, neutral, and positive: Comment on Deci, Koestner, and Ryan (1999).

Comments on the meta-analytic review by E. L. Deci et al (see record 1999-01567-001) concerning the effects of extrinsic rewards on intrinsic motivation. Meta-analyses indicated that rewards increase perceived self-determination and that rewards' effects on intrinsic motivation depend on the performance requirement. Reward for meeting vague performance standards reduced the subsequent choice to carry out the task and did not affect self-reported interest. Reward for meeting absolute performance standards did not affect free choice but increased self-reported interest. Reward for exceeding others increased both free choice and self-reported interest. Applied studies commonly found positive or null relationships between reward and intrinsic motivation. The findings suggest that reward procedures requiring ill-defined or minimal performance convey task triviality, thereby decreasing intrinsic motivation. Reward procedures requiring specific high task performance convey a task's personal or social significance, increasing intrinsic motivation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eilatin Ru(II) complexes display anti-HIV activity and enantiomeric diversity in the binding of RNA

Eilatin-containing octahedral ruthenium complexes inhibit HIV-1 replication in CD4+ HeLa cells and in human peripheral blood monocytes with IC(50) values of approximately 1 microM. Similar metal complexes that lack eilatin display 15-100-fold lower anti-HIV activities. [Ru(bpy)(2)"pre-eilatin"](2+), a complex that contains a nonplanar analogue of eilatin, shows significantly lower nucleic acid binding and lower anti-HIV activity than eilatin complexes. This result indicates that the extended planar surface presented by eilatin is important for both activities. Rev peptide and ethidium bromide displacement assays are used to probe the nucleic acid affinity and specificity of Lambda- and Delta-[Ru(bpy)(2)eilatin](2+). Two HIV-1 RNA sites are compared and a significant binding preference for the Rev response element over the transactivation response region is found. Simple DNA duplexes show a consistent selectivity for Lambda-[Ru(bpy)(2)eilatin](2+) compared to Delta-[Ru(bpy)(2)eilatin](2+), while RNAs show more diverse enantiomeric selectivities.     

Procedures for responding to ethics complaints against psychologists.

Presents the 3rd published summary of complaints handled by the American Psychological Association's Committee on Scientific and Professional Ethics and Conduct (CSPEC). The procedure at issue in each complaint is first noted, the complaint is briefly summarized, and the action taken under CSPEC's Rules and Procedures is described. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

THE OTHER SIDE OF CASE IMPLEMENTATION Best Practices for Success

Implementation of a CASE tool is a complex process whose success depends on more than having the right tool with the desired features. Two studies encompassing more than 100 developers reveal nine practices that differentiate successful implementations of CASE tools from failed ones.     

Can couples assessment and feedback improve relationships? Assessment as a brief relationship enrichment procedure.

Many counseling psychologists provide marital assistance to couples who have relationship problems and those who seek to enrich their relationships. The authors investigated the effects of individualized relationship assessment and feedback in relation to merely completing written questionnaires about the relationships on couples' satisfaction and commitment. Student couples (N?=?48; 26 married, 15 cohabiting, 7 engaged) participated either in (a) 3 sessions of assessment feedback (n?=?28) or (b) written assessment only (n?=?20). Assessment-feedback couples improved more over time than did written-assessment-only couples. The authors concluded that assessment and feedback produce small positive changes in already well-functioning relationships. Those changes may account for a substantial proportion of the changes produced by relationship enrichment programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On publication Pascal

Having recently read several new Pascal textbooks, I was struck by the multitude of ways in which programs are represented in print. Some of these are more pleasing to the eye than others, and with a typesetting machine, anything is possible. However, several books are being produced these days from typewritten copy and there seems to be no accepted second-best to the italics-and-bold favoured by most publishers. It would also be desirable if the style used by books could correspond more closely to that which is handwritten or computer-produced. This note summarizes the possibilities and makes a call for stability, if not outright standardization.     

Boys with peer adjustment problems: Social cognitive processes.

30 4th-grade and 30 6th-grade males with positive (P) or negative (N) peer status were asked to generate alternative solutions to hypothetical problems, evaluate possible solutions, describe self-statements, and rate the likelihood of possible self-statements to investigate the hypothesis that maladjusted Ss (N peer status) would lack specific social cognitive skills. Hypothetical problems were presented in interviews that emphasized situations involving acts of aggression. Interviews were conducted in 2 parts, involving knowledge of interpersonal problem-solving strategies and attributional style assessment. Results indicate that N Ss generated fewer alternative solutions, proposed fewer assertive and mature solutions, generated more intense aggressive solutions, showed less adaptive planning, and evaluated physically aggressive responses more positively and positive responses more negatively than did P Ss. Data support the notion that boys with social adjustment problems are deficient in the cognitive problem-solving skill of generating multiple alternative solutions. Findings suggest that differences in knowledge and/or attitudes concerning normative social behavior may contribute to the more negative behavior patterns observed in socially maladjusted boys. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitions and stress: Direct and moderating effects on depressive versus externalizing symptoms during the junior high school transition.

This study examined direct and stress-moderating effects of attributional style and global self-worth on depressive and externalizing symptoms in adolescents. Attributional style, perceived self-worth, depressive symptoms, and externalizing behaviors were assessed in 371 students in the spring of 6th grade. After the transition to 7th grade, they again completed measures of depression and externalizing symptoms as well as measures of negative life events and school hassles. Stressors around the transition predicted both depressive and externalizing behaviors. Perceived self-worth predicted depressive symptoms, but not externalizing behaviors. Attributional style directly and in interaction with stressors predicted depressive symptoms and did not predict externalizing behavior. A 3-way interaction between stress, attributional style, and self-worth suggested that level of perceived self-worth may moderate the effects of attributional style in times of stress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)