Experimental assessment of the Ru–Al–Ni ternary phase diagram at 1000 and 1100 °C

Knowledge of phase equilibria in the Ru–Al–Ni ternary system is relevant to the development of new single crystal Ni-based superalloys as well as to new high temperature protective coating systems for these alloys. A series of diffusion couple investigations have been performed across the Ru–Al–Ni ternary system in order to establish phase fields and possible diffusion paths. A continuous B2 phase has been shown to exist across the Ru–Al–Ni ternary between the RuAl and NiAl phases at temperatures of 1000 and 1100 °C. Ternary isothermal sections for Ru–Al–Ni at 1000 and 1100 °C are presented.     

Goal consensus and collaboration.

There are differences in the extent to which patient and therapist agree on psychotherapy goals and work together in the helping relationship. This article reviews the empirical research on the relation between psychotherapy outcome and patient-therapist goal consensus and collaboration. Research results suggest that psychotherapy outcome is enhanced when agreement on therapeutic goals and collaborative involvement (often assessed by patient cooperation, role involvement, and homework compliance) are present during the course of therapy. When therapists and patients demonstrate cooperative and affiliative behavior, and when patients are actively involved in the patient role, better outcomes can be expected. We discuss therapeutic practices based on these findings, emphasizing the involvement of therapist and patient in a process of shared decision-making where goals are frequently discussed and agreed upon. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training issues in school and clinical child psychology.

Do clinical child and school psychologists feel that broadening their training to include aspects of other professional child psychology specialties would enable better service provision to their clients? Do they feel that children, adolescents, and families would be better served if the 2 specialties were merged? An exploratory questionnaire was sent to a random sample of 300 members of American Psychological Association (APA) Division 16 (School Psychology) and a random sample of 300 members from APA Division 12 (Clinical), Section 1 (Clinical Child). Implications from their responses for training of psychology health service providers to children and families are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating statistical difference, equivalence, and indeterminancy using inferential confidence intervals: An integrated alternative method of conducting null hypothesis statistical tests.

Null hypothesis statistical testing (NHST) has been debated extensively but always successfully defended. The technical merits of NHST are not disputed in this article. The widespread misuse of NHST has created a human factors problem that this article intends to ameliorate. This article describes an integrated, alternative inferential confidence interval approach to testing for statistical difference, equivalence, and indeterminacy that is algebraically equivalent to standard NHST procedures and therefore exacts the same evidential standard. The combined numeric and graphic tests of statistical difference, equivalence, and indeterminacy are designed to avoid common interpretive problems associated with NHST procedures. Multiple comparisons, power, sample size, test reliability, effect size, and cause-effect ratio are discussed. A section on the proper interpretation of confidence intervals is followed by a decision rule summary and caveats. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Activity measurements support dimensional assessment

The Diagnostic and Statistical Manual approach to motor excess has been to treat it as a categorical variable whose presence functions as an inclusion criterion. Motor excess is thought to occur primarily during structured settings that maximize attentional demands. Activity is rarely measured as a dimensional attribute despite availability of a wide variety of suitable instruments for more than a decade (Tryon, 1985). The present study measured activity using electronic step counters in structured and unstructured school settings, commuting from home to school and back home, and at home for 2 consecutive weeks in 60 children selected from 450 children using Factor IV (hyperactivity) scores from the Conners Teacher Rating Scale to represent three levels of hyperactivity. Results indicate that (a) children rated as hyperactive are measurably more active than children rated as normally active in unstructured as well as structured situations, (b) measured activity correlates consistently and substantially with rated activity in unstructured and structured situations, and (c) a single activity factor characterizes measured activity in all situations except for class transitions during school. These results and other published findings support a quantitative (dimensional) rather than qualitative (categorical) approach to motor excess.     

Study of variables related to client engagement using practicum trainees and experienced clinicians.

Examined the relationship between (1) therapist understanding of, preparation for, and education of clients, and duration of initial interview and (2) engagement of clients for more than 1 session. Questionnaires were given to 2 male and 2 female psychotherapy practicum trainees, 2 male and 3 female experienced psychologists, and their 238 clients (84 male and 154 female college students). Engagement interviews were significantly longer and more instructive than nonengagement interviews. Female therapists were rated as equally understanding by clients of both genders, but male therapists were rated as less understanding by female clients. Professional females were the highest engaging therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learned helplessness and depression in a clinical population: A test of two behavioral hypotheses.

Conducted a study to extend the learned helplessness phenomenon to a clinical population and to test the competing hypotheses of M. E. Seligman (1975) and P. M. Lewinsohn (1974). 96 male hospitalized psychiatric and medical patients were divided into 3 levels of depression according to their scores on the Short Form of the Beck Depression Inventory. Ss were randomly assigned to 1 of 4 experimental conditions: (a) One group was treated with an 80-db tone, which could be terminated by making an active response; (b) a 2nd group was treated with the tone with a passive escape contingency; (c) a 3rd group was treated with an inescapable tone; and (d) a no-noise group served as a control. After treatment, Ss were tested on an anagram-solving task. Inescapable noise produced as much deficit in the low-depressed Ss as was present in the depressed no-noise control Ss. Passive escape Ss did as well as active escape Ss. Results replicate the learned helplessness phenomenon in a group of clinical depressives and support Seligman's model of depression. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The test–trait fallacy.

Asserts that the test–trait fallacy is committed when test scores are interpreted as trait measures. Combined with the postulate that traits are basic properties of the person, it follows that test scores reveal basic properties of the person. More than a few sociocultural policies have been based on these findings, resulting in considerable controversy and some litigation. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)