Western Psychological Research Articles

Others, Other Minds, and Others' Theories of Other Minds: An Afterword on the Psychology and Politics of Opacity Claims

The remarkable coherence of this collection of papers may be due to their shared footing in Melanesia. But we should also take seriously Alan Rumsey's suggestion that we not think of these issues as being peculiarly Melanesian, and use them to help us think comparatively across cases. I want to offer some suggestions about how opacity claims, which can seem to be so specific to a certain ethnographic region, can help illuminate problems of mind and speech elsewhere. This means both entering into the specificity of the Melanesian examples to see people might be up to when they talk this way, and drawing from our ethnographic insights those themes that turn up in all sorts of places, including the Euro-American West. Certainly Melanesia is a locus classicus for opacity statements, which we might summarize as the claim that it is impossible to know is in the mind of another person. But how is the opacity claim, as we can call such statements about other minds? Perhaps both less and more than might at first seem to be the case. The opacity claim, that it is impossible to know is in the mind of another person, has commonly been treated as an assertion about psychology. But these papers make it very clear that it is perhaps not about psychology at all, or at least that it is also about a great deal more than that. Whatever else the opacity claim may be, it is surely a metalinguistic claim about the relations between public evidence and private states. More specifically, as both Alan Rumsey and Bambi Schieffelin point out, it is a metapragmatic claim. That is to say, it is a claim about acts of revealing and acts of concealing and how those are or are not to be taken as evidence for private states. And finally, as Rupert Stasch shows us, it can be a political claim. Returning now to the question of psychology, I would also like to argue that the opacity claim is part of a politics that is saturated with a moral psychology. I think Stasch's invocation of Richard Moran's (2001) work is very much to the point here. The opacity claim, at least in much of the Melanesian evidence we have before us in this collection, is among things, a political claim about the moral and practical conditions of social interaction and about the power relations that those involve. It takes as one of its central concerns the question what I am able to do with you, to do to you, and to keep from you? Joel Robbins starts off by suggesting that Melanesia offers a test of the limits of variability. Can people really operate without the kind of theory of minds that seems to go along with imputing intentionality as a way of talking about the meaning of people's words? In a strong sense Robbins seems to be suggesting that the imputing of intentions to others is in fact peculiar to us, the Euro-Americans, that it's just one of those funny things that Westerners believe. Here we have an instance of a classic topos in the reading of the more exotic ethnographies, in which we are invited to conclude that they, the Others, actually understand the way social life (or, say language, or power, and so forth) really is, and thus give the lie to our own delusions in the West. But in the final instance these papers do not undertake the kind of frontal assault on Western psychology that such an argument seems to call for. Robbins essentially proposes this position and then in the end pulls back from it. And I think none of the papers in fact does make a direct challenge to familiar Western psychological claims. Indeed, both Alan Rumsey and Bambi Schieffelin make clear they find it hard to disagree with the basic observation of developmental psychologists (e.g. Gopnik and Meltzoff 1997) that a child's ability to lie, to play, and to take on roles ultimately seems to depend on a theory of minds (a point whose implications for the theory of culture were elaborated by that sometime Melanesianist Gregory Bateson [1972] long ago). …

Normative data and discriminant validity of Rey's Verbal Learning Test for the Greek adult population

The present study sought to establish normative and discriminant validity data for Rey's Auditory Verbal Learning Test [Rey, A. (1964). L ‘examen clinique en psychologie [Clinical tests in psychology]. Paris: Presses Universitaires de France; Schmidt, M. (1996). Rey auditory verbal learning test: A handbook. Los Angeles, CA: Western Psychological Services] using newly adapted learning lists for the Greek adult population. Applying the procedure suggested by Geffen et al. [Geffen, G., Moar, K. J., O’Hanlon, A. P., Clark, C. R., & Geffen, L. N. (1990). Performance measures of 16–86-year-old males and females on the auditory verbal learning test. The Clinical Neuropsychologist, 4, 45–63] we administered the test to 205 healthy participants, aged 18–78 years and two adult patient groups (long-term cannabis users and HIV symptomatic patients). Stepwise linear regression analyses showed that the variables age, education and gender contributed significantly to most trials of the RAVLT. Performance decreased in an age-dependent manner from young adulthood. Women, young adults and higher educated participants outperformed men, older adults and less educated individuals. The test appears to discriminate adequately between the performance of long-term heavy cannabis users and HIV seropositive symptomatic patients and matched healthy controls, as both patient groups performed more poorly than their respective control group. Normative data stratified by age, gender and education for the Greek adult population is presented for use in research and clinical settings.

The contribution of temperament, popularity, and physical appearance to children’s happiness

The relation between the happiness of 9–12 year old children and their temperament, popularity, and physical appearance was examined. Participants included 432 children and their parents and teachers. Happiness in children was assessed using a self-rating scale, parents’ ratings, teachers’ ratings, and the Happiness and Satisfaction Subscale of the Piers-Harris Children’s Self-Concept Scale 2 (Piers-Harris 2) [Piers, E. V., & Herzberg, D. S. (2002). Manual for the Piers-Harris Children’s Self-Concept Scale, 2nd ed. Los Angeles: Western Psychological Services]. Estimates of children’s temperament, popularity, and physical appearance included parents’ ratings, individual items on the Piers-Harris 2, and three domain scales from the Piers-Harris 2: the Freedom From Anxiety Subscale, Popularity Subscale, and Physical Appearance and Attributes Subscale. Children’s happiness was correlated with and predicted by ratings of their temperament, popularity, and appearance. Demographic variables did not account for appreciable variance in children’s happiness. The results parallel the common finding that internal factors (e.g., personality), but not external factors (e.g., demographics), predict adults’ happiness.

Test performance and classification statistics for the Rey Auditory Verbal Learning Test in selected clinical samples

The Rey Auditory Verbal Learning Test [RAVLT; Rey, A. (1941). L’examen psychologique dans les cas d’encéphalopathie traumatique. Archives de Psychologie, 28, 21] is a commonly used neuropsychological measure that assesses verbal learning and memory. Normative data have been compiled [Schmidt, M. (1996). Rey Auditory and Verbal Learning Test: A handbook. Los Angeles, CA: Western Psychological Services]. When assessing an individual suspected of neurological dysfunction, useful comparisons include the extent that the patient deviates from healthy peers and also how closely the subject's performance matches those with known brain injury. This study provides the means and S.D.'s of 392 individuals with documented neurological dysfunction [closed head TBI ( n = 68), neoplasms ( n = 57), stroke ( n = 47), Dementia of the Alzheimer's type ( n = 158), and presurgical epilepsy left seizure focus ( n = 28), presurgical epilepsy right seizure focus ( n = 34)] and 122 patients with no known neurological dysfunction and psychiatric complaints. Patients were stratified into three age groups, 16–35, 36–59, and 60–88. Data were provided for trials I–V, List B, immediate recall, 30-min delayed recall, and recognition. Classification characteristics of the RAVLT using [Schmidt, M. (1996). Rey Auditory and Verbal Learning Test: A handbook. Los Angeles, CA: Western Psychological Services] meta-norms found the RAVLT to best distinguish patients suspected of Alzheimer's disease from the psychiatric comparison group.

Normative Symbol Digit Modalities Test performance in a community-based sample

The Symbol Digit Modalities Test [SDMT; Smith, A. (1982). Symbol Digit Modalities Test. Los Angeles: Western Psychological Services; Smith, A. (1968). The symbol-digit modalities test: a neuropsychologic test of learning and other cerebral disorders. In J. Helmuth (Ed.), Learning disorders (pp. 83–91). Seattle: Special Child Publications] is a substitution task that is the inverse of the Digit Symbol Test [Wechsler, D. (1955). Manual for the Wechsler Adult Intelligence Scale (WAIS). New York: The Psychological Corporation]. The familiar task of filling numbers in boxes, and the availability of an oral administration, make this a popular screening instrument for brain impairment. Normative data were previously reported for a variety of clinical groups, but complete information on non-clinical samples across age, education, gender, and socioeconomic status is limited. The present study examines the performance of a community-dwelling control sample across age, education, gender, and income groupings. In a multivariate model, these four variables did not impact test performance. These results support the utilization of the SDMT as a robust screening test for adult neuropsychological impairment.

The Role of Psychology in a Liberal Arts Education: An Interview with Diane F. Halpern

Diane F. Halpern is the Past-President of the American Psychological Association (APA) and Director of the Berger Institute for Work, Family, and Children and Professor of Psychology at Claremont McKenna College. Her earlier appointments include professor of psychology, Chair and Dean of Undergraduate Studies at California State University, San Bernardino. Her teaching, service to psychology, and research have been recognized with many awards, including the 2002 Outstanding Teaching Award from the Western Psychological Association, Wang Family Excellence Award, American Psychological Foundation Award for Distinguished Teaching, Distinguished Career Contributions to Education and Training, G. Stanley Hall Lecture, and the Outstanding Professor Award from California State University-Statewide. Maureen McCarthy is the Director of Precollege and Undergraduate Programs for the APA. She provides leadership and management oversight of programs and initiatives to enhance the teaching and learning of psychology in high schools, community colleges, and undergraduate programs; coordinates programs with initiatives of national organizations, projects, and agencies that share the mission of enhancing teaching and faculty development; and initiates research pertaining to needs, achievements, and characteristics of undergraduate psychology. Effective spring 2005, she became a faculty member at Kennesaw State University, where she teaches experimental psychology and research methods.

The Kutcher Adolescent Depression Scale (KADS)

Free AccessThe Kutcher Adolescent Depression Scale (KADS)Sarah BrooksSarah BrooksSearch for more papers by this authorPublished Online:June 2005https://doi.org/10.1521/capn.9.5.4.52044PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations AboutReferencesBeck , A.T., Ward, C., Mendelson, M., Mock, J., & Erbaugh, J. (1961). An inventory for depression. Archives of General Psychiatry, 4, 561–571. Crossref, Google ScholarBirleson , P. (1981). The validity of depressive disorder in childhood and the development of a self-rating scale: A research report. Journal of Child Psychol Psychiatry, 22, 73–88. Crossref, Google ScholarBrooks , S.J., & Kutcher, S. (2001). Diagnosis and measurement of adolescent depression: A review of commonly utilized instruments. Journal of Child and Adolescent Psychopharmacology, 11, 341–376. Crossref, Google ScholarBrooks , S.J., Krulewicz, S., & Kutcher, S. (2003). The Kutcher Adolescent Depression Scale: Assessment of its evaluative properties over the course of an 8-week pediatric pharmacotherapy trial. Journal of Child and Adolescent Psychopharmacology, 13, 337–349. Crossref, Google ScholarCostello , E.J., & Angold, A. (1988). Scales to assess child and adolescent depression: Checklists, screens, and nets. Journal of the American Academy of Child and Adolescent Psychiatry, 27, 726–737. Crossref, Google ScholarFendrich , M., Weissman, M.M., & Warner, V. (1990). Screening for depressive disorder in children and adolescents: validating the Center for Epidemiologic Studies Depression Scale for Children. American Journal of Epidemiology, 131, 538–551. Crossref, Google ScholarKovacs, M. (1992). The Children's Depression Inventory. North Tonawanda (NY), Mental Health Systems. Google ScholarLeBlanc , J.C., Almudevar, A., Brooks, S.J., & Kutcher, S. (2002). Screening for adolescent depression: comparison of the Kutcher Adolescent Depression Scale with the Beck Depression Inventory. Journal of Child and Adolescent Psychopharmacology, 12, 113–126. Crossref, Google ScholarPoznanski, E.O., & Mokros, H.B. (1996). Children's Depression Rating Scale Revised (CDRS-R). Los Angeles, CA, Western Psychological Services. Google ScholarRadloff , L.S. (1977). A CES-D scale: a self-report depression scale for research in the general population. Applied Psychological Measurement, 1, 385–401. Crossref, Google ScholarReynolds, W.M. (1987). Reynolds Adolescent Depression Scale Professional Manual. Odessa, Florida, Psychological Assessment Resources. Google ScholarReynolds , W.M., & Coats, K.I. 1986: A comparison of cognitive-behavioral therapy and relaxation training for the treatment of depression in adolescents. Journal of Consulting Clinical Psychology, 54, 653–660. Crossref, Google Scholar Previous article Next article FiguresReferencesRelatedDetails Cited byCited by1. Sexual and gender minority ( SGM ) adolescents' disordered eating: Exploring general and SGM‐specific factorsOnline publication date: 9 May 2022. Go to citation Crossref Google Scholar2. Do social phobia and depression go hand in hand? A cross-sectional study among school-going adolescents of Northern region of IndiaOnline publication date: Go to citation Crossref Google Scholar3. Specialist Applications of Cognitive Behavioral Therapy for Anxiety Disorders and DepressionOnline publication date: Go to citation Crossref Google Scholar4. Adapting CBT for Children and Adolescents with Anxiety Disorders and DepressionOnline publication date: Go to citation Crossref Google Scholar5. Validation of the Major Depressive Disorder Subscale (MDDS) of the Revised Child Anxiety & Depression Scale (RCADS) in a Sample of Jamaican and Barbadian Elementary School Children Validation of the Major Depressive Disorder Subscale (MDDS) of the Revised Child Anxiety & Depression Scale (RCADS) in a Sample of Jamaican and Barbadian Elementary School ChildrenOnline publication date: 8 May 2021. Go to citation Crossref Google Scholar6. Relationship of verbal aggresiveness with self-esteem and depression in verbally aggressive adolescents at public middle schoolOnline publication date: Go to citation Crossref Google Scholar7. Measurement invariance and psychometric analysis of Kutcher Adolescent Depression Scale across gender and marital statusOnline publication date: Go to citation Crossref Google Scholar8. Psychometric properties of two adolescent depression scales in a colombian community sample: ADRS and RCADS -major depressionOnline publication date: 19 January 2019. Go to citation Crossref Google Scholar9. Validation of the Kutcher Adolescent Depression Scale in a Caribbean student sampleOnline publication date: 5 July 2018. Go to citation Crossref Google Scholar10. Rural America and Evidence-Based Assessment: The Potential for a Happy MarriageOnline publication date: 23 September 2017. Go to citation Crossref Google Scholar11. Prevention strategies for adolescent depressionOnline publication date: 2 January 2018. Go to citation Crossref Google Scholar Volume 9Issue 5Aug 2004 Information© The Guilford PressPDF download

An examination of the relationships between body-image, self-esteem and behaviour in adult clients undergoing limb reconstruction procedures

Limb reconstruction is becoming a popular orthopaedic treatment for a variety of injuries/conditions. Whilst a good deal of research has been undertaken to examine the physical aspects of care there is little in the literature that enables health-care professionals to understand the psycho-social issues related to the treatment process. A review of the literature identifies that a number of issues need consideration, the main ones being: body-image, self-esteem and behaviour. A number of authors have identified that a relationship between these concepts exists and this study examines the nature of these in adult clients undergoing limb reconstruction procedures. A population of clients ( n=60) undergoing limb reconstruction procedures within an inner-city teaching hospital were included in the study and assessed using the Tennessee self-concept scale [Tennessee self-concept scale Manual, Western Psychological Services, Los Angeles, 1996], the Self-esteem scale [Society and the Adolescent Self Image, Princeton University Press, Princeton, 1965] and the Body-cathexis scale [Journal of Consulting Psychology 17 (1953) 343]. Three correlational hypotheses were generated from the literature review and significant relationships between each of the variables were identified.

Pediatric occupational therapy: a reappraisal

This paper describes the positive clinical experience of using occupational therapy with hospitalized and predominantly bedfast children aged 5 through 12 years. The interventions used included painting in tempera, modeling in clay, and rasp carving in wood, with the activities being made appropriate to the child's chronological and developmental age. These arts and crafts interventions had predominantly psychological goals: to foster emotional expression, relieve tension, and promote both self-discipline and self-confidence. The occupational therapist of 50 years ago was apparently much closer to a child-life professional. In the 1970s, the entire field was revolutionized by A. Jean Ayres (1920-1988), who introduced a more rigorous research approach with regard to measurable outcomes and a focus on systematic therapeutic intervention to specifically address the neurological substrate of disorders in perception and learning.1.Ayres A.J. Sensory integration and learning disorders. Western Psychological Services, Los Angeles (CA)1972Google Scholar Although some controversy remains as to the applicability of sensory integration therapy to diverse areas of development and its disorders, there is little doubt that the evolution of this approach represents a major paradigmatic shift in the field of child development.

Ethnocentrism as a Form of Intuition in Psychology

Ethnocentrism is conceptualized as a basic Kantian form of intuition that plays aknowledge-producing role. Although all cultures have developed their particular forms of intuition, the focus of this analysis is on Western ethnocentrism, which is discussed in four psychological manifestations. The most explicit expression of Western ethnocentrism in academia is scientific racism, which has been an important research program in the history of the science of mental life. Another manifestation of ethnocentrism as a form of intuition in Western psychology is researchers’ prejudices, which play a significant role in the context of discovery. Besides these two explicit manifestations of ethnocentrism, a hidden one is analyzed, which expresses itself in terms of exclusion or disregard of non-Western views, or in their assimilation without a reconceptualization of mental life. In this type of ethnocentrism it is assumed that Western psychological conceptualizations are superior. Finally, a fourth manifestation is discussed, which expresses itself in the institutional practices of academia, such as hiring, publishing and teaching.

The Impact of ADHD on Marriage

Free AccessThe Impact of ADHD on MarriageArthur L. Robin and Eleanor PaysonArthur L. RobinSearch for more papers by this author and Eleanor Payson1. St. Clair Shores, Michigan.Search for more papers by this authorPublished Online:May 2005https://doi.org/10.1521/adhd.10.3.9.20553PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations AboutReferencesFowler , R., & Fowler, J. (1995). Honey, are you listening? Nashville, Tennessee, Thomas Nelson, Inc. Google ScholarHaverstadt , J. S. (1998). A.D.D. & Romance: Finding fulfillment in love, sex, & relationships. Dallas, Texas: Taylor Publishing Company Google ScholarSnyder , D. (1998). Marital Satisfaction Inventory, Revised (MSI-R) manual. Los Angeles, CA: Western Psychological Services. Google ScholarSolden , S. (1995). Women with Attention Deficit Disorder. Grass Valley, California: Underwood Press. Google Scholar Previous article Next article FiguresReferencesRelatedDetails Cited byCited by1. Effects of adult ADHD on intimate partnershipsOnline publication date: 9 February 2023. Go to citation Crossref Google Scholar2. Tackling emotional processing in adults with attention deficit hyperactivity disorder and attention deficit hyperactivity disorder + autism spectrum disorder using emotional and action verbal fluency tasksOnline publication date: 1 February 2023. Go to citation Crossref Google Scholar3. The whiteboard: visualising personal agency in a lockdown microcosmOnline publication date: 12 October 2021. Go to citation Crossref Google Scholar4. Birds of a Feather: An Examination of ADHD Symptoms and Associated Concerns in Partners of Adults with ADHDOnline publication date: 15 December 2020. Go to citation Crossref Google Scholar5. DiagnosticsOnline publication date: 22 October 2021. Go to citation Crossref Google Scholar6. College Readiness: Differences Between First-Year Undergraduates With and Without ADHDOnline publication date: 26 November 2020. Go to citation Crossref Google Scholar7. Adult ADHD and romantic relationships: What we know and what we can do to helpOnline publication date: 9 January 2021. Go to citation Crossref Google Scholar8. Online publication date: Go to citation Crossref Google Scholar9. Medication utilization among adult patients with attention-deficit/hyperactivity disorder after reimbursement criteria changeOnline publication date: 3 September 2020. Go to citation Crossref Google Scholar10. Development of the Korean Practice Parameter for Adult Attention-Deficit/Hyperactivity DisorderOnline publication date: Go to citation Crossref Google Scholar11. DSM-5 and Other Symptom Thresholds for ADHD: Which Is the Best Predictor of Impairment in College Students?Online publication date: 21 February 2016. Go to citation Crossref Google Scholar12. Parental Psychopathology and Parenting Stress in Parents of Adolescents with Attention-Deficit Hyperactivity DisorderOnline publication date: 28 May 2019. Go to citation Crossref Google Scholar13. Online publication date: Go to citation Crossref Google Scholar14. Attention-Deficit Hyperactivity Disorder (ADHD), Intimate Relationships and SexualityOnline publication date: 29 August 2018. Go to citation Crossref Google Scholar15. The Romantic Relationships of Adolescents With ADHDOnline publication date: 27 June 2014. Go to citation Crossref Google Scholar16. Skills and compensation strategies in adult ADHD – A qualitative studyOnline publication date: 27 September 2017. Go to citation Crossref Google Scholar17. Psychopathological, temperamental, and characteristic factors in adults with remaining childhood attention-deficit hyperactivity symptomsOnline publication date: 7 March 2017. Go to citation Crossref Google Scholar18. Emotional Intelligence, Relationship Satisfaction, and the Moderating Effect of ADHD SymptomatologyOnline publication date: 1 September 2016. Go to citation Crossref Google Scholar19. Online publication date: Go to citation Crossref Google Scholar20. Online publication date: Go to citation Crossref Google Scholar21. Teilleistungsstörungen/MCD und ADHS im ErwachsenenalterOnline publication date: 28 January 2016. Go to citation Crossref Google Scholar22. Attention-Deficit/Hyperactivity Disorder (ADHD) in Adulthood: Concordance and Differences between Self- and Informant Perspectives on Symptoms and Functional ImpairmentOnline publication date: 3 November 2015. Go to citation Crossref Google Scholar23. Integrative Couples Group Treatment for Emerging Adults With ADHD SymptomsOnline publication date: Go to citation Crossref Google Scholar24. Novel Approaches to Cognitive-Behavioral Therapy for Adult ADHDOnline publication date: Go to citation Crossref Google Scholar25. Child ADHD and ODD Behavior Interacts with Parent ADHD Symptoms to Worsen Parenting and Interparental CommunicationOnline publication date: 3 June 2014. Go to citation Crossref Google Scholar26. Online publication date: Go to citation Crossref Google Scholar27. Diagnostic AssessmentOnline publication date: 13 October 2012. Go to citation Crossref Google Scholar28. Risk of Intimate Partner Violence Among Young Adult Males With Childhood ADHDOnline publication date: 1 November 2011. Go to citation Crossref Google Scholar29. “Without a Net”Online publication date: 20 March 2012. Go to citation Crossref Google Scholar30. Lifestyle and Family IssuesOnline publication date: 1 April 2011. Go to citation Crossref Google Scholar31. European consensus statement on diagnosis and treatment of adult ADHD: The European Network Adult ADHDOnline publication date: 3 September 2010. Go to citation Crossref Google Scholar32. Online publication date: Go to citation Crossref Google Scholar33. Online publication date: Go to citation Crossref Google ScholarWill H. Canu and Caryn L. Carlson34. ADHD and Social Adaptation: From Childhood to AdulthoodOnline publication date: 31 May 2005. Go to citation Crossref Google Scholar Volume 10Issue 3Jun 2002 Information© The Guilford PressPDF download

Western Psychological Association: Report of the Seventy-Eighth Annual Meeting.

Western Psychological Association: Report of the Seventy-Eighth Annual Meeting.

Western Psychological Association: Report of the Seventy-Eighth Annual Meeting.

Western Psychological Association: Report of the Seventy-Eighth Annual Meeting.

THE BASIC FOR AN ISLAMIC ORIENTED TERTIARY EDUCATION CURRICULUM IN PSYCHOLOGY

The goal of higher education in Psychology is to produce psychologists capable of conducting research and assisting people to solve their psy­ chological problems. Psychology as a scientific discipline originated from Western countries. The use of Western psychological concepts and theories has met with much criticism, because not ail fit in the Islamic world.Based on  the above, it is proposed that the  curriculum tor tertiary edu­cation in Psychology should consist of 60%  Western Psychology (Contemporary Psychology)  and 40  % Islamic adaptation.  This stra­ tegy will give the  opportunity for psychologists graduating from this pro­ gram to keep up  with the state of the  art  Contemporary Psychology,  as well as getting the  opportunity to do  research to adapt psychological concepts and theories to the Islamic world view. The rationale and elabo­ration of the proposed Indonesian Islamic Psychology Curriculum willbe discussed as a model.Â

Western Psychological Association: Report of the Seventy-Fourth Annual Meeting.

Western Psychological Association: Report of the Seventy-Fourth Annual Meeting.

Western Psychological Association: Report of the Seventy-Fourth Annual Meeting.

Western Psychological Association: Report of the Seventy-Fourth Annual Meeting.

Dissonance and the Return of the Self-Concept

vergent perceptions of the causes of behavior. Morristown, NJ: General Learning Press. Kelley, H. H. (1967). Attribution theory in psychology. In D. Levine (Ed.), Nebraska Symposium on Motivation (Vol. 15). Lincoln: University of Nebraska Press. Kiesler, C., Collins, B. E., & Miller, N. (1969). Attitude change: A critical analysis of theoretical approaches. New York: Wiley. Levy, D. A., & Collins, B. E. (1989, August). A working modelfor the latent structure of influence. Paper presented at the meeting of the American Psychological Association, New Orleans. Levy, D. A., & Collins, B. E. (1990, April). Conscious and unconscious processes in interpersonal influence. Paper presented at the meeting of the Western Psychological Association, Los Angeles. Lewin, K., Lippett, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created social climates. Journal of Social Psychology, 10, 271-299. Schachter, S. (1951). Deviation, rejection and communication. Journal of Abnormal and Social Psychology, 46, 190-207. Scher, S. J., & Cooper, J. (1989). Motivational basis of dissonance: The singular role of behavioral consequences. Journal of Personality and Social Psychology, 56, 899-906. Taylor, S. E. (1981). The interface of cognitive and psychology. In J. Harvey (Ed.), Cognition, behavior, and the environment. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185, 1124-1131.

Predicting persistence from the student adaptation to college questionnaire: Early warning or siren song?

With the currently dwindling traditional applicant pool, retention is higher education's holy grail of the nineties. Western Psychological Services is marketing its new Student Adaptation to College Questionnaire (SACQ) as providing early evidence of poor adjustment and potential attrition. While the SACQ closely parallels Tinto's model of institutional departure, no previously published research addresses its ability to differentiate persisters from nonpersisters. Using discriminant analysis, the present study examined (1) the extent to which the SACQ accurately predicts student departure for a private, comprehensive university; (2) SACQ items distinguishing nonpersisters; (3) use with an incoming class; and (4) evidence linking the SACQ with intervention strategies. The paper will appeal to a wide audience, especially those concerned with enrollment management and assessment.

Interactional anxiety and dental treatment: An empirical test of a composite predictor for state anxiety

This study empirically examined the validity of the trait anxiety-perception (ATP) score, a composite predictor for state anxiety. The ATP score is constructed from trait anxiety and situation perception data derived from the Endler Multidimensional Anxiety Scales (EMAS; Endler, Edwards & Vitelli. Los Angeles, CA: Western Psychological Services, 1989). ATP mathematically combines the individual's trait anxiety and situation perception profiles, and adjusts these with a multiplier which reflects the individual's sensitivity to particular types of situational elements, in terms of state anxiety inducement. This investigation focused on the state anxiety associated with dental treatment concerning the repair of cavities, and results indicated that the prediction of state anxiety based on the ATP score was superior to those provided by social evaluation, physical danger, ambiguous and daily routines trait anxiety. These results were discussed in terms of the perceptual multidimensionality of experimental situations.

Using the Sensory Integration and Praxis Tests to Measure Change: A Pilot Study

Nineteen boys aged 6 through 8 years were pretested with the preliminary edition of the Sensory Integration and Praxis Tests (SIPT) (Ayres, 1984). They subsequently received 6 months of twice weekly occupational therapy with sensory integration intervention in a school setting and were then posttested with the preliminary edition of the SIPT. Significant improvement was seen in scores of grouped data on tests of praxis, somatovestibular functioning, and bilateral integration and sequencing. Individual improvement was visible in the Western Psychological Services ChromaGraphs of 17 of the 19 boys. Although preliminary, these findings suggest that the SIPT, unlike the Southern California Sensory Integration Tests (Ayres, 1972a), may be used to document improvement in children who have received occupational therapy with sensory integrative techniques.