DOCSLIB.ORG

North American Journal of Psychology, 2001. ISSN ISSN-1527-7143 PUB DATE 2001-00-00 NOTE 549P.; Published Semi-Annually

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
North American Journal of Psychology, 2001. ISSN ISSN-1527-7143 PUB DATE 2001-00-00 NOTE 549P.; Published Semi-Annually DOCUMENT RESUME ED 473 169 CG 031 104 AUTHOR McCutcheon, Lynn E., Ed. TITLE North American Journal of Psychology, 2001. ISSN ISSN-1527-7143 PUB DATE 2001-00-00 NOTE 549p.; Published semi-annually. AVAILABLE FROM NAJP, 240 Harbor Dr., Winter Garden, FL 34787 ($30 per annual subscription). Tel: 407-877-8364; Web site: http://najp.8m.com. PUB TYPE Collected Works Serials (022) JOURNAL CIT North American Journal of Psychology; v3 n1-3 2001 EDRS PRICE EDRS Price MF02/PC22 Plus Postage. DESCRIPTORS *Psychology; *Research Tools; *Scholarly Journals; *Social Science Research ABSTRACT "North American Journal of Psychology" publishes scientific papers of general interest to psychologists and other social scientists. Articles included in volume 3 issue 1(March/April 2001) are: "Sense of Humor in Black and White"; "Convergent Validity of the Situational Outlook Questionnaire"; "Alcohol Consumption and Consequences in a Sample of University Undergraduates"; "Psychology and Religion: Indicators of Integration"; "Descriptions of Religious Experience among U.S. Christians and Malaysian Muslims"; "The Best Laid Plans of Mice and Men: The Role of Decision Confidence in Outcome Success"; "Disposition toward Thinking Critically: A Comparison of Preservice Teachers and Other University Students"; "An Interview with Robert Sternberg about Learning Disabilities"; "Interdisciplinarity and the Cross-Training of Clinical Psychologists: Preparing Graduates for Hybrid Careers"; "Validity Comparison of the General Ability Measure for Adults with the Wonderlic Personnel Test." Articles included in volume 3 issue 2 (June/July 2001) are: "Parental Disciplinary History and Current Level of Empathy and Moral Reasoning among Late Adolescents"; "An Interview with Russell Eisenman"; "Differential Processes of Emotion Space over Time";. "Healthy Perfectionism and Positive Expectations about Counseling"; "Attitudes toward Perpetration of Sexual Abuse Against Children"; "Self-Protective Pessimism: Optimistic Bias in Reverse"; "Lost Letter Technique: Returned Responses to Battered and Abused Women, Men, and Lesbians"; "Stability of Self-Esteem as Moderator of the Relationship between Level of Self-Esteem and Depression"; "Life after College: Psychology Students" Perceptions of Salary, Business Hiring Criteria, and Graduate Admission Criteria." Articles included in volume 3 issue 3 (December 2001) are: "Boundaries in the Mind: Past Research and Future Directions"; "Religion "s Role in the Terroristic Attack of September 11, 2001"; "Adolescent Substance Abuse: An Empirical Examination of the Covalent Security Attribution Model of User and Nonuser Groups"; "Conjunctive Forms and Conditional Inference in Questions and Statements"; "Monitoring Children"s Behavior in a Remote Community before and Six Years after the Availability of Broadcast TV"; "Effects of a Health and Relationship Education Program on Drug Behaviors"; "Attribution and Reciprocity on International Relations: The Attribution Reciprocity Model"; "Self-Definition in Psychotherapy: Is It Time to Revisit Self-Perception Theory?" (GCP) Reproductions supplied by EDRS are the best that can be made from the original document. North American Journal of Psychology Volume 3 2001 Lynn McCutcheon, Editor U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS O This document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. I O Oce) 2 BEST COPY AVAILABLE r'Ameran BEST COPY AVAILABLE Vol. 3, No. 1 2001 3 Advisory Editorial Board ADRIAN FURNHAM MANUEL LONDON Psychology Psychology University College London SUNY, Stony Brook JUTTA HECKHAUSEN KAREN LYNESS Max Planck Institute for Human Management Development and Education Baruch College, CUNY DOUGLAS JACKSON ROBERT PASNAK Psychology Psychology University of Western Ontario George Mason University HEIDI KELLER RICHARD RYAN Psychology Psychology University of Osnabrueck University of Rochester PHILIP ZIMBARDO Psychology Stanford University Editor LYNN E. McCUTCHEON How to Subscribe to The North American Journal of Psychology All subscriptions are on a calendar year basis only. If you order late in the year, the earlier issue will be sent to you. Institutional rate:$65. Individual rate: $30. Add $7 for Canadian subscriptions. Add $8 for subscriptionsoutside North America. North American Journal of Psychology is published semi-annually in June and December. Now visit our website at http://najp.8m.com North American Journal of Psychology March/April 2001 ISSN 1527-7143 Vol. 3, No.1 Sense of Humor in Black and White 1 James A. Thorson, F. C. Powell, & V. T. Samuel A Comparative Study of Multi-component Weight Loss Treatments: 13 A Replication & Exploratory Look at Female Smokers, Nonsmokers, & Participant BMIs David L Johnson & Gary D. Brinker Convergent Validity of the Situational Outlook Questionnaire: 31 Discriminating Levels of Perceived Support for Creativity Scott G. Isaksen & Kenneth J. Lauer Alcohol Consumption & Consequences in a Sample of University 41 Undergraduates: Patterns & Relations to Internalized Distress & Religious Affiliation J. M. Oliver, Cynthia K. S. Reed, & Bruce W. Smith Psychology & Religion: Indicators of Integration 61 Amber Hague Descriptions of Religious Experience Among U.S. Christians & 77 Malaysian Muslims Michael E. Nielsen & Rick Stevens The Best Laid Plans of Mice & Men: The Role of Decision 91 Confidence in Outcome Success R. Prasad Bingi, David L Turnipseed, & George M. Kasper Disposition Toward Thinking Critically: A Comparison of Pre- 109 service Teachers & Other University Students M.E.Eigenberger, K.A Sealander, J.A. Jacobs, & S.M. Shellady Age-discrepant Relationships: Do These Romances Fare Well? 119 E. Zak, E. Armer, K. Edmunds, T. Fleury, M. Sarris, & B. Shatynski The Cognitive Style Index and the Legal Profession in Nova Scotia: 123 A Factor Analytic Study H.J. Murphy, P.A. Doucette, W.E. Kelleher, J.G. Reid, & J.D. Young it 5 An Interview With Robert Sternberg About Learning Disabilities 131 Robert Sternberg & Michael F. Shaughnessy Interdisciplinarity and the Cross-training of Clinical Psychologists: 139 Preparing Graduates for Hybrid Careers Daniel Holland Book Review: Guiding Your Child Through Grief 171 Ross Robak Validity Comparison of the General Ability Measure for Adults with 173 the Wonder lic Personnel Test J.P. Leverett, T.D. Matthews, K.S. Lassiter, & N.L. Bell Editor's Comments This is the first issue for 2001, our third volume. NAJP was issued twice a year for the first two years, but this year we are doing threethis one, which you are probably getting in late March or early April, a summer issue, followed by one in the late Fall. Thanks again to all the reviewers, all of whom did a marvelous job of critiquing papers promptly and with great insight. Without our reviewers, this journal would simply not have the quality it has today. As some of you already know, we are now abstractedin Psychological Abstracts. You probably do not need to be reminded how much that means in terms of widespread circulation of the articles we publish. I received a call recently from a person representing a university library. He wanted an article that had appeared in our last issue- found out about it through the online version of Psych. Abstracts. This means that all of our previous issues are or will be abstracted soon. With this issue, James Jones, one of the most respected individuals in the area of social psychology, joins our advisory editorial board. Weare privileged to have him with us. Congratulations to Phil Zimbardo, another board member, for the national honor which he won. Special thanks to Mike Shaughnessy, who has a knack for conducting great interviews on behalf of NAJP. This issue features an interview with Robert Sternberg, in which he discusses his research and his viewson learning disabilities. Lynn E. McCutcheon, editor iii Sense of Humor in Black and White James A. Thorson F. C. Powell University of Nebraska at Omaha V. T. Samuel Grambling State University There are many articles in the literature comparing examples of black and white humor, but there is surprisingly little information providing data giving comparisons of black and white samples in terms of sense of humor. This article compares scale and item scores of 116 Black and 357 White university students on the Multidimensional Sense of Humor Scale. Overall scores were not significantly different, and there were only a few significant differences in individual item scores. "Humor is a way to keep from killing yourself...it removes anxiety. Other kids threw rocks. I make jokes." -- Abe Burrows, as cited in Dorinson & Boskin, 1988. Ways to describe cultures are found in ethnic humor. Especially with regard to coping humor, some cultures exhibit characteristically self- deprecating humor. This may in fact be a display of strength, to paradoxically poke fun at one's own weakness. Freud (1916) would have argued that this is the highest form of coping. Valliant (1977) calls humor the most elegant of the defenses. Lefcourt and Martin (1986) have demonstrated that humor is used as a potent coping mechanism. Sense of humor itself has been shown in a number of studies
Load more

Recommended publications
  • Cognitive Psychology, 6Th Edition by Robert J. Sternberg and Karin Sternberg (Z-Lib.Org)
    1 CHAPTER Introduction to Cognitive Psychology CHAPTER OUTLINE Cognitive Psychology Defined Three Cognitive Models of Intelligence Philosophical Antecedents of Psychology: Carroll: Three-Stratum Model of Intelligence Gardner: Theory of Multiple Intelligences Rationalism versus Empiricism Sternberg: The Triarchic Theory Psychological Antecedents of Intelligence of Cognitive Psychology Research Methods in Cognitive Psychology Early Dialectics in the Psychology of Cognition Goals of Research Understanding the Structure of the Mind: Distinctive Research Methods Structuralism Experiments on Human Behavior Understanding the Processes of the Mind: Psychobiological Research Functionalism Self-Reports, Case Studies, An Integrative Synthesis: Associationism and Naturalistic Observation It’s Only What You Can See That Counts: Computer Simulations and Artificial Intelligence From Associationism to Behaviorism Putting It All Together Proponents of Behaviorism Fundamental Ideas in Cognitive Psychology Criticisms of Behaviorism Behaviorists Daring to Peek into the Black Box Key Themes in Cognitive Psychology The Whole Is More Than the Sum of Its Parts: Summary Gestalt Psychology Thinking about Thinking: Analytical, Creative, Emergence of Cognitive Psychology and Practical Questions Early Role of Psychobiology Add a Dash of Technology: Engineering, Key Terms Computation, and Applied Cognitive Psychology Media Resources Cognition and Intelligence What Is Intelligence? 1 2 CHAPTER 1 • Introduction to Cognitive Psychology Here are some of the questions we will explore in this chapter: 1. What is cognitive psychology? 2. How did psychology develop as a science? 3. How did cognitive psychology develop from psychology? 4. How have other disciplines contributed to the development of theory and research in cognitive psychology? 5. What methods do cognitive psychologists use to study how people think? 6.
    [Show full text]
  • The Catholic High School of Baltimore Summer Reading List Reading
    The Catholic High School of Baltimore Summer Reading List Teacher’s Name: Carolyn Marinari School Year: 2011-2012______________ Grade Level: 11 and 12 Course No.: 255 Course Name: AP Psychology Academic Level (Honors/AP/CP1/CP2/CPA): AP Reading: Understanding Psychology, Robert S. Feldman (required course textbook) Assignment 1: Read pp. xxxiv-iii and read and take notes on Chapter 1 p.3-29. This chapter covers basic information and the history of psychology. The material is pretty self-explanatory. Note any questions you have about the material. We will spend a day or two on this material which will be followed by a chapter test during the first week of school. Textbooks can be picked up from Mrs. Marinari before the end of school or in the main office during the summer. Assignment 2: Create a set of note cards on the top psychologists listed below. This will be due the Tuesday after Labor Day weekend. Cards should be 3x5 format. The top card should list your name in the upper left-hand corner and Top Psychologists in the center. Each of the psychologist cards should be numbered 1-50. The cards should be formatted as follows: FRONT OF CARD # card Person's full name BACK OF CARD Years alive (in upper right) Field: This should indicate what area of psychology the psychologist was most interested in. Contributions: This should detail (succinctly) what the major contributions/ideas/studies of the psychologist. Source: Source information of where you found your information *Avoid wikipedia *Must be handwritten and in pen *Feel free to color-code, your brain likes it-just be consistent!! Top 50 Psychologists for your cards 1.
    [Show full text]
  • Summer Assignment 2021
    Welcome to AP Psychology! 2021 SUMMER ASSIGNMENT Ms. Nordone I am excited that you have decided to schedule this class and challenge yourself with the fascinating world of psychology. I am certain that you will find this course worthwhile and personally relevant. Although it is the summer, there is work to be done. Please note, AP Psychology is an elective, college-level course with higher student expectations than most courses taken by high school students. With that being said, it is imperative that we get a jump start on the AP Psychology curriculum. It is mandatory and, in your best interest, to complete the summer assignment. Your summer assignment consists of FOUR mini-assignments. Each assignment will serve a specific purpose that will assist you throughout the school year and aid in your preparations for the AP Exam in May, 2022. Summer Assignment #1 – “ Who’s Who?” Create Your Cards! Names to Know for the AP Psychology Exam Directions: You will create either a set of cards for the 38 most influential Psychologists. Using a reputable web source (www.famouspsychologists.org) or another search engine of your choice, look up each of the names below and research each of these psychologists. Use the template provided in Google Classroom or another program that designs flash cards. Read about their studies, their theories, and influential research relative to the field of psychology. On your flash card you should provide the person’s name and a detailed description of these things. (i.e. what they are most famous for in the field of
    [Show full text]
  • 1 VITA NAME: Robert J. Sternberg ADDRESS: Department of Human Development, Cornell University, 116 Reservoir Ave., B44
    VITA OF ROBERT J. STERNBERG 1 VITA NAME: Robert J. Sternberg ADDRESS: Department of Human Development, Cornell University, 116 Reservoir Ave., B44 MVR Hall, Ithaca, N 14853-4401 PHONE: 607-882-0001 E-MAIL: [email protected] EDUCATION Ph.D., Stanford University, 1975 (Psychology); Advisor, Gordon Bower B.A., Yale University, 1972 (Psychology); Advisor, Endel Tulving Impact Indices (Google Scholar): Number of citations = 141,084 h index = 184 (number h of works cited at least h times) i10 Index = 900 (number of works cited at least 10 times) HONORS AND AWARDS Honorary Doctorates: Doctor Honoris Causa, University of Huelva, Spain, 2012 Doctor of Humanities, Honoris Causa, De la Salle University, Manila, Philippines, 2011 Doctor of Science, Honoris Causa, University of Connecticut, Storrs, Connecticut, USA, 2009 Doctor of Science, Honoris Causa, Eureka College, Illinois, USA, 2008 Doctor Honoris Causa, Ricardo Palma University, Peru, 2008 Doctor Honoris Causa, Tilburg University, Holland, 2007 Doctor of Science, Honoris Causa, St. Petersburg State University, Russia, 2006 Doctor of Science, Honoris Causa, University of Durham, England, 2006 Doctor Honoris Causa, Constantine the Philosopher University, Nitra, Slovakia, 2004 Doctor Honoris Causa, University of Leuven, Belgium, 2001 Doctor Honoris Causa, University of Cyprus, Cyprus, 2000 Doctor Honoris Causa, University of Paris V, France, 2000 Doctor Honoris Causa, Complutense University, Madrid, Spain, 1994 Scholarly Prizes and Awards: 1/20/2018 VITA OF ROBERT J. STERNBERG 2 Grawemeyer
    [Show full text]
  • PCS AP Psych 0280
    A Planned Course of Study for Advanced Placement Psychology ASHS Course # 0280 Abington School District Abington, Pennsylvania September, 2016 a. Objectives Students will demonstrate the appropriate level of proficiency in each of the following areas: History and Approaches • Recognize how philosophical and physiological perspectives shaped the development of psychological thought . • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; — Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; — evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches . • Recognize the strengths and limitations of applying theories to explain behavior . • Distinguish the different domains of psychology (e .g ., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social) . • Identify major historical figures in psychology (e .g ., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G . Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B . F . Skinner, Margaret Floy Washburn, John B . Watson, Wilhelm Wundt) Research Methods • Differentiate types of research (e .g ., experiments, correlational studies, survey research, naturalistic observations, case studies) with regard to purpose, strengths, and weaknesses . • Describe how research design drives the reasonable conclusions that can be
    [Show full text]
  • HD Scholarship in 2015
    Department of Human Development/ HD Scholarship in 2015 HD Scholarship January 2015 Publications Sternberg, R.J., & Bridges, S.L. (2014). Varieties of genius. In D. K. Simonton (Ed.), The Wiley-Blackwell handbook of genius (pp. 185-197). New York, NY: Wiley-Blackwell. Grant Awards Christopher Vredenburgh was recently awarded a two year National Research Service Award (NRSA) Individual Predoctoral Fellowship by the NIH to finish his dissertation work. He was also named one of 6 Department of Health and Human Services Head Start Graduate Student Research Scholars - 2 year grant funding his doctoral dissertation research. HD Scholarship February 2015 Publications Alea, N., & Wang, Q. (2015) (Eds.). Going global: The functions of autobiographical memory in cultural context. Special Issue in Memory, Volume 23, Issue 1. Hess, T., Strough, J. & Löckenhoff, C.E. (Eds.) (2015) Aging and decision making: Empirical and applied perspectives. Elsevier. Löckenhoff, C.E., Lee, D.S., Buckner, M.L., Moreira, M.O., Martinez, S.J. & Sun, M.Q. (2015). Cross-cultural differences in attitudes about aging: Moving beyond the East-West dichotomy. In S.T.Cheng, I. Chi, H. Fung, L. Li, & J. Woo (Eds.). Successful aging: Asian perspectives. Springer. Löckenhoff, C.E., & Rutt, J.L. (2015). Age differences in time perceptions and their implications for decision making across the lifespan. In T. Hess, J. Strough, & C.E. Löckenhoff (Eds.). Aging and decision making: Empirical and applied perspectives. Elsevier. Mendle, J., Moore, S.R., Briley, D. & Harden K.P. (2015). Puberty, socioeconomic status in girls: evidence for gene x environment interactions. Clinical Psychological Science. Advance online publication. DOI: 10.1177/2167702614563598 Reyna, V.F., Brainerd, C.J.
    [Show full text]
  • ED 315 663 CE 054 810 AUTHOR Fellenz, Robert A.; Conti, Gary J. TITLE Learning and Reality
    DOCUMENT RESUM7, ED 315 663 CE 054 810 AUTHOR Fellenz, Robert A.; Conti, Gary J. TITLE Learning and Reality: Reflections on Trends in Adult Learning. information Series No. 336. INSTITUTION ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, Ohio. SPONS AGENCY Office of Educational Re5:earch and Improvement (ED), Washington, DC. PUB DATE 89 CONTRACT PI88062005 NOTF 44p. AVAILABLE FROMPublications Office, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. IN336: $5.25). PUB TYPE Information Analyses - ERIC Information Analysis Products (071) EDRS PRICE MF01/Prn2 Plus Postage. DESCRIPTORS Adult Education; *Adult Learning; *Adult Students; Cognitive Processes; *Cognitive Psychology; Cognitive Style; Critical Thinking; Cultural Context; Educational Research; Educational Trends; *Learning Strategies; Memory; Metacognition; Participatory Research; Social Action; *Social Environment ABSTRACT The focus of thc, adult education field is shifting to adult learning. Current trends are the continued development of the concept: of andragogy and self-directed learning, increased emphasis on learning how to learn, and real-life learning. Cognitive psycholo,j is influencing work in adult learning. The concept of intelligence as it relates to adults is moving avay from the notion of IQ toward a recogn-it4.on that intelligence has multiple aspects. Application of the concept of learning style has been Hindered by confusion over terminology and lack of appropriate measurement instruments fc.1 adults. The teaching of learning strategies to adults tends to emphasize metacognition, memory, and ixtivation. Critical thinking is becoming more important in an environment complicated by an in_ormation explosion and rapid social and technological change. The influence of the social environment and culture upon learning is also being examined.
    [Show full text]
  • Conceptual Hurdles to the Application of Atkins V. Virgina Lois A
    Hastings Law Journal Volume 59 | Issue 5 Article 9 1-2008 Conceptual Hurdles to the Application of Atkins v. Virgina Lois A. Weithorn Follow this and additional works at: https://repository.uchastings.edu/hastings_law_journal Part of the Law Commons Recommended Citation Lois A. Weithorn, Conceptual Hurdles to the Application of Atkins v. Virgina, 59 Hastings L.J. 1203 (2008). Available at: https://repository.uchastings.edu/hastings_law_journal/vol59/iss5/9 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Law Journal by an authorized editor of UC Hastings Scholarship Repository. For more information, please contact [email protected]. Conceptual Hurdles to the Application of Atkins v. Virginia Lois A. WEITHORN* INTRODUCTION In its 2002 decision, Atkins v. Virginia, the United States Supreme Court held that the Eighth Amendment's prohibition against cruel and unusual punishment precludes the execution of "mentally retarded offender[s]."' Writing for a six-member majority, Justice Stevens concluded that social attitudes and legal trends had shifted sufficiently in the thirteen years since the Court upheld such executions in Penry v. Lynaugh2 to justify a reversal of Penry.3 Indeed, according to Justice Stevens, during this interval, a social consensus had emerged favoring an absolute ban on the imposition of the death penalty on "a mentally retarded criminal."4 To reach this decision, the Court applied the standard set forth
    [Show full text]
  • Resources for SEERC Phd Students in Research Track 2
    Resources for SEERC PhD Students in Research Track 2 Information & Communication Technologies Contents General Advice ............................................................................................................... 2 Finding and Dealing with a Supervisor .......................................................................... 3 Finding a Topic ............................................................................................................... 3 Research Proposals ........................................................................................................ 3 Literature Search / Review ............................................................................................. 4 Writing Up ...................................................................................................................... 5 Citing and Referencing ................................................................................................... 9 Completion Problems .................................................................................................. 10 Writing, Publishing and Reviewing Research Papers ................................................... 12 Oral Presentations - Conferences, Posters, Talks ........................................................ 16 Research Ethics ............................................................................................................ 17 Career Advice for Graduates .......................................................................................
    [Show full text]
  • Cognitive Strategies of Underperforming African American Boys in Response to Children’S Literature
    COGNITIVE STRATEGIES OF UNDERPERFORMING AFRICAN AMERICAN BOYS IN RESPONSE TO CHILDREN’S LITERATURE By EVIE ADAMS WELCH A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2008 1 © 2008 Evie Adams Welch 2 In memory of my Mother Mildred Rebecca Shaw-Adams June 5, 1919- May 4, 2004 3 ACKNOWLEDGMENTS Many professors’ ideas influenced the contents of “Cognitive Strategies for Underperforming African American Boys in Response to Children’s Literature.” First, to members of my dissertation committee, I wish to thank the Chair, Dr. Linda Lamme for teaching me the technical background about how children’s books were constructed. I learned how children’s books were carefully researched, while quality children’s books were skillfully crafted. Second, I wish to thank Dr. Ruth Lowery, my Co-chair for reading every page of the first proposal presented at the qualifying examination. Your comments led me to explore answers in the field of neuroscience where I found one answer to the guiding question for the study. Patrick Shannon was translated to me and provided unique experiences of looking at many social issues through the eyes of an immigrant. Third, I wish to thank Dr. Danling Fu for the suggestions given at the qualifying examination to organize the work into three major strands to explore one literacy problem, when I originally wanted to use children’s literature to present the findings from the 2003 Pilot Study about information processing and leave the rigorous researching of the literature about literacy to someone else.
    [Show full text]
  • 1. Filling the Gaps Between Test Outcomes and Usage: an Introduction
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Social and Technical Issues in Testing: Buros-Nebraska Series on Measurement and Implications for Test Construction and Usage Testing 1984 1. Filling the Gaps Between Test Outcomes and Usage: An Introduction Barbara S. Plake University of Nebraska- Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/burostestingissues Part of the Educational Assessment, Evaluation, and Research Commons Plake, Barbara S., "1. Filling the Gaps Between Test Outcomes and Usage: An Introduction" (1984). Social and Technical Issues in Testing: Implications for Test Construction and Usage. 3. https://digitalcommons.unl.edu/burostestingissues/3 This Article is brought to you for free and open access by the Buros-Nebraska Series on Measurement and Testing at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Social and Technical Issues in Testing: Implications for Test Construction and Usage by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in SOCIAL AND TECHNICAL ISSUES IN TESTING: IMPLICATIONS FOR TEST CONSTRUCTION AND USAGE, edited by Barbara S. Plake (Hillsdale, NJ: Lawrence Erlbaum Associates, 1984). Copyright © 1984 by Lawrence Erlbaum Associates. Digital edition copyright © 2012 Buros Center for Testing. Filling the Gaps Between Test Outcomes and Usage: An Introduction Barbara S. Plake University of Nebraska- Lincoln Why do we have tests? What useful purposes do they serve? How can test results be used to make decisions? How can a test be proved to provide accurate and usable information? Questions such as these have been posed recently by a concerned public who have become more aware of and concerned about testing, test quality, and appropriate test usage.
    [Show full text]
  • Nber Working Paper Series Personality Psychology
    NBER WORKING PAPER SERIES PERSONALITY PSYCHOLOGY AND ECONOMICS Mathilde Almlund Angela Lee Duckworth James J. Heckman Tim D. Kautz Working Paper 16822 http://www.nber.org/papers/w16822 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue This research was supported by grants fromCambridge, NIH R01-HD054702, MA 02138 R01-HD065072, and K01-AG033182; the University of Chicago; The Institute for NewFebruary Economic 2011 Thinking (INET); A New Science of Virtues: A Project of the University of Chicago; the American Bar Foundation; a conference series from the Spencer Foundation; the JB & MK Pritzker Family Foundation; the Buffett Early Childhood Fund; and the Geary Institute, University College Dublin, Ireland. The opinions expressed in this report are those of the authors and do not necessarily reflect the views of any of the funders. Amanda Agan and Pietro Biroli are major contributors to this essay through their surveys of the effect of personality on crime (presented in Web Appendix A7.B) and health (presented in Web Appendix A7.A), respectively. We are grateful to Pia Pinger for her analyses of the German Socio-Economic Panel (GSOEP) survey data. We have benefited from comments received from Amanda Agan, Dan Benjamin, Pietro Biroli, Dan Black, Daniel Cervone, Deborah Cobb-Clark, Flavio Cunha, Kathleen Danna, Thomas Dohmen, Steven Durlauf, Joel Han, Moshe Hoffman, John Eric Humphries, Miriam Gensowski, Bob Krueger, Jongwook Lee, Xiliang Lin, Dan McAdams, Terrance Oey, Lawrence Pervin, Pia Pinger, Armin Rick, Brent Roberts, Molly Schnell, Bas ter Weel, and Willem van Vliet. We also benefited from a workshop at the University of Illinois, Department of Psychology, on an early draft of this paper and presentations of portions of this paper at the Spencer/INET workshop at the University of Chicago, December 10-11, 2010.
    [Show full text]