Psychology Commons^™

An Analysis Of Academic Reputation As Perceived By Consumers Of Higher Education, Michael J. Conard, Maureen A. Conard

Psychology Faculty Publications

A college's academic reputation (AR) plays a significant role in positioning the institution. Survey responses of college-bound high school seniors suggest that a majority of respondents view successful postgraduate careers as very important to the perception of AR and very likely to be attributed to a college with very good AR. A principle components factor analysis revealed three factors that describe the perception of AR (i.e., Academic Concerns, Campus Ethos, Practical Value). In a similar analysis three factors were found likely to be associated with very good AR (i.e., Curricular Concerns, Exclusivity, Career Preparation).

Portrait Of George W. Bush As A “Late Bloomer”, Aubrey Immelman

Psychology Faculty Publications

This essay documents some of the enduring personal characteristics that provide an empirical basis for assessing George W. Bush’s outgoing, adventurous personality pattern.

The Character Of Hillary Clinton, Aubrey Immelman

Psychology Faculty Publications

This essay documents some of the enduring personal characteristics that provide an empirical basis for assessing Hillary Rodham Clinton’s dominant, ambitious personality pattern from a psychobiographical, psychohistorical perspective.

The Political Personalities Of 2000 U.S. Presidential Candidates George W. Bush And Al Gore, Aubrey Immelman

Psychology Faculty Publications

This paper presents the results of indirect psychodiagnostic assessments of the political personalities of Texas governor George W. Bush and U.S. vice president Al Gore, putative Republican and Democratic nominees in the U.S. presidential election of 2000, from the conceptual perspective of Theodore Millon.

Information concerning George W. Bush and Al Gore was collected from published biographical and autobiographical accounts and political reports in the print media, and synthesized into personality profiles using the second edition of the Millon Inventory of Diagnostic Criteria (MIDC), which yields 34 normal and maladaptive personality classifications congruent with Axis II of DSM–IV.

The …

Development Of Leadership Skills: Experience And Timing, Michael D. Mumford, Michelle A. Marks, American Institutes For Research, Stephen J. Zaccaro, Roni Reiter-Palmon

Psychology Faculty Publications

To develop organizational leaders we need to understand how requisite skills are acquired over the course of people's careers. In this article, a cross-sectional design was used to assess differences in leadership skills across six grade levels of officers in the U.S. Army. Increased levels of knowledge, problem-solving skills, systems skills, and social skills were found at higher grade levels. Certain skills and experiences, however, were found to be particularly important at certain phases of leaders' careers. These findings are used to propose an organization-based model of skill development. Implications of this model for leader development programs are discussed.

Item Selection Counts: A Comparison Of Empirical Key And Rational Scale Validities In Theory-Based And Non-Theory-Based Item Pools, Roni Reiter-Palmon, American Institutes For Research

Psychology Faculty Publications

Little explicit attention has been given to the impact of item pools on the validities and cross-validities of different background data scoring approaches. This study tests the idea that pools of items theoretically related to the performance of interest will outperform pools of items with no hypothesized relationship with the criterion. Validities and cross-validities of rational scales and empirical keys created from theory- and non-theory-based item pools were compared for 3 criteria. When size of the item pools was held constant, theory-based empirical keys (correlational and vertical percent) and rational scales showed larger validities and cross-validities than non-theory-based empirical keys …

Mothers' And Teachers' Home And School Rules: Young Children's Conceptions Of Authority In Context, Marie S. Tisak, Dushka Crane-Ross, John Tisak, Amanda M. Maynard

Psychology Faculty Publications

Samples of 95 preschoolers, first graders, and third graders responded to questions whereby one authority (mother or teacher) permitted an act (moral or conventional) to occur across contexts (home and school) and the other authority prohibited the act from occurring across contexts. Participants (a) were asked which authority the child should acquiesce to and whether an authority has the right to permit and prohibit the acts across contexts and (b) ranked and rated the seriousness of the acts. The results revealed that children's evaluations were a function of three interrelated factors: the authorities' status, the context, and the domain of …

Egon Brunswik (1903-1955), David E. Leary

Psychology Faculty Publications

Austrian and American psychologist. Brunswik stood at the nexus of several philosophical and psychological traditions, created his own distinctive psychology, and died without foreseeing the influence of his· concepts and methods. Yet more than forty years after his death by suicide, certain of his ideas and techniques are still being explored and used.

Johann Friedrich Herbart, David E. Leary

Psychology Faculty Publications

German philosopher, psychologist, and educator. Herbart was among the first, early in the nineteenth century, to propose a mathematical psychology. Coming after Immanuel Kant's claim (in his Metaphysische Angangsgriinde der Naturwissenschaft [Metaphysical Foundation of Natural Science], Riga, 1786) that there could be no such discipline, this was a bold proposal. which kept alive the eighteenth-century quest for a science of psychology. Even though Herbart himself denied the possibility of an experimental psychology, and despite the fact that his own psychology (as a branch of applied metaphysics) was largely conjectural, his example inspired subsequent scholars to work toward a quantitative, experimental …

Bioethics Activities In Rural Hospitals, Ann Freeman Cook, Helena Hoas, Katarina Guttmannova

Psychology Faculty Publications

Hospital ethics committees have evolved as a response to complicated legal, ethical, and social dilemmas that accompany modern medicine. In the United States, their growth has been augmented by Joint Commission for the Accreditation of Healthcare Organizations (JCAHO) standards and the Patient Self-Determination Act. There appears to be an implicit presumption that all clinical ethics consultation practices are relatively similar. Finally, there is heightened awareness of the needs for quality standards and assessment of the outcomes of ethics consultations.

Neural Network Learning Theory Integrates Behavior Therapy And Behavior Genetics, Warren W. Tryon

Psychology Faculty Publications

This article makes several preliminary points prior to presenting two examples of how Neural Network Learning Theory (NNLT) integrates behavior therapy and behavior genetics. I will argue that NNLT is both a cognitive and behavioral theory; that neither cognitive nor behavior theory informs us about biological, including genetic, factors; and that NNLT provides and understanding of how biological, including genetic, factors influence psychology and behavior. I use the term integration to mean that NNLT provides a single vocabulary and set of explanatory concepts consistent with the broad spectrum of behavioral and cognitive therapies and informs us as to how genetics …

Positive And Negative Responses To Personal Discrimination: Does Coping Make A Difference?, Mindi D. Foster

Psychology Faculty Publications

Although psychological research has found that perceiving personal discrimination is associated with negative psychological symptoms, group consciousness theories suggest that perceiving personal discrimination can be empowering. To attempt to reconcile these presumably opposing findings, the present study suggested that how one copes with perceiving personal discrimination may better predict whether the outcomes are negative or positive than the perception of personal discrimination alone. American female university students ( N = 262) completed a questionnaire assessing their perceptions of personal discrimination, psychological symptoms and psychosocial behaviors. A series of hierarchical regression analyses indicated that coping mechanisms predicted psychosocial behaviors over and …

Utilization Of Global Attributions In Recognizing And Responding To Gender Discrimination Among College Women, Mindi D. Foster

Psychology Faculty Publications

Although learned helplessness theories suggest that global attributions for gender discrimination may serve to promote feelings of helplessness about responding to discrimination, group consciousness theories suggest they may instead be a precursor to enhancing collective actions against discrimination.

To examine this theoretical discrepancy, college women completed measures of attributions for gender discrimination, political consciousness (as measured by common fate), participation in collective action, and helplessness behavior among college women. To examine the unique role of global attributions, participants were included if they made external and unstable attributions for discrimination (N = 231). Structural equation modeling showed hat recognizing discrimination occurs …

Infant Imitation Of Peer And Adult Models: Evidence For A Peer Model Advantage, Bridget O. Ryalls, Robina E. Gul, Kenneth R. Ryalls

Psychology Faculty Publications

The imitation behavior of 30 infants, ages 14 to 18 months, were studied using both peer and adult models in an elicited imitation paradigm. Infants watched either a peer or an adult model perform four 3-step sequences (Le., put teddy to bed). Imitation was measured immediately after modeling and 1 week later. Results indicated significant memory for the sequences both immediately after modeling and 1 week later (compared with baseline performance). In addition, children in the peer model group outperformed children in the adult model group at both test times. The implications of these findings are discussed.