Psychology Commons^™

Assessment Of Anxiety In Social Interaction And Being Observed By Others: The Social Interaction Anxiety Scale And The Social Phobia Scale, Richard G. Heimberg, Gregory P. Mueller, Craig S. Holt, Debra A. Hope, Michael R. Liebowitz

Department of Psychology: Faculty Publications

Social phobia has become a focus of increased research since its inclusion in DSM-III. However, assessment of social phobia has remained an underdeveloped area, especially self-report assessment. Clinical researchers have relied on measures that were developed on college populations, and these measures may not provide sufficient coverage of the range of situations feared by social phobic individuals. There is a need for additional instruments that consider differences in the types of situations (social interaction vs. situations involving observation by others) that may be feared by social phobics and between subgroups of social phobic patients. This study provides validational data on …

States Of Mind Model And Cognitive Change In Treated Social Phobics, Monroe A. Bruch, Richard G. Heimberg, Debra A. Hope

Department of Psychology: Faculty Publications

The applicability of Schwartz and Garamoni’s (1986, 1989) States of Mind (SOM) model for assessing the influence of cognitive-behavioral therapy on cognitive functioning was evaluated with social phobics. The SOM model states that a positive dialogue (i.e., a 2:1 ratio of positive to negative thoughts) is optimal for effective coping. Social phobics receiving either a cognitive-behavioral or educational-supportive group treatment were compared for SOM change, as were subjects meeting criteria for improvement or nonimprovement. Also the study compared the predictability of the SOM ratio with a ratio based on percent of negative thoughts. Subjects in both treatments evidenced negative monologue …

Concurrent Validity Of The Social Phobia And Anxiety Inventory, James D. Herbert, Alan S. Bellack, Debra A. Hope

Department of Psychology: Faculty Publications

The Social Phobia and Anxiety Inventory (SPAI) is a new instrument designed to assess symptoms of social phobia. Although the scale has been shown to have a good test-retest reliability, internal consistency, and construct validity, no studies have examined its concurrent validity with respect to other measures of social anxiety and avoidance. In the present study, the relationship between the SPAI and several self-report measures of social anxiety was examined in a sample of 23 patients meeting DSM-III-R criteria for social phobia. The relationship between the SPAI and other measures of psychopathology, as well as performance during a role play …

Evaluating The States Of Mind Model: Comparison To An Alternative Model And Effects Of Method Of Cognitive Assessment, Richard G. Heimberg, Monroe A. Bruch, Debra A. Hope, Mark Dombeck

Department of Psychology: Faculty Publications

Two studies were conducted evaluating aspects of the States of Mind (SOM) Model proposed by Schwartz (1986; Schwartz & Garamoni, 1986, 1989) with a sample of social phobic subjects. First, the SOM ratio [positive thoughts/(positive + negative thoughts)] based on a thought-listing task was compared to a ratio based on Kendall and Hollon’s (1981) “power-of-nonnegative-thinking” model [negative thoughts/(positive + negative + neutral thoughts)], and the relationship of each ratio to criterion measures was assessed. The two ratios were highly correlated and related to several criterion measures, raising questions about the role of neutral thoughts in the internal dialogue. Second, SOM …

Representations Of The Self In Social Phobia: Vulnerability To Social Threat, Debra A. Hope, Ronald M. Rapee, Richard G. Heimberg, Mark J. Dombeck

Department of Psychology: Faculty Publications

A revised Stroop color-naming task was used to test hypotheses derived from Beck’s cognitive theory of anxiety disorders which proposes that social phobics are hypervigilant to social-evaluative threat cues. Color-naming latencies for social and physical threat words were compared to matched neutral words for both social phobics and individuals with panic disorder. As predicted, social phobics showed longer latencies for social threat words, and panickers had longer latencies for physical threat words. Latency for color-naming social threat words correlated with self-reported avoidance among social phobics. These results are consistent with Beck’s notion of self-schemata which facilitate the processing of threat …

Dsm-Iii-R Subtypes Of Social Phobia: Comparison Of Generalized Social Phobics And Public Speaking Phobics, Richard G. Heimberg, Debra A. Hope, Cynthia S. Dodge, Robert E. Becker

Department of Psychology: Faculty Publications

Social phobic patients who fear most or all social interaction situations are labeled generalized social phobics in DSM-III-R. Thirty-five patients who met this criterion were compared with 22 social phobic patients whose fears were restricted to public-speaking situations. Generalized social phobics were younger, less educated, and less likely to be employed, and their phobias were rated by clinical interviewers as more severe than those of public-speaking phobics. Generalized social phobics appeared more anxious and more depressed and expressed greater fears concerning negative social evaluation. They performed more poorly on individualized behavioral tests and differed from public-speaking phobics in their responses …

Cognitive Behavioral Group Treatment For Social Phobia: Comparison With A Credible Placebo Control, Richard G. Heimberg, Cynthia S. Dodge, Debra A. Hope, Charles R. Kennedy, Linda J. Zollo, Robert E. Becker

Department of Psychology: Faculty Publications

Forty-nine patients participated in a study comparing cognitive-behavioral group treatment (CBGT) for social phobia with a credible placebo control. CBGT consisted of exposure to simulated phobic events, cognitive restructuring of maladaptive thoughts, and homework for self-directed exposure and cognitive restructuring between sessions. Control patients received a treatment package consisting of lecture-discussion and group support that was comparable to CBGT on measures of treatment credibility and outcome expectations. At pretest, posttest, and 3- and 6-month follow-ups, patients completed assessments that included clinician ratings, self-report measures, and behavioral physiological and cognitive-subjective measures derived from a behavioral simulation of a personally relevant phobic …

The Early Motor Profile: Correlation With The Bruininks-Oseretsky Test Of Motor Efficiency1, Amy N. Spiegel, Kathleen M. Steffens, John E. Ryders, Robert H. Bruininks

Department of Educational Psychology: Faculty Publications

A correlational study of the Bruininks-Oseretsky Test of Motor Proficiency and the Early Motor Pro-file with 109 kindergarten children showed a significant relation between these two measures of mo-tor abilities. These results support use of the latter profile as a measure of motor development in preschool age children.

Social Anxiety And The Recall Of Interpersonal Information, Debra A. Hope, Richard G. Heimberg, John F. Klein

Department of Psychology: Faculty Publications

Sixty subjects classified as high or low in social anxiety participated in a structured heterosocial interaction under conditions of either high or low social-evaluative threat. Following the interaction, subjects were asked to recall detailed information about the interaction partner’s appearance and the content of the conversation. Socially anxious subjects recalled less information and made more errors in recall than nonanxious subjects. Contrary to prediction, social-evaluative threat did not affect recall. Anxious subjects also reported greater self-focused attention during the interaction. High self-focused attention was associated with superior recall for nonanxious subjects but associated with more frequent omission errors for anxious …

The Comparative Effectiveness Of Systematic Desensitization And An Integrative Approach In Treating Public Speaking Anxiety: A Literature Review And A Preliminary Investigation, Ana M. Rossi, William J. Seiler

Department of Communication Studies: Faculty Publications

An analysis of the literature related to public speaking anxiety (PSA) and various treatments of it are discussed. PSA is a state or situational type of anxiety which can have tremendous effects on those who suffer from it. Two of the major treatments—systematic desensitization (SD) and the integrative approach (IA)—are reviewed and then experimentally tested to determine which is the more effective in treating PSA. The results are somewhat inclusive, but there is strong evidence to suggest that both SD and IA reduce trait and state anxiety. It was found, however, that IA is more effective in decreasing the symptoms …

Attentional Focus And Causal Attributions In Social Phobia: Implications From Social Psychology, Debra A. Hope, David A. Gansler, Richard G. Heimberg

Department of Psychology: Faculty Publications

This article reviews the social psychological literature on attentional focus and causal attributions as they apply to social phobia. Excessive self-focused attention is increased by physiological arousal, interferes with task performance under some conditions, increases the probability of internal attributions, and intensifies emotional reactions. Social anxiety is also associated with a reversal of the self-serving bias for causal attributions. Implications of these findings for the maintenance and treatment of social phobia are discussed.

The Transition From Infancy To Early Childhood: A Difficult Transition, And A Difficult Theory, Carolyn P. Edwards

Department of Psychology: Faculty Publications

The transition from infancy to early childhood was observed in households in rural Zinacanteco households in the Highlands of Chiapas, Mexico, in 1968-1969, and found to be a fairly lengthy period of upset, disturbance, listlessness, and apathy for the children, leading eventually to their accepting a new position in the family. The transition involved three abrupt and harsh changes: (1) abrupt weaning from the mother’s breast; (2) simultaneous change in sleeping arrangements from lying next to the mother to sleeping with siblings; and (3) more gradual transfer of the child’s primary care from the mother to older siblings or courtyard …

Evaluation Of The Social Interaction Self-Statement Test With A Social Phobic Population, Cynthia S. Dodge, Debra A. Hope, Richard G. Heimberg, Robert E. Becker

Department of Psychology: Faculty Publications

The convergent and discriminant validity of the Social Interaction Self-Statement Test (SISST) were evaluated in a sample of men and women awaiting treatment for fear and avoidance of social interactions. Partial correlations revealed that negative, but not positive, self-statement scores were generally related to self-report measures of anxiety and depression. Heart rate and subjective anxiety ratings derived from a behavioral simulation of a personally relevant anxiety-provoking situation were unrelated to SISST scores. However, subjects’ reports of negative thoughts obtained via the thought-listing procedure were related to the SISST negative self-statement scores, suggesting that the negative subscale of the SISST and …

Public And Private Self-Consciousness And Social Phobia, Debra A. Hope, Richard G. Heimberg

Department of Psychology: Faculty Publications

The relationship between public and private self-consciousness and self-report questionnaires, clinician ratings, and various measures derived from an individualized simulation of an anxiety-provoking situation was examined in a sample of men and women seeking treatment for social phobia. As predicted, public, not private, self-consciousness was generally related to self-report and naive observer ratings of anxiety and to behavioral disruption during the simulation. The predicted relationship between public self-consciousness and how accurately subjects evaluated their performance in the anxiety-provoking situation was marginally supported. Hypotheses regarding the relationship between private self-consciousness and self-reported anxiety during an anxiety-provoking situation, and between private self-consciousness …

The Validity Of The Social Avoidance And Distress Scale And The Fear Of Negative Evaluation Scale With Social Phobic Patients, Richard G. Heimberg, Debra A. Hope, Ronald M. Rapee, Monroe A. Bruch

Department of Psychology: Faculty Publications

Turner, McCanna and Beidel’s (1987) recent evaluation of the Social Avoidance and Distress Scale (SADS) and the Fear of Negative Evaluation Scale (FNE) with anxiety disordered patients concluded that the SADS and FNE lacked discriminant validity and may be inappropriate for subject selection or outcome evaluation in studies of social phobia . This paper raises some concerns with the interpretation of the data presented by Turner et al. (1987) and presents additional data from studies in our laboratories that may qualify their conclusions. It is asserted that (a) the SADS and FNE are not appropriate for diagnostic screening of social …

Section I- The Cognitive Psychometric Connection

The Influence of Cognitive Psychology on Testing

Section I- The Cognitive Psychometric Connection

Section Ii- Cognitive Approaches To Psychometric Issues: Applications

The Influence of Cognitive Psychology on Testing

Section II- COGNITIVE APPROACHES TO PSYCHOMETRIC ISSUES: APPLICATIONS

Section Iii- Methodological Issues

The Influence of Cognitive Psychology on Testing

Section III- METHODOLOGICAL ISSUES

Title Page And Contents- The Influence Of Cognitive Psychology On Testing, Jane Close Conoley, Royce R. Ronning, John A. Glover, Joseph C. Witt

The Influence of Cognitive Psychology on Testing

The Influence of Cognitive Psychology on Testing

Contents

Foreword ix

1. Introduction: The Implications of Cognitive Psychology for Testing...........1

PART I: THE COGNITIVE-PSYCHOMETRIC CONNECTION

2. Science, Technology, and Intelligence...................11

3. Toward a Cognitive Theory for the Measurement of Achievement ...................41

4. The g Beyond Factor Analysis.........................87

PART II: COGNITIVE APPROACHES TO PSYCHOMETRIC ISSUES: APPLICATIONS

5. The Assessment of Cognitive Factors in Academic Abilities...................145

6. Theoretical Implications from Protocol Analysis on Testing and Measurement...191

PART III: METHODOLOGICAL ISSUES

7. Structure and Process in Cognitive Psychology Using Multidimensional Scaling and Related Techniques..................229

8. New Perspectives in the Analysis of Abilities.....................267

Author Index …

Foreword- The Influence Of Cognitive Psychology On Testing, James V. Mitchell Jr.

The Influence of Cognitive Psychology on Testing

For over 40 years Oscar K. Buros was Director of the Buros Institute of Mental Measurements and Editor of the Mental Measurements Yearbooks. He was a crusader, and he devoted his entire career to his crusade. He was a crusader for better tests and the more effective selection and use of tests, and he used the Mental Measurements Yearbooks as the principal instrument in this crusade. Buros passed away in 1978, and his widow, Luella Buros, worked tirelessly to find a new home for the Institute. As a result of her efforts the Institute was relocated at the University …

2. Science, Technology, And Intelligence, Earl Hunt

The Influence of Cognitive Psychology on Testing

The intelligence test has been cited as psychology's most important technological contribution to society. Whether this is good or ill can be debated (Eysenck, 1979; Gould, 1981; Herrnstein, 1971; Kamin, 1974). Certain facts are not really subject to debate . Psychologists can and have developed "standardized interviews" that, on a population basis, provide a cost effective technique for personnel classification in industrial, military, and some government settings. However, the tests are very far from perfect indicators. Validity coefficients between tests and performance ratings typically range in the .3 to .5 range (i.e. , from 10 to 25% of the variance …

6. Theoretical Implications From Protocol Analysis On Testing And Measurement, K. Anders Ericsson

The Influence of Cognitive Psychology on Testing

One of the goals of psychology has always been to describe, understand, and measure individual differences. The diversity of human behavior makes it particularly challenging to seek to identify general and stable underlying elements that correspond to systematic individual differences . A major problem in the efforts to identify such elements is that the elements cannot be observed directly. The primary method has been to use the current psychological theory to develop procedures to measure such hypothetical elements. In this chapter I present a new theoretic framework, based on verbal reports from subjects, for identifying and measuring individual differences. I …

7. Structure And Process In Cognitive Psychology Using Multidimensional Scaling And Related Techniques, Edward J. Shoben, Brian H. Ross

The Influence of Cognitive Psychology on Testing

INTRODUCTION

The goal of cognitive psychology is to provide a general understanding of human cognitive processes through the development of general, formal models of cognition. Although it is clearly true that some areas (such as memory) have been more highly developed than others, it is undeniable that cognitive psychology has witnessed a proliferation of models in the past decade. Perhaps researchers are finding it increasingly difficult to discriminate among competing memory models because the constraints are so weak. One possibility that will be explored in this chapter is the prospect of using multidimensional scaling (MDS) and related procedures as a …

3. Toward A Cognitive Theory For The Measu Rement Of Achievement, Robert Glaser, Alan Lesgold, Susanne Lajoie

The Influence of Cognitive Psychology on Testing

INTRODUCTION

Given the demands for higher levels of learning in our schools and the press for education in the skilled trades, the professions, and the sciences, we must develop more powerful and specific methods for assessing achievement. We need forms of assessment that educators can use to improve educational practice and to diagnose individual progress by monitoring the outcomes of learning and training. Compared to the well-developed technology for aptitude measurement and selection testing, however, the measurement of achievement and diagnosis of learning problems is underdeveloped. This is because the correlational models that support prediction are insufficient for the task …

4. The G Beyond Factor Analysis, Arthur R. Jensen

The Influence of Cognitive Psychology on Testing

The problem of g, essentially , concerns two very fundamental questions: (1) Why are scores on various mental ability tests positively correlated? and (2) Why do people differ in performance on such tests?

SOME DEFINITIONS

To insure that we are talking the same language, we must review a few definitions. Clarity, explicitness, and avoidance of excess meaning or connotative overtones are virtues of a definition. Aside from these properties, a definition per se affords nothing to argue about. It has nothing to do with truth or reality; it is a formality needed for communication.

A mental ability test consists …

5. The Assessment Of Cognitive Factors In Academic Abilities, Stephen L. Benton, Kenneth A. Kiewra

The Influence of Cognitive Psychology on Testing

Nearly 30 years ago, Lee Cronbach (1957) distinguished between the two disciplines of correlational psychology, which investigated naturally occurring individual variance in behavior, and experimental psychology, which examined the effectiveness of certain treatments on behavior. Essentially, correlational psychology examined individual differences using factor analytic techniques; whereas experimental psychology attempted to eliminate individual differences using appropriate interventions. Cronbach believed that these two disciplines should join together to promote aptitude-treatment interaction (A Tl) research that would identify effective treatments for certain types of individuals. With this combined approach, different treatments could be prescribed for skilled and less skilled individuals.

The A Tl …

8. New Perspectives In The Analysis Of Abilities, John B. Carroll

The Influence of Cognitive Psychology on Testing

INTRODUCTION

One can understandably be skeptical when a "new perspective" is offered on a topic that has been under scientific examination for a very long time. I am not sure that I have any truly new perspectives , but I entertain the notion that my perspectives have the kind of novelty that will last long enough to permit taking a fresh look at some very old problems and getting new insights into their solution . I'm concerned with several such problems: First, what is an " ability"? How can an ability be defined? This is a problem that I believe …

Complete Work- The Influence Of Cognitive Psychology On Testing, Royce R. Ronning, John A. Glover, Jane C. Conoley, Joseph C. Witt

The Influence of Cognitive Psychology on Testing

The Influence of Cognitive Psychology on Testing

Contents

Foreword ........................ix

1. Introduction: The Implications of Cognitive Psychology for Testing...........1

PART I: THE COGNITIVE-PSYCHOMETRIC CONNECTION

2. Science, Technology, and Intelligence...................11

3. Toward a Cognitive Theory for the Measurement of Achievement ...................41

4. The g Beyond Factor Analysis.........................87

PART II: COGNITIVE APPROACHES TO PSYCHOMETRIC ISSUES: APPLICATIONS

5. The Assessment of Cognitive Factors in Academic Abilities...................145

6. Theoretical Implications from Protocol Analysis on Testing and Measurement...191

PART III: METHODOLOGICAL ISSUES

7. Structure and Process in Cognitive Psychology Using Multidimensional Scaling and Related Techniques..................229

8. New Perspectives in the Analysis of Abilities.....................267

Author Index …

1. Introduction: The Implications Of Cognitive Psychology For Testing, Royce R. Ronning, Jane C. Conoley, John G. Glover

The Influence of Cognitive Psychology on Testing

The 1985 Buros-Nebraska Symposium was developed to address the broad issue of the influence of cognitive psychology on testing and measurement. In the planning process, four topics were formulated that we asked contributors to address. The following four issues provided the focus for the Symposium and hence for the present volume. We explore:

1. Cognitive psychology as a basis for questioning some of our assumptions about the nature of mental abilities;
2. The influence of cognitive psychology on test development;
3. Cognitive psychology influences on test validity;
4. Cognitive psychology as a means to provide a linkage between testing and …

Author Index- The Influence Of Cognitive Psychology On Testing

The Influence of Cognitive Psychology on Testing

Author Index- 8 pages

A-Z

A

Abrahamsen, A. A., 234, 236, 237, 262, 265
Ackerman, P. L., 29, 37
Agrawal, N., 103, 136
Ahern, S., 121, 136
Ananda, S. M., 135, 136
Anastasi, A., 2, 8, 176, 184
Anderson, J. A., 19,38, 256, 263
Anderson, J. H., 44, 83
Anderson, J. R., 31, 36, 37, 44, 82, 154, 184, 195, 223, 230, 256, 263
Anderson, R., 54, 82
Arabie, P., 230, 231, 232, 241, 242, 245, 246, 247, 251, 253, 263, 264, 266
Arnkoff, D. B., 172, 184
Arnold, J. B., 234, 253, 262, 263
Atkinson, R. c., 135, 136, …