David Perkins

Individualized behavior therapy for alcoholics: a third year independent double-blind follow-up.

Abstract An independently conducted double-blind study providing third year follow-up data for 53 of 70 male alcoholics who served as subjects in an experiment evaluating “Individualized Behavior Therapy (IBT)” techniques is reported. In the original study, subjects were initially assigned to either a controlled drinking or non-drinking (abstinence) treatment goal, and were then randomly assigned to either an experimental group receiving IBT or a control group receiving conventional state hospital treatment oriented towards abstinence. Previously reported results showed that IBT subjects functioned significantly better than control subjects throughout the first year of follow-up. Second year follow-up results found that IBT subjects treated with a controlled drinking goal functioned significantly better than their respective control subjects on a variety of measures, including drinking behavior. Differences between IBT subjects treated with a non-drinking goal and their control subjects did not retain statistical significance during the second year of follow-up. The independently determined follow-up data showed that during the third post-treatment year, subjects in the experimental groups generally functioned better than their respective control subjects. Comparison of the controlled drinking experimental group with its control group showed the significantly better functioning of subjects in the experimental condition on a number of drinking and other life functioning measures. Comparison of the non-drinking groups indicated only one possible difference on the drinking related measures involving a trend for subjects in the experimental condition to abstain more than those in the non-drinker control group. On other life functioning measures, however, subjects in the non-drinking experimental condition showed consistent improvement over their respective control subjects. Both of the controlled drinking groups reported more controlled drinking days than the non-drinking groups throughout the third year follow-up period.

Development and Construct Validation of a Set of Student Rating-of-Instruction Items

The development and implementation in a psychology department of a set of student rating-of-instruction items was discussed. The results of item descriptive statistics, correlational, and principal component analysis supported the construct validity of the items.

ACQUISITION UNDER MIXED-DELAY AND MULTIPLE-DELAY MATCHING-TO-SAMPLE

The acquisition of delayed matching to sample in two groups of pigeons was examined when three delay values (2, 4, and 6 sec.) were mixed across trials and when each of the three delay values was correlated with one of three standard stimuli (i.e., multiple delays). Extended training resulted in the acquisition of matching by all multiple-delay Ss, while only one of three mixed-delay Ss showed comparable performance. The one S which acquired matching under the mixed condition emitted standard, specific, delay behaviors. The results suggest that acquisition of delayed matching may be highly dependent upon the availability of some source of delay-stimuli that are consistently correlated with standard stimuli.

An Evaluation of a Required Computer-Applications Course for Psychology Majors

This study describes and evaluates a psychology course specifically focused on computer skills for undergraduate psychology majors. Learning by 136 undergraduates was evaluated on a 57-item objective test. Mean posttest scores were significantly higher than the mean pretest scores in all classes across all topic areas.

FIXED-RATIO DISCRIMINATION: COMPARISON OF SPATIAL AND NONSPATIAL CHOICE PROCEDURES

3 pigeons were trained on a conditional discrimination in which fixed-ratio 10 and fixed-ratio 20 were randomly scheduled on the center of 3 response keys. Reinforcement was contingent upon the choice of a green side key on fixed-ratio 10 trials and upon a red side key on fixed-ratio 20 trials. Performance was compared on alternating spatial and nonspatial sessions. During spatial sessions, red was always presented on the left-side key and green was always presented on the right. During nonspatial sessions, the location of the two side-key colors was randomized across trials. Accuracy of spatial choice was higher than during nonspatial choice.

Validity of Student Ratings for Two Affective Outcomes of Introductory Psychology

The correlation between student rating of instructor and affective outcomes of instruction was studied in two samples (n = 388 and n = 344) of Introductory Psychology students enrolled in 18 different classes. Correlations were calculated within each class, for students pooled across classes, and between-class means. In general, correlations were positive and of the same magnitude as correlations between student ratings of instructor and cognitive achievement outcomes.

Reliability and Validity Evidence for Scales Measuring Dimensions of Student Ratings of Instruction

In three studies, students in introductory psychology classes evaluated their instructor on a set of student-rating-of-instruction items. Based upon item content and the results of a component analysis of the item intercorrelations in each of the three samples, four scales were constructed. High internal consistency estimates of reliability and similarities in the scale intercorrelations were present over the three studies. The scale scores were judged to possess an acceptable degree of internal consistency and construct validity to be of use in further research investigating correlates of student ratings of instruction.

Individual and Dyad-Assisted Instruction

A study was designed to gather preliminary information concerning the effectiveness of small-group (dyad) computer-assisted instruction. Children in Grades 3 to 6 completed 10 lessons designed to teach students the critical elements involved in solving mathematical word problems, i.e., identifying key words, writing equations, and selecting the appropriate mathematical operation. Four instructional conditions were evaluated: (1) one child using a microcomputer, (2) two children (dyad) using one microcomputer, (3) one child using one workbook, and (4) two children (dyad) using one workbook. Children in the microcomputer-dyad condition developed more positive attitudes towards computer-instruction than students working individually. No significant differences in achievement scores were found between children given computer-assisted instruction and those given workbooks.