James J. Johnson

Graduate Record Examination Scores and Academic Background Variables as Predictors of Graduate Degree Completion

The purpose of this study was to investigate the predictive validity of Graduate Record Examination (GRE) scores and academic background variables for graduate degree completion in psychology. Stepwise logistic regression procedures were used to analyze the relative contribution of each GRE score and academic background variable toward explaining subsequent degree completion. GRE Verbal scores entered the prediction equation first as the best predictor of degree completion for students in professional psychology areas but entered the equation last for students in general/ experimental psychology. The results of this study indicated that the predictor variables did not predict similarly for all graduate students in psychology. The results of this study have implications for faculty involved in the selection of students for graduate study in psychology.

PREDICTIVE VALIDITY OF THE GRADUATE RECORD EXAMINATION FOR PERFORMANCE IN SELECTED GRADUATE PSYCHOLOGY COURSES

A number of studies have evaluated the predictive validity of the GRE across several settings. The purpose of this study was to assess the predictive validity of the GRE for performance in selected graduate courses in psychology. Each of the three sections of the GRE aptitude test was evaluated. The predictive validity coefficients observed were comparable to those noted previously. Present results suggest that, while over-all predictive validity of the GRE may be relatively low, there may in fact be some courses for which validity coefficients are considerably higher.

Further Evidence of the Stability of the Verbalizer-Visualizer Questionnaire

Significant reliability coefficients for the Verbalizer-Visualizer Questionnaire of .36, .52, and .47 were obtained after 16 wk. for college men (N = 59), women (N = 123), and pooled subjects (N = 184), respectively.

PREFERENCE FOR AN APPROACH TO COUNSELING

350 students in a general psychology class were given Rotters Locus of Control Scale. Based on ± 1 SD from the mean, 48 were classified as Internals and 46 as Externals. In a Latin square design groups of equal size viewed 15-min. audiovisual tapes of a simulated first counseling session. The same client, same counselor, and same presenting concern were portrayed as representative of a humanistic, psychoanalytic, and behavioral approach to counseling. The subjects were asked to identify which film they preferred and why. A chi square analysis showed no differences between Internals and Externals. However, there was a statistically significant preference for the behavioral approach by both Internals and Externals. The major factor in the preference appeared to be the “structure” of the behavioral frame of reference.

Comparison of WAIS and WAIS-R IQs from Two Equivalent College Populations

The present investigation compared the WAIS (N = 39) and WAIS-R (N = 35) IQs of two groups of college undergraduates (aged 17 to 22) judged to be comparable in aptitude as measured by ACT scores. The WAIS-R IQs were found to be significantly lower than the WAIS IQs and approximate those reported by Wechsler for a group aged 35 to 44. The WAIS/WAIS-R differences have important implications in the use of these tests in school and clinical settings. Correlations of the WAIS and the WAIS-R IQs with the Composite and the subscale scores of the ACT indicate that the WAIS-R IQs are more congruent with ACT test results than WAIS IQs.

The sport psychologist-coach dual role position: A rebuttal to ellickson and brown (1990)

Abstract The purpose of this article is to further discuss the ethical situations that may result (as previously mentioned by Ellickson & Brown, 1990) when a sport psychologist also serves as a coach to the same group of athletes. As Ellickson and Brown mention, these can be conflicting roles when a therapeutic relationship is involved. However, due to the nature of the various duties of coaches, the sport psychologist/coach can be seen as very compatible, while remaining ethical, roles.

A validity study of the Neural Efficiency Analyzer in relation to selected measures of intelligence.

This study attempted to determine the validity of the Ertl Neural Efficiency Analyzer as a measure of intellectual ability by using NEA-Alpha and Neural Efficiency scores to predict college grade point average (GPA) both alone and in combination with paper-and-pencil measures of intelligence for 22 male and 64 female college students. Results indicate that NEA-Alpha scores can predict GPA with moderate success and also that NEA-Alpha scores account for variability in grade point average not associated with paper-and-pencil tests.