Philip C. Kendall

Multidimensionality of anxiety in children. Factor structure of the Children's Manifest Anxiety Scale

In order to investigate the multidimensional nature of anxiety in children, the responses of 125 emotionally disturbed and 120 normal children to the Childrens Manifest Anxiety Scale were subjected to one principal components factor analysis using an oblique rotation. Three anxiety factors, Anxiety: Worry and Oversensitivity, Anxiety: Physiological, and Anxiety: Concentration, and 2 Lie factors, Lie: Social Impeccability and Lie: Over Self-control, emerged which accounted for 72.9% of the total variance. The clinical meaningfulness and the research implications are discussed.

Empathy and Socialization in First and Repeat Juvenile Offenders and Normals.

The present study examined empathy and socialization in delinquent and non-delinquent juveniles. From 32 first offenders, 16 repeat offenders, and 19 normals who were administered Hogans empathy scale and the socialization scale of the California Psychological Inventory, groups of 16 subjects matched on age and race were compared. Results indicated that the three groups did not differ on empathy but that each of the three groups differed on socialization. Results are discussed in terms of potentially identifying recidivists and the efficacy of therapist-trained empathy.

Empathy, locus of control and anxiety in college students.

To investigate the correlations between empathy, locus of control, and anxiety 59 college students were administered Hogans (6) empathy scale, Spielbergers (12) State-Trait Anxiety Inventory, and Rotters (10) locus of control scale. Empathy correlated significantly with both state (—.36) and trait (—.36) anxiety while locus of control correlated with trait anxiety only (.36). There was no significant correlation between empathy and locus of control. Correlations were discussed with respect to previous research and theoretical implications.

Readability and human interest scores as objective aides in behavior therapy text selection

Twenty-four behavior therapy texts were evaluated using objective measures of readability and human interest. The results indicated a wide range of texts suitable for a variety of audiences.

Factor analysis of the MMPI-STAI

Since MMPI measures of anxiety do not differentiate situational from chronic anxiety, an attempt was made to factor analyze the MMPI-STAI scores of 311 psychiatric inpatients. Four factors emerged that were labeled Adjustment, Passivity, Somatic Concern and Anxiety Proneness. The results were compared with other MMPI factor-analytic studies. Evidence supported Welshs A as a measure of chronic anxiety.

MMPI/Midi‐Mult correspondence with parents of emotionally disturbed children

The findings of the present study are consistent with those of previous studies with the Mini-Mult short form. The correspondence is too low and variable to allow the short forms to be used in place of the MMPI with parents of emotionally disturbed children.

WISC short forms with emotionally disturbed children

The complete WISC protocols of 100 emotionally disturbed children were rescored according to 30 selected-subtest and 1 selected-item methodologies and then compared for their correspondence to the standard form. High correlations between all of the short forms and the standard WISC were obtained. However, 16 of the selected-subtest short forms and the selected-item short form resulted in a significantly different mean than the standard. In addition, all short forms resulted in a high percentage of individuals changing IQ classification. Results are interpreted as indicating the inappropriateness of short forms with emotionally disturbed children when individual scores are of prime interest.

Anxiety and locus of conflict in normal children.

63 mostly white seventh graders were given the Locus of Conflict Rating Scale, State-Trait Anxiety Inventory for Children, and the Childrens Manifest Anxiety Scale. No sex differences were noted. Correlations were small even when significant, except for .82 between CMAS Anxiety and Trait Anxiety. Some validity for the Locus of Conflict Rating Scale is indicated.

Proxemics, locus of control, anxiety, and type of movement in emotionally disturbed and normal boys.

In order to determine the interpersonal distancing requirements for emotionally disturbed and normal children and in order to investigate the relationship of locus of control and anxiety to interpersonal space, 20 emotionally disturbed and 20 normal boys were randomly required to approach an object person and to let the object person approach them until they felt uncomfortable. Results indicated that emotionally disturbed boys required more space than normals; that subjects would approach closer than they would allow the object person to approach them; and that externals required more space than internals. There were no significant differences between high and low anxious subjects, nor between emotionally disturbed children diagnostically classified as overanxious reaction and those with other diagnosis. Finally, neither anxiety nor locus of control explained the significant normal—emotionally disturbed differences in space requirements. Theoretical and practical implications were discussed as well as the relationship between the present and previous research.

Acquisition and transfer effects of cued and noncued double alternation schedules with rats

Abstract In an attempt to establish patterning, rats were administered eight daily runway trials in a double alternation schedule with distinctive goal events in either a consistent or a varied sequence. Different magnitudes of reward differentiated the reinforced trials, whereas different lengths of confinement in the empty goal box distinguished the nonreinforced trials. During acquisition, rats given the consistent cue sequence “patterned”, whereas the group presented varied cues did not. Subsequently, the Consistent and Varied Cue Groups were subdivided and were administered for 2 days only one of the four acquisition training goal events. During the final 5 days of transfer testing, all subgroups were switched to receiving four daily trials with a second and then a third goal event. In agreement with expectations derived from stimulus aftereffects theory, performance was immediately in accord with the reinforcement contingencies previously established during acquisition training and not the goal event actually presented during testing.