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Previous research on the use of disguise in structured tests of psychopathology is extended to a clinical population. Based on a sample of 112 adult psychiatric patients for whom clinical criterion ratings were obtained, psychopathological test item validities were calculated and related to indices of test item disguise. Data contraindicated the use of disguise and were interpreted in terms of the various philosophies of test construction that underlie the structured assessment of psychopathology. In particular, results suggested the merit of a rational test construction strategy that emphasizes the use of relevant test item content.

The literature suggests that there is concern about the traditional method of teaching architecture. This article describes an alternate method of teaching design studios in which scientific assessments are used instead of the traditional architectural juries. Analysis suggests that the scientific method of teaching design leads to improvements in the students' abilities to predict how other students would respond to their projects.

Two studies tested the influence of various types of verbal evaluative feedback men's and women's self-evaluations of their performance in achievement situations. We tested a theory that women perceive evaluative feedback, particularly negative feedback, to be more informatve about their abilities than do men. Because of this, women's self-assessments of their abilities are more straightforwardly influenced by evaluative feedback than are men's. In contrast, men take a more self-promotional approach to evaluative situations, and therefore are more selective in their responses to feedback. Results from our questionnaire study showed that women's self-evaluations were influenced by both positive and negative evaluative statements. Men allowed positive feedback to influence them more than negative feedback, and were less influenced overall by negative feedback than women. Furthermore, women reported that evaluative feedback, particularly negative feedback, contained more information relevant to their abilities than men. Our laboratory study showed that women's actual self-evaluations were impacted differently by posiive and negative feedback, whereas men's were not. In addition, we found some evidence to indicate that women were more negatively influenced by feedback that was positively toned, yet irrelevant with respect to their performance, than men. This finding underscores the fact that the focus, and not just the valence, of evaluative feedback plays an important role in men's and women's responses to it.

This study evaluated the validity of self-assessment in a natural setting. It also addressed the possibility of improving the utility of self-assessment by cautioning subjects that their responses could be compared with other existing data on them. Subjects were 357 males, aged 18-19 years, who were being screened for a prestigious military course. During the screening, they participated in small groups for nine days of tests, class exercises, and field simulations supervised by veteran commanders. On the ninth day, ratings were collected from commanders, peer group members, and the subjects themselves on dimensions related to eventual success in the training course. The experimental group was told their reports would be compared with those from other sources; the control group was not. Predictive and convergent validities were examined on three criteria: course success, commander ratings, and peer evaluations. Self-assessments from both experimental and control groups were valid; however, those of the experimental group did not yield consistently higher validities. Findings are discussed in regard to their practical ramifications. (Reprinted by permission of the publisher.)

In this laboratory study we compared the effect of sex-based preferential selection with that of merit-based selection on the reactions of 64 male and 76 female undergraduates serving as task leaders. Subjects succeeded or failed on the task while working with another individual (a confederate). As predicted, only women's self-perceptions and self-evaluations were negatively affected by the sex-based preferential selection method relative to the merit-based method. When selected on the basis of sex, women devalued their leadership performance, took less credit for successful outcomes, and reported less interest in persisting as leader; they also characterized themselves as more deficient in general leadership skills. These findings suggest that when individuals have doubts about their competence to perform a job effectively, nonwork-related preferential selection is likely to have adverse consequences on how they view themselves and their performance. Implications of the findings for the implementation of affirmative action programs are discussed. (Reprinted by permission of the publisher.)

64 undergraduates enrolled in two sections of introductory psychology estimated their performance on each of four upcoming classroom tests. One section (n = 30, 14 men and 16 women) received extra credit for accurate predictions of their test scores and the other section (n = 34, 15 men and 19 women) received no reinforcement. On each of the four tests, the group who received reinforcement produced significantly more accurate predictions of their scores.

The higher IQ estimates of men against those of women are more likely to be ability specific and should not be taken as a general conclusion. Western stereotypes play a major part on why the IQs of men are higher than those of the women. Men are perceived to be rational and logical while women are more intuitive, emphatic and verbal. These stereotypes indicate masculine and feminine abilities. Men rate themselves higher only in the traditional masculine domains., According to previous research, the IQ self-estimates of men are significantly higher than those of women (Bennett, 1996; Hogan, 1978). My aim in this study was to determine whether these [...]

25 older adults with vision loss participated in a communication screen which included hearing, speech-language, and a self-assessment of communication. 64% failed at least two of the three screenings, suggesting that routine screening might identify older adults with vision loss who need rehabilitation in communication as a complement to visual rehabilitation.

C. R. Colvin, J. Block, and D.C. Funder (1995) calculated a self-enhancement index - the discrepancy between favorability of participants' self-ratings and favorability of others' ratings of the participants. They found that the index was negatively correlated with psychological adjustment. However, the discrepancy between self- and other-ratings cannot add to the variance accounted for once self-ratings and other-ratings are controlled for. Consequently, the index cannot properly be used to examine how self-enhancement influences adjustment. An appropriate test for the self-enhancement effect is the interaction between favorability of self- and other-ratings.

217 undergraduates, their parents, and grandparents were asked to estimate the IQs of themselves as well as those of their parents. Previous research has shown the existence of a gender-related bias that affects the ability of younger adults to estimate the IQs of their parents. The results of this survey showed that, in contrast to young and middle-aged individuals, older adults estimated the IQs of their parents to be equal to their own.

Self-awareness of behavioral or emotional problems was examined in 25 children and adolescents with tic disorders by comparing the Youth, Parent, and Teacher forms of the Child Behavior Checklist. In general, their parents reported a significant number of deviant behaviors which were denied by the patients.

A study of 62 students enrolled in an organizational behavior class, conducted as a two-by-two factorial experiment, indicates that self-appraisals are more lenient when conducted for grading purposes as opposed to research purposes, and that self-appraisals conducted with foreknowledge of later validation methods are less lenient than those conducted with low expectation of subsequent validation processes.

Two studies examined how goals and self-evaluation affect self-efficacy, achievement, and self-reported competence and use of self-regulatory strategies. Undergraduates (most of whom were women) worked on computer projects over 3 sessions. Students received a process goal of learning computer applications or a product goal of performing them. In Experiment 1, half of the students in each goal condition evaluated their progress in learning the applications after the second session. The process goal led to the higher self-efficacy, self-judged learning progress, and self-regulatory competence and strategy use; the opportunity for self-evaluation promoted self-efficacy. In Experiment 2, self-evaluation students assessed their progress after each session. Frequent self-evaluation produced comparable results when coupled with a process or product goal. Research suggestions and implications for teaching are discussed.

Results from four studies document very high agreement between the raw data matrices of affect similarity judgments and correlations computed from self-ratings. This was found both for the global structural level, where the correlation-similarity correspondence was as high as the average correspondence of correlation matrices from different studies, and for local subgroups of affects, provided that reliable measures were used. The findings suggest that self-rating correlations and similarity judgments of affects contain essentially the same structural information. As a consequence, the two data types are equally valid starting points for structural analyses of affect, and differences between the models of affect that have been derived from them may reflect primarily method artifacts, such as the use of different scaling methods, rather than differences in the original data. Possible explanations for the high correspondence between self-rating correlations and similarity judgments of affect are discussed.

Ratings of the self and of an hypothetical well-adjusted man and woman on the Divided Self and Care as Self-sacrifice subscales of the Silencing the Self Scale were obtained for samples of men and women in the USA and Greece. Factor analysis confirmed the items' assignment to subscales for each of the three sets of ratings. Generally, Greeks scored higher than Americans on both subscales. While men usually scored higher than women on the Care subscale in both countries, they only did so in Greece for the Divided Self. Women had greater discrepancies than men between their self and well-adjusted same-sex rating on both subscales in each country, with this sex difference being greater in Greece than the USA and greater on the Care subscale in both countries.

The link between negative statements concerning heterosocial interaction and childhood abuse history and fear of negative evaluation is studied. Participants were 39 male and 59 female college students. Correlational analysis was done on both groups. The results showed that women who had a history of sexual abuse were at risk when interacting with men in social situations. The results of the Child Abuse and Trauma Scale also imply that girls suffer a higher level of abuse than boys in the area of negative home environment.

Evidence suggests that loneliness among African Americans is related to self-monitoring and perceived control. In a study of 100 African American undergraduates, it was found that social loneliness, or lack of companionship, had an inverse relationship with the number of close friends and the ability to modify self-presentation. On the other hand, emotional loneliness, or lack of intimacy with friends, was inversely related to having a reciprocated best friend in the case of men and perceived control in the case of women. Gender differences among African Americans when it comes to social and emotional loneliness were deemed insignificant.

People tend to believe that the attributes they consider self-descriptive are more important for success than those they consider non-self-descriptive. These self-serving prototypes that people possess of social concepts were investigated in two experiments. Empirical results showed that prototypes of task performance are self-serving partly because people are sensitive to the information presented to them regarding success. Prototypes of success tend to converge toward previous evaluations of the self while self-evaluations converge toward previously held prototypes.

Following a preexperimental assessment of computer-interactive math performance during VR 6 reinforcement and extinction, 4 regular education students and 2 students identified as behaviorally disordered participated in an A-BC-D-BC withdrawal of treatment design. Subsequent to baseline observations of math performance during self-assessment with and without accuracy feedback, students were trained in self-assessment procedures by way of a series of computer-interactive tutorials. During treatment, students were provided computer-displayed accuracy feedback plus reinforcement for correct self-assessments of their math performance. Reinforcement and feedback were gradually leaned, and in the final treatment condition, accuracy feedback was terminated; however, monetary reinforcement for correct self-assessment was sustained. Following treatment, students were given opportunities to perform math problems in the absence of reinforcement while self-assessing their performances with and without accuracy feedback. This was succeeded by a withdrawal condition and a final session in which students, again, were given an opportunity to self-assess with and without feedback from the computer. Outcomes suggest that subsequent to training computer-interactive self-assessment with feedback may facilitate high rates and long durations of math performance even in the absence of compensation. Implications regarding the augmental as a type of rule-governed behavior and the necessary and sufficient conditions for sustaining self-assessment as a learned reinforcer are discussed., There is a growing body of evidence indicating that accuracy feedback enhances the acquisition of some academic and social skills (e.g., Gettinger, 1985), and it has been suggested that teaching [...]

Self-reported time spent on work activities by mental health professionals during 1147 1/2 hr. compared favorably with the results of a study that involved direct observation of professionals' time spent on work activities.