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Large Effect Sizes (large + effect_size)
Selected AbstractsMemory distortion in eyewitnesses: a meta-analysis of the post-identification feedback effectAPPLIED COGNITIVE PSYCHOLOGY, Issue 7 2006Amy Bradfield Douglass Feedback administered to eyewitnesses after they make a line-up identification dramatically distorts a wide range of retrospective judgements (e.g. G. L. Wells & A. L. Bradfield, 1998 Journal of Applied Psychology, 83(3), 360,376.). This paper presents a meta-analysis of extant research on post-identification feedback, including 20 experimental tests with over 2400 participant-witnesses. The effect of confirming feedback (i.e. ,Good, you identified the suspect') was robust. Large effect sizes were obtained for most dependent measures, including the key measures of retrospective certainty, view and attention. Smaller effect sizes were obtained for so-called objective measures (e.g. length of time the culprit was in view) and comparisons between disconfirming feedback and control conditions. This meta-analysis demonstrates the reliability and robustness of the post-identification feedback effect. It reinforces recommendations for double-blind testing, recording of eyewitness reports immediately after an identification is made, and reconsideration by court systems of variables currently recommended for consideration in eyewitness evaluations. Copyright © 2006 John Wiley & Sons, Ltd. [source] Representational Models Associated With Fear of Failure in Adolescents and Young AdultsJOURNAL OF PERSONALITY, Issue 5 2003David E. Conroy As a descriptive trait, fear of failure (FF) has been associated with serious problems in achievement and health. Psychodynamic theories emphasizing interpersonal processes and early object relations are often used to explain the etiology of FF despite little comprehensive research on such theories in the FF domain. The present study employed the Structural Analysis of Social Behavior to study associations between FF and representational models of self and others among 211 high school and college-aged students and athletes. FF was strongly associated with hostile representational models of self while failing (large effect size). This hostility paralleled the manner in which high FF participants reported being treated by their parents and most significant instructors (all moderate effect sizes). Overall, results supported the complementary nature of these theoretical perspectives and provided further evidence for interpersonal theories of FF. [source] Advancing reflective judgment through Socioscientific IssuesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2009Dana L. Zeidler Abstract The purpose of this investigation was to explore possible relationships between Socioscientific Issues instruction and students' development of reflective judgment. The usefulness of the Reflective Judgment Model as a tool for assessing the value of SSI is established in the parallels that can be drawn between them. Both involve ill-structured problems requiring evidence-based reasoning subject to differing interpretations by students, and both require examination, analysis and the blending of scientific and normative evidence, as students use that evidence to support a reasoned position. Results demonstrated both qualitative evidence revealing more sophisticated and nuanced epistemological stances toward higher stages of reflective judgment, as well as statistically significant gains within treatment groups with a moderately large effect size. Theoretical implications for advancing students' epistemological beliefs about evidence-based argumentation and pedagogical implications for rethinking how to connect science with topics that are fundamentally meaningful to students are discussed. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 74,101, 2009 [source] No effects of mobile phone use on cortical auditory change-detection in children: An ERP studyBIOELECTROMAGNETICS, Issue 3 2010Myoung Soo Kwon Abstract We investigated the effect of mobile phone use on the auditory sensory memory in children. Auditory event-related potentials (ERPs), P1, N2, mismatch negativity (MMN), and P3a, were recorded from 17 children, aged 11,12 years, in the recently developed multi-feature paradigm. This paradigm allows one to determine the neural change-detection profile consisting of several different types of acoustic changes. During the recording, an ordinary GSM (Global System for Mobile Communications) mobile phone emitting 902,MHz (pulsed at 217,Hz) electromagnetic field (EMF) was placed on the ear, over the left or right temporal area (SAR1g,=,1.14,W/kg, SAR10g,=,0.82,W/kg, peak value,=,1.21,W/kg). The EMF was either on or off in a single-blind manner. We found that a short exposure (two 6,min blocks for each side) to mobile phone EMF has no statistically significant effects on the neural change-detection profile measured with the MMN. Furthermore, the multi-feature paradigm was shown to be well suited for studies of perception accuracy and sensory memory in children. However, it should be noted that the present study only had sufficient statistical power to detect a large effect size. Bioelectromagnetics 31:191,199, 2010. © 2009 Wiley-Liss, Inc. [source] Efficacy of interpersonal therapy-group format adapted to post-traumatic stress disorder: an open-label add-on trialDEPRESSION AND ANXIETY, Issue 1 2010Rosaly F.B. Campanini MSc. Abstract Background: Post-traumatic stress disorder (PTSD) is a highly prevalent condition, yet available treatments demonstrate only modest efficacy. Exposure therapies, considered by many to be the "gold-standard" therapy for PTSD, are poorly tolerated by many patients and show high attrition. We evaluated interpersonal therapy, in a group format, adapted to PTSD (IPT-G PTSD), as an adjunctive treatment for patients who failed to respond to conventional psychopharmacological treatment. Methods: Research participants included 40 patients who sought treatment through a program on violence in the department of psychiatry of Federal University of São Paulo (UNIFESP). They had received conventional psychopharmacological treatment for at least 12 weeks and failed to have an adequate clinical response. After signing an informed consent, approved earlier by the UNIFESP Ethics Review Board, they received a semi-structured diagnostic interview (SCID-I), administered by a trained mental health worker, to confirm the presence of a PTSD diagnosis according to DSM-IV criteria. Other instruments were administered, and patients completed out self-report instruments at baseline, and endpoint to evaluate clinical outcomes. Results: Thirty-three patients completed the trial, but all had at least one second outcome evaluation. There were significant improvements on all measures, with large effect sizes. Conclusions: IPT-G PTSD was effective not only in decreasing symptoms of PTSD, but also in decreasing symptoms of anxiety and depression. It led to significant improvements in social adjustment and quality of life. It was well tolerated and there were few dropouts. Our results are very preliminary; they need further confirmation through randomized controlled clinical trials. Depression and Anxiety, 2010. © 2009 Wiley-Liss, Inc. [source] Computer treatment for common mental health problemsJOURNAL OF CLINICAL PSYCHOLOGY, Issue 3 2004Kate Cavanagh Perhaps the most complex and controversial role for the computer in clinical practice is as a treatment medium in which the computer effectively replaces the psychotherapist. This article outlines the historical development of computer treatment, from dialogue generators in the 1960s through to the interactive, multimedia programs of the 2000s. In evaluating the most recent developments in computer treatment, we present a small meta-analytic study demonstrating large effect sizes in favor of computer treatments for anxiety and depression for pre/post outcomes and treatment as usual/waitlist comparators. Next, we review studies of the cost effectiveness of computer treatments. Finally, we outline the implications for research, policy, and practice of this new generation of treatment options. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] Integrating pharmacology topics in high school biology and chemistry classes improves performanceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2003Rochelle D. Schwartz-Bloom Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 922,938, 2003 [source] Promoting mental health following the London bombings: A screen and treat approachJOURNAL OF TRAUMATIC STRESS, Issue 1 2008Chris R. Brewin Following the 2005 London bombings, a novel public health program was instituted to address the mental health needs of survivors. In this article, the authors describe the rationale for the program, characteristics of individuals assessed within the program, and preliminary outcome data. In addition to validated screening instruments and routine service usage data, standardized questionnaire outcome measures were collected. Seventy-one percent of individuals screened positive for a mental disorder. Of those receiving a more detailed clinical assessment, PTSD was the predominant diagnosis. Preliminary outcome data on 82 patients revealed large effect sizes for treatment comparable to those previously obtained in randomized controlled trials. The program succeeded in its aim of generating many more referrals of affected individuals than came through normal referral channels. [source] A randomized controlled trial of cognitive-behavior therapy for Cambodian refugees with treatment-resistant PTSD and panic attacks: A cross-over designJOURNAL OF TRAUMATIC STRESS, Issue 6 2005Devon E. Hinton We examined the therapeutic efficacy of a culturally adapted cognitive-behavior therapy for Cambodian refugees with treatment-resistant posttraumatic stress disorder (PTSD) and comordid panic attacks. We used a cross-over design, with 20 patients in the initial treatment (IT) condition and 20 in delayed treatment (DT). Repeated measures MANOVA, Group & times; Time ANOVAs, and planned contrasts indicated significantly greater improvement in the IT condition, with large effect sizes (Cohen's d) for all outcome measures: Anxiety Sensitivity Index (d = 3.78), Clinician-Administered PTSD Scale (d = 2.17), and Symptom Checklist 90-R subscales (d = 2.77). Likewise, the severity of (culturally related) neck-focused and orthostasis-cued panic attacks, including flashbacks associated with these subtypes, improved across treatment. [source] Further validation of the Systematic Screening for Behavior Disorders in middle and junior high school,PSYCHOLOGY IN THE SCHOOLS, Issue 7 2009Michael J. Richardson The Systematic Screening for Behavior Disorders (SSBD), a screening system to identify elementary students at risk for emotional and behavioral disorders, was evaluated for use in middle and junior high schools. Teachers completed SSBD Stages One and Two on students in grades 6 to 8 who had characteristics of internalizing or externalizing disorders. Teacher, parent, and self-rating forms of the Achenbach System of Empirically Based Assessment (ASEBA) and the Social Skills Rating System (SSRS) were also completed on 66 students nominated via the SSBD as at risk for internalizing and externalizing problems. Office discipline referrals and grade point averages, for students nominated at SSBD Stage One, were compared with nonnominated students resulting in medium to large effect sizes. Small to moderate correlations were also found between SSBD Stage Two scores and ASEBA and SSRS scores, including several from the parent and student forms. © 2009 Wiley Periodicals, Inc. [source] Effects of nicotine and caffeine, separately and in combination, on EEG topography, mood, heart rate, cortisol, and vigilancePSYCHOPHYSIOLOGY, Issue 5 2000David G. Gilbert Effects of nicotine and caffeine, separately and in combination, were assessed in 12 male habitual smokers in a repeated-measures design. Caffeine (0-mg vs. two 150-mg doses administered in a decaffeinated/sugar-free cola drink post-baseline and 90 min later) was crossed with nicotine (ad libitum own dosing vs. 1.0-mg machine-delivered dose vs. 0.05-mg machine-delivered dose). Participants smoked a total of five cigarettes at 30-min intervals over a 2-hr period. Caffeine and nicotine had large effect sizes on electroencephalogram (EEG) power; however, these effects were modulated by the eyes open versus closed condition, the other drug, and electrode site. EEG effects of open versus closed eyes tended to be of the same size and direction as those of nicotine and caffeine. However, whereas nicotine increased EEG power in some higher frequency bands in some conditions, caffeine decreased EEG power across almost all conditions. Serum cortisol concentration, vigor, and pleasantness were increased by nicotine, but not by caffeine. Level of depressive mood depended on an interaction of caffeine and nicotine. Vigilance performance was enhanced significantly by caffeine and was increased almost significantly by nicotine. The findings were interpreted in terms of common and differential mechanisms of the two drugs. [source] Evaluation of a Program on Systematic Self-Monitoring and Reflection of Health Behavior in Organisations: Results of Two Randomised Controlled Studies on Well-Being and Absenteeism of Employees and Skilled WorkersAPPLIED PSYCHOLOGY: HEALTH AND WELL-BEING, Issue 1 2010Günter Krampen Effects of a group health promotion program on well-being and absenteeism of employees and skilled workers were tested. The objectives of the program are systematic self-monitoring and reflection on everyday life health behavior as well as the promotion of health- and development-related cognitions and well-being. Randomised group designs were employed to evaluate the program's effects on well-being, psychosomatic complaints, personal regulation of own development, and absenteeism. Program effects were confirmed with reference to these outcome measures administered at the end of the 8-week treatment and at 2-month follow-up in samples of 56 public employees (Study 1) and 39 skilled workers (Study 2). Results demonstrate the effectiveness and usability of the SySeRe program as an economical individual-level health promotion intervention in occupational health psychology with large effect sizes in psychometric measures of well-being and in the reduction of employee sick leave as well. [source] Global Tests for LinkageBIOMETRICAL JOURNAL, Issue 1 2009Rachid el Galta Abstract To test for global linkage along a genome or in a chromosomal region, the maximum over the marker locations of mean alleles shared identical by descent of affected relative pairs, Zmax, can be used. Feingold et al. (1993) derived a Gaussian approximation to the distribution of the Zmax. As an alternative we propose to sum over the observed marker locations along the chromosomal region of interest. Two test statistics can be derived. (1) The likelihood ratio statistic (LR) and (2) the corresponding score statistic. The score statistic appears to be the average mean IBD over all available marker locations. The null distribution of the LR and score tests are asymptotically a 50: 50 mixture of chi-square distributions of null and one degree of freedom and a normal distribution, respectively. We compared empirically the type I error and power of these two new test statistics and Zmax along a chromosome and in a candidate region. Two models were considered, namely (1) one disease locus and (2) two disease loci. The new test statistics appeared to have reasonable type I error. Along the chromosome, for both models we concluded that for very small effect sizes, the score test has slightly more power than the other test statistics. For large effect sizes, the likelihood ratio statistic was comparable to and sometimes performed better than Zmax and both test statistics performed much better than the score test. For candidate regions of about 30 cM, all test statistics were comparable when only one disease-locus existed and the score and likelihood ratio statistics had somewhat better power than Zmax when two disease loci existed (© 2009 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim) [source] Abnormal frontal white matter tracts in bipolar disorder: a diffusion tensor imaging studyBIPOLAR DISORDERS, Issue 3 2004Caleb M Adler Objectives:, Prefrontal white matter has been hypothesized to be integral to the pathophysiology of bipolar disorder. Recent morphometric studies however, have not observed changes in white matter in bipolar patients. We hypothesized that changes in prefrontal function in bipolar disorder, widely reported in the literature, may be related to a loss of white matter tract integrity with a resultant dysconnectivity syndrome. In this study we utilized diffusion tensor imaging (DTI) to examine prefrontal white matter in patients with bipolar disorder. Methods:, Nine patients with bipolar disorder and nine healthy controls were recruited. DTI and localizing anatomic data were acquired, and regions of interest (ROIs) identified in the prefrontal white matter at 15, 20, 25, and 30 mm superior to the anterior commissure (AC). Fractional anisotropy (FA) and trace apparent diffusion coefficient (TADC) were compared by ROI between study groups. Results:, The FA of ROIs 25 and 30 mm above the AC was significantly reduced in patients with bipolar disorder; FA of all ROIs showed high-medium to large effect sizes. No significant group differences were identified in TADC. Conclusions:, Our findings suggest that a loss of bundle coherence is present in prefrontal white matter. This loss of coherence may contribute to prefrontal cortical pathology in patients with bipolar disorder. [source] When Are Tutorial Dialogues More Effective Than Reading?COGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 1 2007Kurt VanLehn It is often assumed that engaging in a one-on-one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5-step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural-language-based computer tutoring (Why2-Atlas and Why2-AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text-based control conditions. [source] | |||||||||||||