This meta-analysis tested the Dodo bird conjecture, which states that when psychotherapies intended to be therapeutic are compared, the true differences among all such treatments are 0. Based on comparisons between treatments culled from 6 journals, it was found that the effect sizes were homogeneously distributed about 0, as was expected under the Dodo bird conjecture, and that under the most liberal assumptions, the upper bound of the true effect was about .20. Moreover, the effect sizes (a) were not related positively to publication date, indicating that improving research methods were not detecting effects, and (b) were not related to the similarity of the treatments, indicating that more dissimilar treatments did not produce larger effects, as would be expected if the Dodo bird conjecture was false. The evidence from these analyses supports the conjecture that the efficacy of bona fide treatments are roughly equivalent.

Major depressive disorder (MDD) is the most common psychiatric disorder in breast cancer patients. The prevalence of suicidal ideation in breast cancer patients is considerable, and relative to the general population, the prevalence of completed suicide is elevated, particularly in cancer patients with MDD. A major component of suicide prevention is effective treatment of MDD. Although some research has explored the utility of psychotherapy with breast cancer patients, only three trials have explored the benefits of behavior therapy in patients with well-diagnosed MDD and there has been no systematic investigation of the potential benefits of psychotherapy toward reducing suicidal ideation in breast cancer patients. As a follow-up to a recently completed randomized trial, this study examined the efficacy of 8 weeks of behavioral activation treatment for depression (BATD) and problem-solving therapy (PST) in reducing depression and suicidal ideation, as well as increasing hopefulness in breast cancer patients with MDD (n = 80). Across both treatments, GEE analyses revealed decreased depression and suicidal ideation and increased hopefulness at posttreatment, results that were maintained at 12-month follow-up. Moreover, follow-up patient contact at approximately 2 years posttreatment yielded no indication of completed suicide. Although these data are preliminary, BATD and PST may represent practical approaches to decrease suicidal ideation in depressed breast cancer patients.

Retention of a paired‐associate list of common nouns was tested under two conditions: original learning at night prior to 8 hrs of sleep (Sleep condition), and original learning in the morning prior to a day of normal waking activity (Waking condition). Both conditions were subdivided so that retention was tested at intervals of 8, 16, and 24 hrs after original learning. For both paced and free recall measures of retention, the Sleep condition proved superior to the Waking condition at the 8 hr interval. At 24 hrs, when the amounts of sleep and waking were equated across both conditions thus normalizing for potential interference, the superiority of the Sleep condition over the Waking condition was also observed. There were no differences in retention between the Sleep and Waking conditions at 16 hrs after original learning. This finding was largely influenced by improved recall on the part of subjects in the Waking condition in the interval between 8 and 16 hrs. It was concluded that the consolidation during sleep of verbal materials learned shortly before sleep onset has a beneficial effect on their recall and temporal stability in the 8 to 24 hr period following original learning.

Retention of nonsense syllables was tested in two groups of Ss: those having initial learning in the morning and those having initial learning at night immediately before sleep. These groups were subdivided so that recall was tested either 8 or 24 hrs after initial learning. As Jenkins and Dallenbach first demonstrated, retention was superior after 8 hrs for Ss when learned at night compared to those who learned in the morning. Retention with night learning was equal after 24 hrs to that observed after 8 hrs. Surprisingly, retention scores after morning learning were superior after 24 hrs to those observed after 8 hrs. Some possible interpretations of this result are advanced.

This study explored how respondent gender, gender dyad (male teacher-female student versus female teacher-male student) and duration/frequency (weekly sexual contact over 4 months versus a single incident) affected perceptions of teacher-adolescent student sexual involvement. Respondents were 224 undergraduates (104 men, 120 women) recruited from a psychology research pool. Most (87%) were 18-21 years old, and 59% were Caucasian. Each respondent read one of four scenarios (varied by gender dyad and duration/frequency) depicting a teacher-adolescent student sexual interaction and then completed a series of questions about his or her perceptions. Results indicated that men perceived these experiences less negatively than did women, and the female teacher-male student dyad was viewed less negatively than the male teacher-female student dyad. Relatively few significant interactions emerged, and the only main effect for duration/frequency was for commitment. Results are discussed in terms of the need for more research and education.