The present experiment sought to develop a practical and effective method for teaching the beginning elements of hand-writing in a Head Start program. The method consisted of reinforcing responses to a writing program by giving the children access to a variety of activities normally available in the pre-school classroom. Tokens were presented for correct responses. The children then used the tokens to select reinforcers, such as snacks and access to a variety of play activities. In an experimental evaluation of the token system, it was found that responding was maintained as long as access to the reinforcing activities was contingent upon responding. When reinforcement was no longer contingent upon responding, virtually no responding occurred. Informal observations suggested that the token system had several unanticipated effects: the children's vocabulary and ability to understand instructions improved; a favorable attitude toward school developed; and their ability to play cooperatively with other children increased. It was concluded that the token system is a practical and effective method for teaching beginning writing skills and that it has other desirable, if unanticipated, effects.

No abstract

The present investigation sought to determine the extent to which collegiate student-athletes are susceptible to stereotype threat and the factors that predict it. We proposed a structural equation model (SEM) by which a perceived coach's positive regard for an athlete's academic ability, athletic identity, and academic identity predicts the degree of perceived stereotype threat while controlling for gender, race/ethnicity, type of sport, and division level. Also hypothesized, athletic and academic identities mediate the coach's attitude toward academics in predicting susceptibility to stereotype threat. Survey responses from 318 collegiate athletes showed the coach's regard for an athlete's academic ability emerged as a significant predictor of stereotype threat. A coach's regard for academic ability had a significant negative relationship with athletic identity, which, in turn, had a significant positive relationship with stereotype threat.

While the early data is encouraging, there is still a great need for further study regarding the efficacy of mental health courts. In particular, we need to know who (along a variety of dimensions) are likely to benefit from participation in mental health courts, of what sort, and under what circumstances.

The Briggs-Nebes (1975) modified version of Annett's (1967) handedness inventory was administered to 59 female and 51 male undergraduates and 101 nursing students. J-shaped distributions of scores in the dextral direction and significant sex differences such that males were more sinistral than females were found. The inventory was found to be multi-dimensional with up to three factors, power, skill, and rhythm in order of importance. The utility of the modified inventory was supported and recommendations were made concerning the use of subscale or factor scores in addition to overall scores.