ABSTRACT
Although the results of research on the effectiveness of the K-correction factor have been inconclusive, this procedure has been widely used with adult respondents to correct for defensiveness or underreporting of symptomatology on the Minnesota Multiphasic Personality Inventory. Although the K-correction procedure was incorporated into the Minnesota Multiphasic Personality Inventory-2, the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) was developed based exclusively on the use of non-K-corrected T scores. This study derived age-appropriate K-weights for the MMPI-A to determine the degree to which the use of this procedure could improve test accuracy in the classification of participants into normal and clinical groups. Discriminant function analyses were performed to determine the K-weight that, when combined with basic scale raw score values, optimally predicted normal versus clinical status for each of the eight basic clinical scales. Hit rate analyses were utilised to assess the degree to which K-corrected T scores resulted in improvements in classification accuracy in contrast to standard MMPI-A non K-corrected norms. Results indicate that the adoption of K-correction procedure for the MMPI-A does not result in systematic improvements in test accuracy and the current findings do not support the clinical use of a K-correction factor in interpreting MMPI-A protocols.
ABSTRACT
This research assessed whether rhythm aids acquisition of motor skills by providing cues for the timing of those skills. Rhythms were presented to participants visually or visually with auditory cues. It was hypothesized that the auditory cues would facilitate recognition and learning of the rhythms. The three timing principles of rhythms were also explored. It was hypothesized that rhythms that satisfied all three timing principles would be more beneficial in learning a skill than rhythms that did not satisfy the principles. Three groups learned three different rhythms by practicing a tracking task. After training, participants attempted to reproduce the tracks from memory. Results suggest that rhythms do help in learning motor skills but different sets of timing principles explain perception of rhythm in different modalities.
Subject(s)
Attention , Mental Recall , Psychomotor Performance , Pursuit, Smooth , Time Perception , Adolescent , Adult , Arousal , Female , Humans , Male , Set, PsychologyABSTRACT
The effects of continuous and time-varied 85 dBA broadband noise on the performance of a Stroop-type color-word test and a related word-reading task were investigated. 10 subjects served in one of three groups receiving either continuous, periodic, or aperiodic noise. All subjects performed in both low noise (65 dBA) and high noise (85 dBA) conditions on 80 trials of both word reading and color naming. Median reaction times in the word-reading task were unaffected by either noise intensity or the time-varied aspects of the noise. However, median reaction times in the color-naming task were significantly elevated in the 85-dBA noise condition. Also, reaction times in the high aperiodic noise condition were significantly elevated relative to the continuous and periodic noise conditions. Results are discussed within the framework of arousal, filter, and information theories.
Subject(s)
Color Perception , Noise/adverse effects , Reaction Time , Reading , Adult , Arousal , Female , Humans , Information Theory , Male , Psychological TestsABSTRACT
The effects on ratings of ride quality of discomfort produced by complex vibration and noise stimuli were investigated. The initial study examined effects of simultaneous vibration in the vertical and lateral axes in a simulated passenger aircraft. The second study examined the effects of simultaneously presented vertical vibration and noise stimuli. In both studies the components of complex stimuli were found to combine their effects at low levels of stimulation but to act separately at higher levels.
