Showing papers by "Saint Anselm College published in 1988"
TL;DR: A procedure for the evaluation of fluctuations in perceived pain intensity among chronic pain patients and its psychometric properties and clinical and heuristic utility are examined, supporting both the test-retest reliability and the concurrent validity of SMPI.
Abstract: A procedure for the evaluation of fluctuations in perceived pain intensity among chronic pain patients is described, and its psychometric properties and clinical and heuristic utility are examined. A heterogeneous sample of 97 chronic pain patients recorded 2 weeks of hourly self-monitored pain intensity (SMPI), completed a structured interview and several questionnaires, and established behavioral goals prior to participation in a pain rehabilitation program. Three variables were derived from the SMPI data: mean SMPI, variability, and number of missing observations. A series of analyses supported both the test-retest reliability and the concurrent validity of SMPI. Significant correlations with measures of depression, anxiety, marital satisfaction, perceived life interference, and activity levels were interpreted as support for the conceptual validity of SMPI within a cognitive-behavioral perspective. The utility of SMPI in predicting rehabilitation outcomes was also demonstrated.
57 citations
TL;DR: This paper found that children who were made aware of the possibility that speakers themselves (rather than simply their words) might refer to more than one referent, were significantly better able to detect referential ambiguity than were children who assumed that speakers attempted to describe a single referent.
Abstract: Two studies were conducted to examine the effect of children's social cognitions on their ability to monitor their comprehension in the referential communication paradigm. Specifically, it was hypo thesized that children's beliefs about the intentions and cooperative- ness of speakers prevent them from accurately evaluating messages. In Experiment 1, it was found that children who were made aware of the possibility that speakers themselves (rather than simply their words) might refer to more than one referent, were significantly better able to detect referential ambiguity than were children who, as in traditional referential communication studies, assumed that speakers attempted to describe a single referent. In Experiment 2, it was found that children faced with potentially uncooperative or dishonest speakers, carefully examined the words of referential directions and therefore detected more problems with those directions than children faced with honest, if potentially incompetent speakers. The results a...
9 citations