Mental sets in conduct problem youth with psychopathic features: Entity versus incremental theories of intelligence

The purpose of the current study was to examine the effect of a motivational intervention on conduct problem youth with psychopathic features. Specifically, the current study examined conduct problem youths' mental set (or theory) regarding intelligence (entity vs. incremental) upon task performance. We assessed 36 juvenile offenders with psychopathic features and tested whether providing them with two different messages regarding intelligence would affect their functioning on a task related to academic performance. The study employed a MANOVA design with two motivational conditions and three outcomes including fluency, flexibility, and originality. Results showed that youth with psychopathic features who were given a message that intelligence grows over time, were more fluent and flexible than youth who were informed that intelligence is static. There were no significant differences between the groups in terms of originality. The implications of these findings are discussed including the possible benefits of interventions for adolescent offenders with conduct problems and psychopathic features. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

The Purpose and Perception of Learning Objectives

Much of existing assessment and instructional design strategies revolve around the use of learning objectives. Learning objectives are used by faculty, by instructional designers, by accreditors, by assessment offices, and by students. But even as the use of learning objectives becomes more widespread, the definition and purpose have remained unclear. Instructional designers argue that learning objectives exist to provide a focused mindset for students engaging in the content, while faculty often view learning objectives as an administrative requirement that has little impact on teaching or student performance. Existing research on the subject is primarily normative and/or qualitative in nature (Harden 2002 Harden, Ronald M. 2002. “Learning Outcomes and Instructional Objectives: Is There a Difference?” Medical Teacher 24 (2):151–155.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]; Torrance 2007 Torrance, Harry. 2007. “Assessment as Learning? How the Use of Explicit Learning Objectives, Assessment Criteria and Feedback in Post-Secondary Education and Training Can Come to Dominate Learning.” Assessment in Education 14 (3):281–94. doi:10.1080/09695940701591867.[Taylor &; Francis Online] , [Google Scholar]). In this article, the researchers seek to use empirical evidence to examine the definitions, purpose, and impact of learning objectives on student performance. We find that there is no shared understanding of definitions and purpose, and using an experimental design, we find that learning objective wording and use in the classroom does not affect student performance.     

Local Government Capital Spending During and After Recessions: A Cause for Concern?

This article combines literature on cutback management with the results of a survey of county commissioners. Specifically, it focuses on the use of capital spending reductions in county government to cope with fiscal stress and the potential long-term impact of such reductions in response to the limited amount of research on this form of local government. In light of the literature and survey results, it recommends that county governments change their behavior and avoid cuts to their capital budgets due to the long-term costs of delayed maintenance and the opportunity costs incurred by stifling economic development. It also presents policy choices available to many counties that enable them to maintain capital investments, including public–private partnerships and earmarked local option sales taxes. The study concludes with a call for quantitative research on the long-term effects of capital reductions during economic downturns.     

Primary, Secondary, and Tertiary Losses in Chronic Pain Patients

Treating individuals with chronic illness and disability requires attention to physical, psychological, and social factors. These unique challenges are optimally addressed by utilizing a biopsychosocial approach, while considering the potential array of both gains and losses that chronic pain patients experience. The benefits a patient receives from remaining ill are often referred to as secondary gain. In medicolegal settings, a common example of a secondary gain issue is the effort to obtain financial compensation. While secondary gain can be one factor that contributes to perpetuating illness and disability, there are often more powerful losses that lead to such perpetuation. The losses associated with pain and disability are not frequently discussed. The overall purpose of this paper is to identify primary, secondary, and tertiary loss issues in chronic pain patients, and address issues related to how these factors are important within a medicolegal/forensic context.