Research that has examined the comorbid psychiatric symptoms present in neurological disorders and psychiatric symptoms has grown exponentially over the past decade. A number of authors have argued in favor of the biological basis of psychiatric symptoms and the interaction with neurological dysfunction (Noggle & Dean, 2012). These data indicate the importance of considering individuals’ emotional and medical functioning which offer psychiatric signs of neurological impairment. The use of measures of symptoms found in structured and unstructured interviews has been found to overlap significantly with measures of disorders thought to be solely neurological. This study examined the degree to which factor score of a relatively newly developed structured interview could account for the variability of the Minnesota Multiphasic Personality Inventory (MMPI) clinical scales. All patients were administered the Dean-Woodcock Emotional Status Examination (D-WESE) and the MMPI. The purpose of the study was (1) to quantify the amount of shared variance between clinical scales of the MMPI and individual items of the D-WESE and (2) to determine the amount unique clinical information provided by each measure. As hypothesized, canonical analysis indicated that the MMPI clinical scales and the D-WESE factors significantly overlapped across six significant canonical functions. A redundancy analysis suggested both the MMPI and the D-WESE provide a relatively large amount of unique clinical information. Whether one of these measures has more relevance in current neuropsychological practice remains a question for future research. / Department of Educational Psychology

Based on empirical evidence from numerous studies involving the cognitive components of creativity training, the Cognitive Processes Associated with Creativity (CPAC) scale was developed to efficiently and directly address the processes of brainstorming, metaphorical and analogical thinking, perspective-taking, imagery, incubation, and flow. An online pilot study (n = 226) and laboratory follow-up study (n = 120) collected responses to the newly created CPAC scale and a variety of other creativity measures. Overall, the results of this research indicate that the CPAC scale has many sound psychometric qualities, and the scale assesses creativity as a process variable. The data from both studies provide evidence for the construct validity of the scale, with a relatively stable factor structure reflecting the underlying theoretical subscales. A lack of relationships between the CPAC scale, social desirability, and several demographic variables suggested some evidence for divergent validity. There is mixed evidence for concurrent validity, as scores on the CPAC were not significantly correlated with product-focused measures of creativity but were significantly correlated with other previously established self-report creativity instruments. Further investigation of these findings indicated that different conceptualizations and design issues may be the reason for the nonsignificant results, and additional research in this area is needed. A deeper exploration of the relationships between the various self-report subscales led to a more vivid description of each cognitive process included in the CPAC, laying the foundation for a theoretical understanding of the similarities and differences of these processes. / Department of Educational Psychology

This project introduces a new measure, Beliefs and Evaluations About Counseling Scale (BEACS), based on social psychological theories of attitudes, including the Multiattribute Model of Attitudes (MMA) and the Theory of Reasoned Action (TRA). Applying a MMA formula, two scales (beliefs and evaluations) linked with the BEACS were constructed. The BEACS was also designed to incorporate subjective and normative beliefs and attitudes based on the concept of social norms (SN) from the TRA. Three studies were conducted. Study 1 employed a qualitative approach to generate scale items. Forty-three college students participated. A thematic analysis led to the identification of 61 items for each of the belief and evaluation scales. Study 2 explored latent variables tied to the BEACS by administering the initial item pool to 497 college students. Results of factor analyses yielded five and six factor solutions that seemed valid. In Study 3, the five- and six-factor models were tested through a confirmatory factor analysis using an independent sample of 183 college students. It was determined that the BEACS was best represented by 28 pairs of items (beliefs & evaluations) and five factors: Expectancy for Positive Outcome, Tolerance for Negative Outcome, Tolerance for Negative Quality, Expectancy for Positive Norm, and Tolerance for Negative Norm. This factor solution was consistent with the factors tied to the Thoughts About Psychotherapy Survey. Furthermore, the BEACS Expectancy for Positive Outcome and the Expectancy for Positive Norm factors were consistent with two TRA components: general attitudes and social norms. In Study 3, support was also found for the known-group validity of the BEACS. Results revealed that women, counseling users, and people who have thought of seeking counseling scored higher on two subscales of the BEACS. Convergent and predictive validity of the BEACS was evaluated using the Beliefs About Psychological Services (BAPS). Results indicated moderate correlations between responses to the five BEACS subscales and the three BAPS subscales (Intent, Stigma Tolerance, & Expertness). Subsequent regression analyses revealed that four of the five BEACS subscales were significant predictors of the BAPS Intent factor. The BEACS was additionally found to possess high internal consistency reliability. Strengths, limitations and implications for research and practice are discussed. / Department of Counseling Psychology and Guidance Services

Title page, abstract and table of contents only. The complete thesis in print form is available from the University of Adelaide Library. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1274742 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2007

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Ross Traub.

Thesis (Ph. D.)--Catholic University of America, 1928. / Published also as Catholic University of America, Educational research bulletins, v. 8, no. 3-4. Includes bibliographical references (p. 98-99).

Thesis (PH. D.)--Columbia University, 1921. / Vita. Published also as Contributions to education, Teachers College, Columbia University, no. 115. Bibliography: p. [116]-118. Also issued in print.

Thesis (Ph. D.)--Columbia University, 1925. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 175. "References and bibliography": p. 98.

Thesis (M.S.)--Rochester Institute of Technology, 1988. / Includes bibliographical references (leaves 129-144).

Thesis (Ph. D.)--University of California, San Diego, 1998. / Vita. Includes bibliographical references.