Training individuals to label nonverbal facial cues

In recent years, a considerable amount of research on nonverbal behavior has focused on identifying facial cues of various emotions. This study attempted to examine the effects of training individuals to accurately label facial affects of happiness, sadness, fear, anger, surprise, disgust, and neutral. The treatment period extended over three, one-hour group presentations based on Ekman and Friesen's (1975) model of training individuals to accurately label emotions from facial expressions. The posttest demonstrated that the experimental group significantly improved its ability to accurately label facial affect following the training program.     

WISC-R factor scores as predictors of wrat performance: A multivariate analysis

The capability of the WISC-R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores to predict academic achievement as measured by the WRAT was investigated. Subjects consisted of children referred for psychological evaluation in a public school setting, typically because of learning problems within the classroom. The results of a multivariate multiple regression analysis revealed that the FD and VC factors significantly predict WRAT Reading, Spelling, and Arithmetic standard scores, with the FD factor accounting for a major portion of the variance in WRAT achievement based upon observed VC and FD factor scores.     

The intensive multisupervisory internship in school psychology

An alternative model of the school psychology internship is presented. Specific features of such an internship experience are reviewed, including full-time placement, training vs. service functions, supervision, research time, and stipend.     

Infusing Physical Activities Into the Classroom: Effects on Preschool Children's Geography Learning

In this intervention study, we investigated the effects of physical activities that were integrated into a geography task on preschool children's learning performance and enjoyment. Eight childcare centers with 87 four‐to‐five‐year‐old children were randomly assigned across an integrated physical activity condition, an unintegrated physical activity condition, and a control condition without physical activity. Children learned the names and a typical animal from each of the six continents using a floor‐mounted world map with soft toy animals. Both learning conditions with physical activities showed higher performance than the learning condition without physical activities on an immediate retention test, and on a delayed retention test administered five weeks later. In addition, children in the physical activity conditions (integrated and nonintegrated) enjoyed their learning method the most. Infusing task‐relevant physical activities into the classroom and the learning task is discussed as a promising way to improve children's learning, enjoyment, and health.