Schwartz (1998) described a new method-the Implicit Association Test (IAT)-for unobtrusively measuring racial attitudes. This article assesses the validity of the IAT by investigating whether Greenwald et al.'s implicit racism findings resulted from two confounds present in their studies: differential familiarity and frequency of the words that comprised their target concepts. Experiment 1 produced large IAT effects when both low and high familiarity words comprised nonsocial target categories (insects and flowers) and demonstrated that the IAT is more sensitive when high familiarity exemplars form the target concepts. In Experiment 2, we obtained large implicit racism effects for both African American and Hispanic racial groups even when the familiarity and frequency of the names that comprised the racial categories were controlled and even though participants described themselves as unprejudiced. Additionally, explicit self-reports of racial attitudes were only weakly related to the IAT measures. These experiments indicate that (a) although familiarity clearly exerts an important influence on the IAT, the use of low familiarity stimuli does not eliminate the sensitivity of the IAT, (b) stimulus familiarity and frequency can not account for the implicit racism effect and (c) stimulus familiarity is an important moderating variable that can influence the sensitivity of

Previous research on the types of hypothesis-testing strategies (HTSs) used by counselors has produced contradictory findings, has not investigated HTSs in an interactive format, and has not investigated client reactions to different HTSs. For this study, 147 college undergraduates and 23 counselors-in-training interacted with a computer-simulated client in Experiment 1 and counselor in Experiment 2 to investigate these issues. The results indicated that of the three HTSs (confirmatory, disconfirmatory, and unbiased), the unbiased HTS was preferred, a person's choice of HTS was stable across time and with different feedback, and the unbiased and disconfirmatory HTSs appeared to be more accurate assessment strategies than the confirmatory. The unbiased HTS was also seen by undergraduates as more trustworthy. Future research and implications for training counselors are discussed. 149This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

The authors examined the incidence, experience, and perceptions of social support after an adolescent’s loss of a peer, grandparent, or other person by surveying 85 participants aged 17 to 20 years about their experience of loss during adolescence (ages 14 to 19 years). Overall, 70.6% of the participants had experienced a loss, and 43.5% experienced the loss of a peer. Participants rated peers and parents as the most helpful support people. Participants answered questions on the type and duration of support received and wanted. The authors compare participants’perceptions of peer loss to grandparent loss, any loss, and a problem situation (no loss); integrate it with prior research on adolescent loss of a parent or sibling; and discuss the implications for counselors in the field and for further research.

With a single-subject research design, the counseling-style preference of 6 international clients and 1 White-American client was examined within and across 4 counseling sessions. All clients first listened to an audiotape (analogue) counseling session containing a problem-solving approach and a client-centered approach and rated both approaches. The clients then rated these 2 counseling styles in actual counseling sessions. In contrast to past research findings, no overall preference was found for either approach. Preferences for a particular counseling style also changed from session to session. In addition, preferences exhibited during the analogue portion of the study were often different from those expressed during the actual counseling sessions. This article is based on Tow Yee Yau's master's thesis under the supervision of David Sue. We gratefully acknowledge Mary Pedersen, who served as one of the counselors, and Ann Theiler and Patti Koon, who completed the interjudge reliability forms.

This article describes an interactive computer program that presents clinical vignettes to students who then determine the proper codes according to the Diagnostic and Statistical Manual of Mental Disorders (3rd ed. [DSM–III] and 3rd ed., rev. [DSM–III–R]; American Psychiatric Association, 1980 and 1987, respectively). Seventy-eight abnormal psychology students used the tutorial and a library exercise in a counterbalanced design. Computer tutorial students had significantly greater knowledge of the DSM–III and specific diagnoses. In addition, students enthusiastically recommended the tutorial for future classes. This tutorial is appropriate for undergraduate and graduate classes.