We assessed 300 healthy adults in Greece on measures of semantic and phonemic verbal fluency in order to develop norms for the Greek population. We also evaluated the strategies that the participants used spontaneously in order to maximize word production, namely clustering and switching techniques. Our tasks comprised three semantic and three phonemic categories. Consistent with previous investigations of English-speaking samples, we found a contribution of demographic variables to word fluency. Specifically, level of education contributed to total word production, number of switches, and number of repetitive responses on both semantic and phonemic tasks, and the average cluster size only on the phonemic task. Age contributed to total word production and cluster size on the semantic task, and to number of switches on both semantic and phonemic tasks. Sex contributed only to total word production on the semantic task. In our sample, clustering and switching strategies were related to total word production on both tasks, suggesting that these strategies were used effectively. We present tables of normative data stratified by age and level of education. We have also included detailed guidelines for scoring clusters relevant to the Greek population.

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In the present study 3 alternative causal models concerning the relationships between implicit theories of intelligence, perceived academic competence, and school achievement were tested. The direction of changes in implicit theories and perceived competence during early adolescence also was examined. A total of 187 fifth and sixth graders were tested and retested a year later, when they were sixth and seventh graders, respectively. Cross-lagged regression analyses indicated that school achievement determined the adoption of a particular implicit theory through the mediation of perceived competence. Implicit theories were found to change toward the adoption of more incremental beliefs and perceived academic competence declined; however, high achievers, as compared with their low- and middle-level classmates, adopted more incremental beliefs and had significantly higher perceived competence.

This study focuses on the burnout concept in relation to teachers’ perceptions of school behaviour problems. Specifically, 200 elementary teachers were assessed in terms of their explanatory attributions and their preferred practices regarding four school behaviour problems. The teacher burnout was assessed by the Maslach Burnout Inventory. The results showed that teachers’ misbehaviour-related attributions and preferred practices differentiate significantly the burnout levels experienced by the teachers. One means of more adequately dealing with teacher burnout might involve the evaluation of teachers’ attributions and perceptions regarding work stressors.

FUCAS is a useful and reliable diagnostic tool for MCI. Cognitive-behavioral assessment such as that provided by FUCAS can provide objective information that can serve to enhance the quality of clinical decision-making.