The impact of emotional priming on MMPI-2 scale scores.

The current study investigated potential emotional priming effects on Minnesota Multiphasic Personality Inventory-2 (MMPI-2) scale scores. Participants included 98 college students who completed a personal narrative intended to induce temporary mood states, the MMPI-2, and a mood rating inventory. Results of the mood manipulation indicated that the individuals who first wrote a negative personal narrative reported a less positive mood (d = -.79). However, analysis of variance results indicated no statistically significant differences on MMPI-2 scale scores between groups (median η(2) = .005). Limitations and future directions are discussed.

School-Based Screening: A Population-Based Approach to Inform and Monitor Children's Mental Health Needs.

School-based mental health professionals often conduct assessments and provide interventions on an individual basis to students with significant needs. However, due to increasingly limited resources and continuing high levels of need, a shift in service delivery is warranted. Efforts to move school psychological services from reactive and individual, to preventive and universal are ongoing. To further service delivery change, school-based mental health professionals can engage in systematic periodic mental health screening of all children. This article will (a) discuss screening for risk of emotional and behavior problems from a population-based approach, (b) describe how screening data can identify and monitor the needs of students, schools, and communities, and (c) provide future directions for screening practices. As continued changes to service delivery are imminent, information on how to utilize school-based screening data will be particularly valuable to mental health professionals working with or within schools.

Effects of Headings on Text Summarization.

A summarization task was used to study whether headings influence readers' representations of the topic structure of a text. College students (Experiments 1-3) and sixth- and eighth-graders (Experiment 3) summarized a multiple topic text that (a) included headings introducing every new subtopic, (b) included headings introducing half of the new subtopics, or (c) included no headings. In all experiments, topics were more likely to be included in a summary if they were signaled than if they were not signaled. This effect was magnified when the text was only half signaled: Signaled topics were more likely to appear in a summary if only half the text topics were signaled than if all of the topics were signaled; however, unsignaled topics were less likely to appear in a summary if half of the text topics were signaled than if none of the text topics were signaled. The findings demonstrate that readers rely heavily on headings in a task that emphasizes attention to a text's topic structure. It is suggested that previously observed signaling effects on text recall are mediated by effects on how readers represent a text's topic structure. Copyright 2001 Academic Press.