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Biomedical subjects

H P Riedel

Publications and source records attributed to H P Riedel.

3 recordsLinked to original sources

Efficacy of booster sessions after training in assertiveness.

28 subjects participated in a 6-wk. assertion training program. Of these, 22 remained in the study for a 6-mo. follow-up period, during which half received monthly booster sessions and half did not. Assignment to the booster and no-booster groups was random, with the qualification that subjects were equated on trait anxiety before training in assertiveness. Subjects filled out the Gambrill-Richey Assertion Inventory, the Spielberger State-Trait Anxiety Inventory, and the Zung Self-rating Depression Scale before the 6-wk. assertion training, after this program, at a 3-mo. follow-up, and at a 6-mo. follow-up. It was hypothesized that the booster group would exhibit significant superiority on these measures at the 3-mo. and 6-mo. follow-ups. On all measures both groups significantly improved from before to after the training program with good maintenance throughout the follow-ups. There were no differences between the booster and no-booster groups on the measures of assertiveness and anxiety. However, there was a significant interaction for the depression scores when the booster and no-booster groups were compared from posttreatment to 6-mo. follow-up. The depression scores of subjects in the booster group were lower than the depression scores of subjects in the no-booster group at the 6-mo. follow-up. These results were discussed with suggestions for further research.

Adolescent↗

Anxiety responses to a divergent production task among high and low divergent performers.

Undergraduate psychology students (4 men, 17 women) completed the Spielberger State-Trait Anxiety Inventory, wrote down as many uses as they could think of for each of a list of 30 items, and completed the anxiety inventory again. Divergent performance was defined as the total number of uses a subject listed. The hypothesis that divergent performance would be correlated with a reduction in state anxiety was confirmed.

Achievement↗

Effects of creative and noncreative problem-solving on anxiety.

This study has investigated whether the type of problem in creative performance increases anxiety more than the type of problem in noncreative performance. Subjects were 9 male and 48 female undergraduate students in psychology, selected from a voluntary pool and assigned (3 males, 16 females) nonsystematically to either a divergent creative problem-solving condition, a convergent noncreative problem-solving condition, or a control condition involving a neutral problem-solving condition. The Spielberger State-Trait Anxiety Inventory was administered to each group before and after the experimental conditions. It was hypothesized: (a) that divergent creative problem-solving would increase state anxiety significantly more than both the convergent noncreative problem-solving task and the neutral problem-solving task and (b) that trait anxiety would not be significantly affected by any of the conditions. Only the latter hypothesis was confirmed. Divergent creative problem-solving did not significantly increase state anxiety, perhaps because the employed subjects were students and may have felt more comfortable with divergent problems than the average population.

Anxiety↗