Psychometric and behavioral measures of central auditory function: the relationship between dichotic listening and digit span tasks.

We hypothesized that the Digit Span (DS) subtest and component tasks (Wechsler, 1991) would show strong relationships with a dichotic listening test (Musiek, 1983). In two sets of archival clinical data (N = 74 and N = 51) we demonstrated that: (a) individuals with central auditory deficits had lower DS scores, F(1, 72) = 7.34, p = .008; eta2 = .09; and (b) left-ear dichotic deficits impacted forward span, F(2, 48) = 8.45, p = .001. Right-ear dichotic listening performance also accounted for significant variance in digit forward span (R2 = 0.17, p = .003). While limited in scope, the studies conclude that forward but not reverse span performance is strongly related to dichotic listening, and can serve as a marker for possible central auditory deficits.     

A National Survey on Multicultural Competence for Professional Counselors: A Replication Study

The purpose of this investigation was to replicate findings from Holcomb‐McCoy and Myers's ( 1999 ) study, which assessed the multicultural competence of professional counselors. Factor analysis was conducted to determine the components of multicultural competence (N = 171). Differences existed between multicultural competence and race/ethnicity, F(2, 168) = 4.86, p = .009, Wilks's Λ = .95, partial η² = .06, and education level, F(2, 167) = 8.95, p < .001, Wilks's Λ = .82, partial η² = .10.     

Cerebral specialization and verbal-motor integration in adults with and without Down syndrome

Persons with Down syndrome (DS) tend to exhibit an atypical left ear-right hemisphere advantage (LEA) for the perception of speech sounds. In the present study, a recent adaptation of the dichotic listening procedure was employed to examine interhemispheric integration during the performance of a lateralized verbal-motor task. Although adults with DS (n = 13) demonstrated a right ear-left hemisphere advantage in the dichotic-motor task similar to their peers with (n = 14) and without undifferentiated developmental disabilities (n = 14), they showed an LEA in a free recall dichotic listening task. Based on a comparison of the laterality indices obtained from both dichotic listening procedures, it appears that the manifestation of lateral ear advantages in persons DS may dependent on the response requirements of the task.     

The Influence of Sex,Gender, Self-Discrepancies,and Self-Awareness on Anger and Verbal Aggressiveness Among U.S. College Students

Abstract

Among a sample of 445 U.S. college students, the authors examined the extent to which individual differences (e.g., sex, gender, self-discrepancies, self-awareness) explained anger tendencies and verbal aggressiveness. Regression analyses showed that (a) the tendency to repress anger (anger-in) was explained by masculinity, desire to be masculine, and public self-awareness, R ² = .19, F(11, 433) = 8.44, p < .001; (b) the tendency to express anger (anger-out) was explained by sex, masculinity, and public self-awareness, R ² = .17, F(11, 433) = 7.38, p < .001; and (c) willingness to be verbally aggressive was explained by sex, femininity, and private self-awareness, R ² = .32, F(11, 433) = 16.94, p < .001. In addition, different types of individual difference variables accounted for anger tendencies and verbal aggressiveness across sex and gender categories, suggesting that anger and verbal aggressiveness may be driven by different psychological processes across types of participants.     

Children Exposed to Intra-Familial Violence

Abstract

This investigation examined factors associated with attrition and retention within a sample of children with a history of intra-familial violence referred for outpatient services. The sample included 118 children, aged 4-17 years; of these 64% completed treatment, 20% did not engage in treatment and 16% terminated prematurely. Caregivers reporting high child-related parental distress (F(2, 32) = 3.9, p = 0.03) and high psychological distress (F(2, 70) = 3.3, p = 0.04) were less likely to engage in treatment. Making a child abuse report during assessment or treatment was not found to be associated with treatment engagement or attrition, χ² ₍₂₎= 0.4, p = 0.82. The implications of these findings for clinical practice and treatment outcome research are discussed.     

Monotic and dichotic presentation of phonemic elements in a backward recognition-masking paradigm

Summary Auditory processing was examined in eight normal subjects using monotic and dichotic presentations of phonemic elements in an auditory backward recognition-masking paradigm. Experimental trials consisted of the presentation of one of three equiprobable consonant-vowel targets (/ba/,/da/,/ga/) followed by a vowel masker (/a/), separated by a variable silent interstimulus interval (ISI). For the dichotic condition, the mean percentage of correct recognition scores for target identification improved systematically with increases in ISIs, reaching an asymptote followed by an apparent plateau. In contrast, mean performance accuracy for the monotic condition revealed a U-shaped function for signal pairs having short temporal offsets. Although the dichotic presentations resulted in overall lower mean recognition scores, comparability between listening conditions was observed at prolonged ISIs. Observed differences in performance between the monotic and dichotic conditions at short-duration ISIs suggested the existence of different processing mechanisms, correlated with integration and interruption of phonemic pairs, for target-mask interactions occurring in close temporal succession.     

Life Matters: Exploring the Influence of Games and Mental Skills on Relatedness and Social Anxiety Levels in Disengaged Adolescent Students

LifeMatters is a 10-session life skills program implemented with youth that uses mental skills training and games to meet the three basic psychological needs of relatedness, autonomy, and competence. Forty disengaged students (20 experimental, 20 control) 16–17?years of age from a YMCA vocational school completed self-report measures before and after the intervention period. The school focuses on services for adolescents who find it difficult to gain an education through mainstream education due to behavioral and developmental issues. Mixed between-within subjects analyses of variance showed that there was a significant decrease in social anxiety, Wilks’s λ?=?.84, F(1, 26)?=?5.07, p?=?.03, partial?η²?= .16, and a significant increase in relatedness Wilks’s λ = .87, F(1, 26) = 4.2, p = .05, partial η² = .14, over time for the experimental group compared to the control group. Analyses of covariance showed no significant difference between the two groups in change on social anxiety levels, F(1, 25)?=?1.34, p?=?.26, partial η²?=?.05, when controlling for relatedness, and no significant difference between the two groups in change in relatedness levels, F(1, 25) = 1.34, p = .26, partial η² = .05, when controlling for social anxiety. This study provides insight into the potential effectiveness of using games and mental skills training to increase relatedness and decrease levels of social anxiety in disengaged students.

Lay Summary: LifeMatters is a life skills program combining mental skills training and physically active games. Disengaged students who took part in the program reported lower levels of social anxiety and higher levels of relatedness compared to students who did not take part.     

Teacher–Practitioner Multiple-Role Issues in Sport Psychology

The potential for the occurrence of multiple-role relationships is increased when professors also consult with athletic teams on their campuses. Such multiple-role relationships have potential ethical implications that are unclear and largely unexplored, and consultants may find multiple-role relationships both difficult to deal with and unavoidable. Therefore, the purpose of this study was to explore the nature of teacher–practitioner multiple-role relationships. Participants (N = 35) were recruited from Association for the Advancement of Applied Sport Psychology (AAASP) certified consultants (CCs) who were also affiliated with a university (N = 68). All participants completed a 28-item survey exploring the incidence and relevant issues pertaining to multiple-role relationships. Chi-square analyses revealed that licensed mental health practitioners (i.e., psychologists and counselors) were more likely than nonlicensed AAASP CCs to believe that multiple-role relationships were never appropriate in sport psychology, χ²(1, N = 30) = 12.80, p < .001, and to have never taken part in a multiple-role relationship, χ²(1, N = 33) = 12.44, p < .001. Independent samples t tests revealed that mental health practitioners also reported that they would have higher levels of concern for both the practitioner, t(30) = –2.77, p = .009, and the client, t(30) = –2.50, p = .018, in such a relationship.     

The effects of workload history on dual task performance

The purpose of this study was to examine the effects of workload history (specifically sudden workload shifts) on performance. A sample of 204 undergraduates was randomly assigned to either a sudden decrease or increase in workload condition. Participants simultaneously performed a memory search task (i.e., primary task) and an auditory vigilance task (i.e., distracter task), while percent correct was recorded. Separate Repeated Measures ANOVA’s revealed a significant treatment effect for the Medium to Low (F(l, 110) = 274.6, p < .01) and Low to Medium (F(l,92) = 148.3, p < .01) conditions. Results supported previous research suggesting that either a sudden decrease (Medium to Low) or increase (Low to Medium) in workload could be detrimental to performance (Cox-Fuenzalida, 2000). More importantly, this study extends the detrimental effects of workload history to a dual task environment. The authors express their gratitude to the research team from the Personality and Human Performance Lab at the University of Oklahoma for their invaluable assistance in data planning and collection.     

The effects of workload history on dual task performance

The purpose of this study was to examine the effects of workload history (specifically sudden workload shifts) on performance. A sample of 204 undergraduates was randomly assigned to either a sudden decrease or increase in workload condition. Participants simultaneously performed a memory search task (i.e., primary task) and an auditory vigilance task (i.e., distracter task), while percent correct was recorded. Separate Repeated Measures ANOVA’s revealed a significant treatment effect for the Medium to Low (F(l, 110) = 274.6, p < .01) and Low to Medium (F(l,92) = 148.3, p < .01) conditions. Results supported previous research suggesting that either a sudden decrease (Medium to Low) or increase (Low to Medium) in workload could be detrimental to performance (Cox-Fuenzalida, 2000). More importantly, this study extends the detrimental effects of workload history to a dual task environment. The authors express their gratitude to the research team from the Personality and Human Performance Lab at the University of Oklahoma for their invaluable assistance in data planning and collection.     

Using a multi‐feature paradigm to measure mismatch responses to minimal sound contrasts in children with cochlear implants and hearing aids

Our aim was to explore whether a multi‐feature paradigm (Optimum‐1) for eliciting mismatch negativity (MMN) would objectively capture difficulties in perceiving small sound contrasts in children with hearing impairment (HI) listening through their hearing aids (HAs) and/or cochlear implants (CIs). Children aged 5–7 years with HAs, CIs and children with normal hearing (NH) were tested in a free‐field setting using a multi‐feature paradigm with deviations in pitch, intensity, gap, duration, and location. There were significant mismatch responses across all subjects that were positive (p‐MMR) for the gap and pitch deviants (F(1,43) = 5.17, p = 0.028 and F(1,43) = 6.56, p = 0.014, respectively) and negative (MMN) for the duration deviant (F(1,43) = 4.74, p = 0.035). Only the intensity deviant showed a significant group interaction with MMN in the HA group and p‐MMR in the CI group (F(2,43) = 3.40, p = 0.043). The p‐MMR correlated negatively with age, with the strongest correlation in the NH subjects. In the CI group, the late discriminative negativity (LDN) was replaced by a late positivity with a significant group interaction for the location deviant. Children with severe HI can be assessed through their hearing device with a fast multi‐feature paradigm. For further studies a multi‐feature paradigm including more complex speech sounds may better capture variation in auditory processing in these children.     

Overcoming Procrastination: The Effect of Implementation Intentions1

A hypothesized solution for procrastination is the formation of an implementation intention ( Van Eerde, 2000 ). University students (N = 152) were assessed using the Aitken Procrastination Inventory ( Aitken, 1982 ) and were asked to report to an experiment. Half of the participants formed implementation intentions to attend. An odds ratio indicated that participants who formed implementation intentions were nearly 8 times more likely to keep their appointments than those who did not. Low procrastinators reported more often for the experiment than did high procrastinators (Low = 49.4%; High = 30.1%), χ²(1, N = 152) = 5.84, p < .016. The interaction between implementation intentions and procrastination was not significant, χ²(1, N = 152) = 0.28, p < .60.     

Effects of Test Order and Modality on Sustained Attention in Children With Epilepsy

Neurological conditions affect sustained attention, but the effects of modality and interactions with test order have not been examined. In a 2?×?2 (Order?×?Modality) design using 54 children with chronic epilepsy, performance was compared on an auditory measure (modified Seashore Rhythm Test) versus a visual measure of attention (modified Conners’ Continuous Performance Test). Auditory scores were worse than visual, F(1,?52)?=?98.93, p<.001, but there was no order effect or interaction (p>.05). Implications for assessment and intervention are discussed.     

Exploring temporal dissipation of attention settings in auditory task switching

Using a cued auditory task-switching variant of dichotic listening, we varied the response–cue interval (RCI) to examine temporal dissipation effects. On each trial, participants were presented with two different number words, one spoken by a female speaker and another by a male speaker (dichotic listening), that served as competing targets for a numerical judgment. The gender of the task-relevant speaker was indicated by a visual task cue prior to each trial. Experiment 1A used two different cues for each task (i.e., gender) and showed only small cue repetition benefits (same cue vs. alternate cue) but large auditory switch costs (alternate cue vs. task switch). A replication without immediate cue repetitions (Experiment 1B) showed very similar switch costs, suggesting that immediate cue repetitions play a negligible role for the size of auditory task switch costs. Moreover, switch costs were reduced when the (entirely task-irrelevant) location of the task-relevant speaker changed, relative to when it was unchanged, suggesting an episodic feature-binding component in our dichotic-listening task. Importantly, both experiments showed no effect of RCI on auditory switch costs. Because statistical power for this null effect was reasonably high across experiments (n?=?50), this finding suggests that auditory attention settings do not dissipate quickly over time.     

Social cognition and real-life functioning in patient samples with 22q11.2 deletion syndrome with or without psychosis,compared to a large sample of patients with schizophrenia only and healthy controls

Patients with the 22q11.2 deletion syndrome (DS) show an increased risk of developing a psychotic illness lifetime. 22q11.2DS may represent a reliable model for studying the neurobiological underpinnings of schizophrenia. The study of social inference abilities in a genetic condition at high risk for psychosis, like 22q11.2DS, may shed light on the relationships between neurocognitive processes and patients' daily general functioning. The study sample consisted of 1736 participants, divided into four groups: 22q11.2DS patients with diagnosis of psychotic disorder (DEL SCZ, N = 20); 22q11.2DS subjects with no diagnosis of psychosis (DEL, N = 43); patients diagnosed with schizophrenia without 22q11.2DS (SCZ, N = 893); and healthy controls (HC, N = 780). Social cognition was assessed through The Awareness of Social Inference Test (TASIT) and general functioning through the Specific Levels of Functioning (SLoF) scale. We analysed data through regression analysis. The SCZ and DEL groups had similar levels of global functioning; they both had significantly lower SLoF Total scores than HC (p < .001); the DEL SCZ group showed significantly lower scores compared to the other groups (SCZ, p = .004; DEL, p = .003; HC, p < .001). A significant deficit in social cognition was observed in the three clinical groups. In the DEL SCZ and SCZ groups, TASIT scores significantly predicted global functioning (p < .05). Our findings of social cognition deficit in psychosis-prone patients point to the possible future adoption of rehabilitation programmes, like Social Skills Training and Cognitive Remediation, during premorbid stages of psychosis.     

Perceptions of inferred parental ability through sexually dimorphic facial features

In addition to providing robust cues diagnostic of prospective mates' heritable fitness, various physical features could be similarly utilized in inferring individuals' parental abilities. This study sought to explore how variations in sexually dimorphic facial features inform perceptions of social targets as motivated to provide parental care. American undergraduates (N = 244) viewed a series of 12 total male and female faces manipulated at varying degrees of sex-typicality (i.e., masculinized versus feminized versus unaltered controls) on a within-subjects basis, and rated the perceived motivation of each target to nurture and protect a child using items derived from the Parental Care and Tenderness Scale. Female targets were perceived as more motivated by parental care than male targets, F(1, 240) = 14.86, p < .001, η_p² = 0.058, whereas male targets were perceived as specifically motivated to protect offspring, F(1, 240) = 177.32, p < .001, η_p² = 0.425. Feminized targets were additionally perceived as more motivated by nurturance, though such inferences were apparent for both male and female targets, F(1, 240) = 7.36, p < .001, η_p² = 0.058. Findings represent an understanding of perceivers use of functional heuristics of sexual dimorphism in identifying optimal parents.     

Effects of Auditory Feedback on Movement Time in a Fitts Task

The purpose of the present experiment was to investigate the role of auditory feedback and its impact on movement time in a standard Fitts task. Feedback was given at the moment of target acquisition. A 2-way analysis of variance found significant differences between feedback groups at all three indexes of difficulty (F(2, 40) = 156.02, p < .001). Results from a mixed-model multivariate analysis of variance for kinematic factors show significant differences in peak velocity and the location of peak velocity when comparing feedback groups. In general, the addition of auditory feedback decreased the task ID by .5.     

Speech perception and motor control in children with Down syndrome.

Twelve children with and without Down syndrome (DS) performed eight subtests of an apraxia battery to determine under what conditions children with DS had difficulty performing representational and nonrepresentational gestures. Participants with DS also completed a dichotic listening test. Participants with DS performed just as well as control participants on all aspects of the apraxia battery except a subtest in which they were required to pantomime tool use from verbal instruction. This suggests that children with DS have difficulty generating an action from memory following verbal instruction. Given the sufficient context or visual demonstration, children with DS performed similar to the other participants. As well, there was a great deal of within-group variability for dichotic listening ear advantage. Participants with a greater left ear advantage on the dichotic listening test committed more errors on an imitation test that also included a verbal component than participants with a greater right ear advantage.     

Neuropsychological Deficits in Relation to Symptoms of ADHD: Independent Contributions and Interactions

Twelve children with and without Down syndrome (DS) performed eight subtests of an apraxia battery to determine under what conditions children with DS had difficulty performing representational and nonrepresentational gestures. Participants with DS also completed a dichotic listening test. Participants with DS performed just as well as control participants on all aspects of the apraxia battery except a subtest in which they were required to pantomime tool use from verbal instruction. This suggests that children with DS have difficulty generating an action from memory following verbal instruction. Given the sufficient context or visual demonstration, children with DS performed similar to the other participants. As well, there was a great deal of within-group variability for dichotic listening ear advantage. Participants with a greater left ear advantage on the dichotic listening test committed more errors on an imitation test that also included a verbal component than participants with a greater right ear advantage.     

Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice

Retrieval practice and spacing out studying help increase learning. Introductory Psychology students at nine colleges/universities took quizzes with more (RP+) or less (RP?) retrieval practice and more (SP+) or less (SP?) spacing between quizzes. We compared (N = 351) scores on class exams and on a standardized test. We also measured key student variables (e.g., depth of processing). GPA predicted a significant portion of variance in exam scores, R² = 0.05, F(1, 204) = 10.84, p = 0.001. We found a main effect for retrieval practice and a significant retrieval by spacing practice interaction, R² = 0.28, F(3, 201) = 27.38, p < 0.001. Students using SP+, as well as those with SP? and RP?, scored higher than students using SP? and RP+. In practice, closer attention needs to be paid to quiz and exam content overlap and the duration within which repetition is used.