Alan Baron: A pioneer in translational science

Primates take longer to choose between alternatives with smaller differences in value. This effect—a particular instance of the distance effect in symbolic comparisons—has not been replicated in birds. Instead, birds appear to respond independently to each alternative, such that the latency to choose depends primarily on the alternative of highest value. Three experiments tested for the distance effect in pigeons under conditions not previously considered. Experiment 1 presented pigeons with forced‐ and binary free‐choice trials, where each alternative was one of three possible delays to reinforcement (4, 8, and 16 s). Pigeons were exposed to the choice stimuli for different amounts of time and with different sample response requirements prior to the choice response. Experiment 2 added a fourth (0‐s delay) alternative. Experiment 3 substituted the 16‐s delay with a second 4‐s delay. In all experiments, pigeons systematically chose the shortest delay to reinforcement. Latency to choose the 4‐s delay did not vary when choosing against the 8‐s or 16‐s delay, regardless of whether choice stimuli were exposed for the duration of nine pecks (Experiment 1), or whether a 0‐s delay alternative was sometimes present (Experiment 2). Latency to choose the preferred of two identical alternatives (4‐s vs. 4‐s) was shorter than the latency to choose between different alternatives (4‐s vs. 8‐s; Experiment 3); this is the opposite of a distance effect. These results show no evidence of a distance effect in pigeon choice, consistent with the hypothesis that pigeons respond independently to each choice alternative.     

Keynote lectures

According to the Cognitive reserve hypothesis, several factors related to mental engagement, such as level of education, type of occupation, leisure activities and social network, appear to affect the risk of developing clinical dementia. The present article provides an overview of the studies that have investigated the effects of mental engagement and cognitive stimulation specifically on dementia of the Alzheimer’s type (AD). Mental training and cognitive stimulation interventions in AD have been shown to be useful in increasing patients’ ability in performing activities of daily living (ADL), allowing them to maintain relative independence. Since cognitive engagement and stimulation are known to modify the brain processes to perform tasks, by recruiting alternative and more efficient networks, this review is especially focused on cognitive rehabilitation in AD patients, which has been shown to improve their global functioning and cognition. This perspective stresses the idea that cognitive reserve is not a fixed factor, but can be continuously modified by life experiences, even when the brain is already affected by neuropathology.     

Robert Waelder on psychoanalytic technique: five lectures

Biographical information regarding Robert Waelder is readily available (Guttman, 1986), and this is not the place for it. The following is a rare and direct example of his "old-fashioned" teaching. "Old-fashioned" and "conservative" are criticisms often leveled at Waelder these days. Yet, "Old-fashioned is not precisely the word for Waelder.... He was a conservative in the best sense, as his later writings continued to prove, one who would not relinquish what is good for the sake of the supposed 'ideal' situation imagined by those restless for change. This was his ethic, and his conservatism was entirely humanitarian. He refused to idealize 'human nature' and tried to preserve the realism of his clinical sense in matters beyond the clinic" (Lewin, 1968, p. 9).     

Interteaching: the impact of lectures on student performance

Several studies suggest that interteaching improves student learning more than traditional lectures, but few have examined which components of interteaching contribute to its efficacy. We examined whether the lecture component of interteaching affected students' exam grades and cumulative point totals in a research methods course. Although students who received lectures had consistently higher exam scores than students who did not, the differences were statistically significant on only 2 of 5 exams. Students who received lectures, however, earned significantly more points during the semester.     

Introduction to the special section on prevention science: From generic rules to differential adaptations

Prevention science as an interdisciplinary specialty is addressed in this introduction to the special section of the journal. The six papers that comprise the special section are briefly summarised, especially noting the global regions that are represented, that is, Europe, Middle East, New Zealand and South America. Attention to the importance of differential adaptations of prevention interventions developed in one region, country or locale but implemented in another is emphasised. The Guest Editors reflect on the importance of developing cross-national collaborations to further the advance of prevention science globally.     

Wandering eyes: Eye movements during mind wandering in video lectures

Video lectures are increasingly prevalent, but they present challenges to learners. Students' minds often wander, yet we know little about how mind wandering affects attention during video lectures. This paper presents two studies that examined eye movement patterns of mind wandering during video lectures. In the studies, mind wandering reports were collected by either self-caught reports or thought probes. Results were similar across the studies: mind wandering was associated with an increased allocation of fixations to the instructor's image. For fixations on the slides, the average duration increased but the dispersion decreased. Moreover, preliminary evidence suggested that fixation duration and dispersion can diminish soon after self-caught reports of mind wandering. Overall, these findings help advance our understanding of how learners' attention is affected during mind wandering and may facilitate efforts in objectively identifying mind wandering. Future research is needed to determine if these findings can extend to other instructional formats.