Can learning potential in schizophrenia be assessed with the standard CVLT‐II? An exploratory study

This study examined the potential of using the regular administration of a common neuropsychological test, the CVLT-II, to assess learning potential in schizophrenia. Based on List A trial 1 performance and the learning slope, a schizophrenia sample was divided into three learning potential groups (non-learners, learners and high-achievers) that differed in the use of learning strategies. High-achievers utilized more semantic clustering than learners and non-learners, and non-learners were less consistent in words recalled than the other two groups. This standard administration approach is a promising, time-saving alternative to the modified tests of learning potential used so far.     

Interrogative types in parental speech to language-learning children: A linguistic universal?

The present study investigated the frequency of occurrence of various interrogative types in the language of American mothers (English) and Israeli mothers (Hebrew) to their 24-month-old language-learning children. It was found that both groups of mothers produced a similar hierarchy of the various wh-questions. The relation between these specific wh-questions and concept development in the child is discussed. It was also found that American mothers produced significantly more questions that required the child to respond with a yes-no answer, while Israeli mothers produced significantly more wh-questions which placed the cognitive burden of the verbal interaction on the child.This research was supported by a grant to the University of Minnesota's Research, Development, and Demonstration Center in Education of Handicapped Children (OEG-09-332189-4533-032) from the U.S. Office of Education, Bureau of Education for the Handicapped.     

Can imaginal exposure reduce intrusive memories in depression? A case study

The presence of intrusive memories as an overlapping feature of depression and posttraumatic stress disorder (PTSD) raises the possibility that common therapeutic approaches may be effective. Imaginal exposure (IE) is the gold-standard treatment for PTSD and directly reduces both PTSD and depression symptoms in traumatized individuals. The objective of this pilot study was to use a single-case design to trial the use of IE to target intrusive memories of a negative life event as a treatment for major depression. The participant was experiencing depression after a relationship breakup. Pre-posttreatment measures (clinical interview and self-report) showed a decrease in frequency of intrusive memories and improved mood, such that the participant no longer met diagnostic criteria for major depression at posttreatment or at 6-month follow-up. This case is an important first step in demonstrating the possible value of IE as an inclusion in therapy to reduce intrusive memories in patients whose depressive episode is precipitated by a stressor. Further application of IE to additional depressed clients in the context of a case series is needed to provide preliminary evidence of its efficacy as a treatment for depressive disorders.     

What is an extinction burst?: A case study in the analysis of transitional behavior

Among the tactics of experimental science discussed by Sidman (1960) were those used to study transitional behavior. Drawing from his insights, this review considers an often cited but infrequently analyzed aspect of the transition from reinforcement to extinction: the extinction burst. In particular, the review seeks to answer the question posed in its title. The generic definition of an extinction burst as an increase in response rate following the onset of extinction is found to be wanting, raising more questions than it answers. Because questions of definition in science usually come down to those of measurement, the answer to the title's question is suggested to be found in how behavior prior to extinction is maintained and measured, when and how extinction is introduced, and where in time and how behavior early in extinction is measured. This analysis suggests that a single, uniform, and precise definition of the extinction burst is misguided. Examining how each of these facets contributes to what has been described generically as the extinction burst is a small, but important, part of Sidman's methodological legacy to the experimental analysis of behavior.     

Teaching children with autism to explain how: A case for problem solving?

Few studies have applied Skinner's (1953) conceptualization of problem solving to teach socially significant behaviors to individuals with developmental disabilities. The current study used a multiple probe design across behavior (sets) to evaluate the effects of problem‐solving strategy training (PSST) on the target behavior of explaining how to complete familiar activities. During baseline, none of the three participants with autism spectrum disorder (ASD) could respond to the problems presented to them (i.e., explain how to do the activities). Tact training of the actions in each activity alone was ineffective; however, all participants demonstrated independent explaining‐how following PSST. Further, following PSST with Set 1, tact training alone was sufficient for at least one scenario in sets 2 and 3 for all 3 participants. Results have implications for generative responding for individuals with ASD and further the discussion regarding the role of problem solving in complex verbal behavior.     

Can applied ethics be effective in health care and should it strive to be?

Drawing upon his work in medical centers, Caplan explores the question of how well ethicists function in hospitals. He asks if their use of the "engineering model" of applied ethics, which emphasizes conceptual clarification, mastery of ethical theory, and impartiality, has made any difference in the way medicine is practiced. Noting that ethicists have been more effective in influencing heatlh policy at the national than at the institutional level, Caplan concludes that they have been less successful in teaching medical ethics, working with health personnel, and helping to formulate hospital policies. He attributes their difficulties primarily to the inadequacies of the engineering model of applied ethics for solving problems in a clinical setting. Caplan cautions ethicists to be aware both of the limitations of the engineering model and of the motives of health personnel in asking for help which may have little to do with resolving moral dilemmas.     

Altruistic values in children’s spirituality: a study of children’s responses to the terror attacks in Oslo and on Utøya and issues of education

In reactions to the terror attacks in Oslo and on Utøya on July 22, 2011, belief in an open society, hope and altruism played an important part. This has led to research on the role of such values in Norwegian democracy. The present study explores messages given by children right after the event, using an approach based on Mikhail Bakhtin’s philosophy of dialogue. Several issues of educational significance are discussed: the meaning of ritual in children’s thinking, coping with offending, death, and understanding children’s spiritual and religious thinking when confronted with a critical event. It is argued that hope and altruism seem to be natural parts of children’s spirituality, but these values are not self-evident in a society. This is a challenge to education.     

Can reading ability be measured with tests of memory and processing speed?

The author investigated the possibility of estimating reading ability using tests of memory and processing speed that have significantly reduced reading requirements. Four hundred three air force trainees were given tests of their working memory and long-term memory processes, as well as a standardized reading test. A multiple correlation of .79 indicated that global reading ability is substantially correlated with memory processes. Additional analyses indicated that word knowledge and comprehension, the two major components of reading ability, were both explained by the same set of memory process factors, namely, long-term memory processes, semantic memory retrieval speed, and working memory capacity. These results, which are consistent with the view that memory ability underlies reading ability, support the endeavor of measuring reading ability with memory and processing speed tasks.     

Can we see syllables in monosyllabic words? A study with illusory conjunctions

Mathey, Zagar, Doignon, and Seigneuric (2006) reported an inhibitory effect of syllabic neighbourhood in monosyllabic French words suggesting that syllable units mediate the access to lexical representations of monosyllabic stimuli. Two experiments were conducted to investigate the perception of syllable units in monosyllabic stimuli. The illusory conjunction paradigm was used to examine perceptual groupings of letters. Experiment 1 showed that potential syllables in monosyllabic French words (e.g., BI in BICHE) affected the pattern of illusory conjunctions. Experiment 2 indicated that the perceptual parsing in monosyllabic items was due to syllable information and orthographic redundancy. The implications of the data are discussed for visual word recognition processes in an interactive activation model incorporating syllable units and connected adjacent letters (IAS; Mathey et al., 2006).     

Can independence be observed in a dependent system? The case of tip-of-the-tongue states.

Caramazza and Miozzo (1997) found that speakers experiencing tip-of-the-tongue states are able to report phonological information independently from syntactic information. They used this finding to reject sequential models of production, in which syntactic units (lemmas) are retrieved before form units (lexemes). To see whether this conclusion is warranted, we performed two simulation experiments based on sequential architectures. Both models we simulated produced statistically uncorrelated syntax and phonology despite sequentially retrieving lemmas and lexemes. Finally, we analyzed a corpus of Spanish errors, finding syntactic constraints on phonological word substitution errors that are not easily explained without sequentiality.     

Who is called to be a bishop? A study in psychological type profiling of bishops in the Church of England

A sample of 168 bishops, serving or retired, in the Church of England completed the Francis Psychological Type Scales. The psychological type profile of these bishops was compared with that of 626 Anglican clergymen. The bishops differed significantly from the clergymen on three of the four aspects of psychological type. The bishops were more likely to prefer extraversion (53% compared with 43%), more likely to prefer sensing (49% compared with 38%), and more likely to prefer judging (88% compared with 68%). Overall the SJ temperament was preferred by 47% of the bishops compared with 31% of the clergymen. Moreover, there was a significant difference between diocesan bishops and suffragan bishops in terms of the judging process. While 37% of the suffragan bishops preferred thinking, the proportion rose to 56% among the diocesan bishops. These findings are discussed in light of the Anglican ordinal and in light of the strengths brought to ministry by different psychological types.     

Socioeconomic deprivation and the development of neuropsychological functions: A study with “street children” in Ecuador

Socioeconomic status (SES) is known to have a considerable influence on the development of neuropsychological functions. In particular there is strong evidence for less efficient development of prefrontal-cortex-related functions in children raised in low-SES households. “Street children” are a common feature of low SES in many low- and middle-income countries, and some researchers have suggested that the unique life experiences of street children may drive their neurocognitive development. This study compares a group of 36 former street children in Quito, Ecuador with a control group of 26 never street-connected schoolchildren. All children were assessed with a range of neuropsychological tests. Although the street children group performed significantly below the level of the control group on all measures, they did not demonstrate a generalized lower ability. By controlling the effects of fluid intelligence it was found that there are relatively independent effects on visuospatial ability and executive planning ability. Furthermore, the executive function test scores in general are significantly less affected than the other cognitive functions and may be temporary effects caused by recent substance abuse within the street child sample. The findings generally support results from other countries suggesting that low SES is associated with negative effects on neuropsychological development. However, they also suggest that the local social and economic context, such as in the case of street children, might mitigate the harmful effects of low SES on the development of some executive functions.     

Is separation anxiety in adolescents and parents related to parental differentiation of self?

The current study examined the relationship between separation anxiety in adolescents after their transition to middle school, on the one hand, and differentiation of self and separation anxiety in their parents, on the other hand. The sample included 88 adolescents from northern Israel, together with their biological parents. Adolescents' separation anxiety was found to be negatively associated with maternal I-position (IP). In terms of gender differences, mothers' levels of emotional reactivity and fusion with others were higher than fathers', while fathers' levels of IP and emotional cut-off were higher than mothers'. Furthermore, parents' levels of differentiation of self were negatively correlated with their own levels of separation anxiety. The study found an absence of gender differences in separation anxiety, both for parents and adolescents. Also, parents' separation anxiety was not related to adolescents' separation anxiety. The results indicate that differentiation of self among mothers is a significant characteristic in understanding adolescents' separation anxiety. On a practical level, this study has the potential to increase the awareness of teachers, school counsellors and psychologists of those familial sources that promote and increase adolescents' separation anxiety.     

Can infants be "taught" to attend to a new physical variable in an event category? The case of height in covering events

As they observe or produce events, infants identify variables that help them predict outcomes in each category of events. How do infants identify a new variable? An explanation-based learning (EBL) account suggests three essential steps: (1) observing contrastive outcomes relevant to the variable; (2) discovering the conditions associated with these outcomes; and (3) generating an explanation for the condition-outcome regularity discovered. In Experiments 1-3, 9-month-old infants watched events designed to "teach" them the variable height in covering events. After watching these events, designed in accord with the EBL account, the infants detected a height violation in a covering event, three months earlier than they ordinarily would have. In Experiments 4-6, the "teaching" events were modified to remove one of the EBL steps, and the infants no longer detected the height violation. The present findings thus support the EBL account and help specify the processes by which infants acquire their physical knowledge.     

Can blindness to response-compatible stimuli be observed in the absence of a response?

Blindness to response-compatible stimuli is the finding that targets are identified less accurately when presented during the planning or execution of a congruent response (e.g., right arrow presented during a right keypress) versus an incongruent response (e.g., right arrow presented during a left keypress). Accounts of this effect suggest the planning and execution of a response are critical to its observation. Five experiments investigated whether a blindness effect would be observed in the absence of a planned response. Results suggest that a planned response is not necessary to observe a content-specific blindness effect and that the blindness effect may actually comprise both an action-related component and a symbolic component that is distinct from the action-planning system.     

A pilot study of women’s affective responses to common and uncommon forms of aerobic exercise

Objective: To test the extent to which participants exposed to an uncommon versus common exercise stimulus would result in more favourable affect at post-task.

Design: Experimental design. Participants (N = 120), American women aged 18–45 years, were randomly assigned to complete 30-min of either the uncommon (HOOP; n = 58) or common (WALK; n = 62) exercise stimulus.

Main outcome measures: Self-reported affect and intentions for future exercise were measured before and after the 30-min exercise bout.

Results: Analyses of covariance were run to compare post-task affect across the HOOP and WALK conditions. At post-task, participants assigned to HOOP reported more positively valenced affect, higher ratings of positive activated affect, lower ratings of negative deactivated affect, and stronger intentions for future aerobic exercise compared to participants assigned to WALK.

Conclusions: Participants who completed an uncommon bout of aerobic exercise (HOOP) reported more favourable affect post-exercise, as well as stronger intentions for future exercise, compared to participants who completed a common bout of aerobic exercise (WALK). Future work using a longitudinal design is needed to understand the relationships between familiarity with an exercise stimulus, affective responses to exercise, motivation for future exercise behaviour and exercise maintenance over time.     

Serendipity? Are there gender differences in the adoption of computers? A case study

In a study of the effect of learning styles of patent examiners on adoption of computers, there was an important serendipitous finding: women showed a greater propensity to adopt than did men. Moreover, within the sample of women covered in the study, adoption of the computer related to a preference for abstract thinking, scientific education, and effective use of training. No such relationships were found within the group of men. Women were more encouraging to others than men but less assertive in assisting others to learn how to use the computer, implying that the socialization of men and women affects their behavior. The data also suggest that there are important implications of these findings for programs intended to train men and women to use the computer. This paper speculates on the reasons for and implications of these findings.     

How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children

Both general and math-specific anxiety are related to proficiency in mathematics. However, it is not clear when math anxiety arises in young children, nor how it relates to early math performance. This study therefore investigated the early association between math anxiety and math performance in Grades 2 and 3, by accounting for general anxiety and by further inspecting the prevalent directionality of the anxiety–performance link. Results revealed that this link was significant in Grade 3, with a prevalent direction from math anxiety to performance, rather than the reverse. Longitudinal analyses also showed an indirect effect of math anxiety in Grade 2 on subsequent math performance in Grade 3. Overall, these findings highlight the importance of monitoring anxiety from the early stages of schooling in order to promote proficient academic performance.