Utah youth suicide study: psychological autopsy

We conducted a psychological autopsy study to further understand youth suicide in Utah. While traditional psychological autopsy studies primarily focus on the administration of psychometric measures to identify any underlying diagnosis of mental illness for the suicide decedent, we focused our interviews to identify which contacts in the decedent's life recognized risk factors for suicidal behavior, symptoms of mental illness, as well as barriers to mental health treatment for the decedent. Parents and friends recognized most symptoms universally, although friends better recognized symptoms of substance abuse than any other contact. The study results suggest that parents and friends are the most appropriate individuals for gatekeeper training and, in conjunction with other innovative screening programs, may be an effective strategy in reducing adolescent suicide.     

Disruption of eye movements by ethanol intoxication affects perception of depth from motion parallax

Motion parallax, the ability to recover depth from retinal motion generated by observer translation, is important for visual depth perception. Recent work indicates that the perception of depth from motion parallax relies on the slow eye movement system. It is well known that ethanol intoxication reduces the gain of this system, and this produces the horizontal gaze nystagmus that law enforcement's field sobriety test is intended to reveal. The current study demonstrates that because of its influence on the slow eye movement system, ethanol intoxication impairs the perception of depth from motion parallax. Thresholds in a motion parallax task were significantly increased by acute ethanol intoxication, whereas thresholds for an identical test relying on binocular disparity were unaffected. Perhaps a failure of motion parallax plays a role in alcohol-related driving accidents; because of the effects of alcohol on eye movements, intoxicated drivers may have inaccurate or inadequate information for judging the relative depth of obstacles from motion parallax.     

Sensory processing, reading, IQ, and attention

Detection thresholds for two visual- and two auditory-processing tasks were obtained for 73 children and young adults who varied broadly in reading ability. A reading-disabled subgroup had significantly higher thresholds than a normal-reading subgroup for the auditory tasks only. When analyzed across the whole group, the auditory tasks and one of the visual tasks, coherent motion detection, were significantly related to word reading. These effects were largely independent of ADHD ratings; however, none of these measures accounted for significant variance in word reading after controlling for full-scale IQ. In contrast, phoneme awareness, rapid naming, and nonword repetition each explained substantial, significant word reading variance after controlling for IQ, suggesting more specific roles for these oral language skills in the development of word reading.     

Early predictors of letter knowledge

This study examined the influence of phonological memory and rapid naming on the development of letter knowledge. Participants were 77 Dutch children, who were followed from the start of their first kindergarten year (mean age 4 years 6.8 months) to the end of their second kindergarten year. Phonological memory was assessed by a nonword repetition test and a sentence repetition test. Rapid naming involved object naming. The study revealed found a substantial effect of phonological memory on the acquisition of letter knowledge that was particularly related to the ability to repeat nonwords. Vocabulary knowledge did not have an independent effect on letter learning after phonological memory was controlled. The study also showed a small effect of rapid naming on the acquisition of letter knowledge that was independent of the effect of phonological memory. Finally, the study also provided further evidence for a specific relation between phonological memory and vocabulary acquisition.     

The damaging effect of confirming feedback on the relation between eyewitness certainty and identification accuracy

The authors investigated eyewitnesses' retrospective certainty (see G. L. Wells & A. L. Bradfield, 1999). The authors hypothesized that extemal influence from the lineup administrator would damage the certainty-accuracy relation by inflating the retrospective certainty of inaccurate eyewitnesses more than that of accurate eyewitnesses (N = 245). Two variables were manipulated: eyewitness accuracy (through the presence or absence of the culprit in the lineup) and feedback (confirming vs. control). Confirming feedback inflated retrospective certainty more for inaccurate eyewitnesses than for accurate eyewitnesses, significantly reducing the certainty-accuracy relation (from r = .58 in the control condition to r = .37 in the confirming feedback condition). Double-blind testing is recommended for lineups to prevent these external influences on eyewitnesses.     

Eyewitness identification: information gain from incriminating and exonerating behaviors

An information-gain approach to the analysis and interpretation of eyewitness identification data is described. The information-gain analysis is grounded in Bayesian statistics, permitting the important role of prior probabilities to be explored. This approach also forces a more complete treatment of the data and reveals important patterns that have escaped previous attention in the eyewitness identification literature. Particularly important is the ability of information-gain analyses to make salient the exonerating value of eyewitness behaviors rather than just their incriminating value. Analyses of sample data sets show how the exonerating value of filler identifications and "not there" responses can actually exceed the incriminating value of identifications of the suspect at certain points in the distribution of prior probabilities.     

Reinforced variability and operant learning

Reinforcement of variability may help to explain operant learning. Three groups of rats were reinforced, in different phases, whenever the following target sequences of left (L) and right (R) lever presses occurred: LR, RLL, LLR, RRLR, RLLRL, and in Experiment 2, LLRRL. One group (variability [VAR]) was concurrently reinforced once per minute for sequence variations, a second group also once per minute but independently of variations, that is, for any sequences (ANY), and a control group (CON) received no additional reinforcers. The 3 groups learned the easiest targets equally. For the most difficult targets, CON animals' responding extinguished whereas both VAR and ANY responded at high rates. Only the VAR animals learned, however. Thus, concurrent reinforcers--contingent on variability or not--helped to maintain responding when difficult sequences were reinforced, but learning those sequences depended on reinforcement of variations.     

Individual differences in gains from computer-assisted remedial reading

Two hundred second- to fifth-grade students (aged approximately 7 to 11 years) spent 29 h in a computer-assisted remedial reading program that compared benefits from accurate, speech-supported reading in context, with and without explicit phonological training. Children in the "accurate-reading-in-context" condition spent 22 individualized computer hours reading stories and 7 small-group hours learning comprehension strategies. Children in the "phonological-analysis" condition learned phonological strategies in 7 small-group hours, and divided their computer time between phonological exercises and story reading. Phonologically trained children gained more in phonological skills and untimed word reading; children with more contextual reading gained more in time-limited word reading. Lower level readers gained more, and benefited more from phonological training, than higher level readers. In follow-up testing, most children maintained or improved their levels, but not their rates, of training gains. Phonologically trained children scored higher on phonological decoding, but children in both conditions scored equivalently on word reading.     

A test of psychotherapists' and nontherapists' recognition of correct and incorrect process in managing client resistance

Objective

Psychotherapist management of client resistance (i.e., opposition to change or the therapy process) has a significant impact on therapy outcomes. This study aimed at assessing psychotherapists' and nontherapists' abilities to recognise empirically supported correct and erroneous therapist responses to client resistance.

Method

Seventy-eight therapists and 111 nontherapists completed a rapidly administered novel skills test, Therapist Errors in Resistance Management (TERM), assessing recognition of correct and erroneous resistance management.

Results

Participants were, on average, less than half as accurate at recognising therapist errors (recognised below chance levels) compared with correct therapist responses to resistance (recognised above chance levels). Therapists outperformed nontherapists in accurate recognition of therapist responding. However, among the therapist group, greater clinical experience did not predict superior recognition of therapist errors.

Conclusion

These results indicate that therapists and nontherapists alike may have difficulty detecting erroneous therapist responses to resistance, tending to mistake empirically contraindicated directive responses for correct responding. This may reflect the difficult and unintuitive nature of correct resistance responding and may suggest a need for increased training in process acuity and resistance management in therapist education.