What drives horse success at following human-given cues? An investigation of handler familiarity and living conditions

Animal Cognition - Cues such as the human pointing gesture, gaze or proximity to an object are widely used in behavioural studies to evaluate animals’ abilities to follow human-given cues....     

Enduring influence of the purpose of experiences: Encoding-retrieval interactions in word and pseudoword perception

Letters in words are identified more easily than are letters in nonwords or letters alone. These effects may depend on separate representations of general lexical attributes and of specific contexts, or on memory for particular experiences. We required subjects to associate meanings with some pseudowords and to perform a physical analysis on others. After 24 h, subjects identified pseudowords associated with meanings more accurately than novel or physically analyzed pseudowords. However, perceptual accuracy was independent of recall of meanings, suggesting that meaning was not available as a context-free resource. Instead, perceptual accuracy was correlated with the interdependence of stimulus components in perception, suggesting that encountering pseudowords for different purposes had caused different perceptual organizations, which exercised lasting influence. We concluded that the perceptual advantage of words may be incidental to the purposes for which words are ordinarily processed, and may depend on preservation of particular perceptual experiences.     

Preparing Counselors to Work with Refugees: Integration of Experiential Activities

The number of globally displaced refugees has increased by record-high numbers. Refugees are forced out of their home countries and many are resettled in the United States. As the number of refugees entering the US continues to increase, there is a need to ensure that mental health counselors understand the unique needs of this population and provide culturally appropriate counseling services. The aim of this article is to present experiential activities that counselor educators can use in counselor preparation programs to better prepare counselors-in-training to work with refugees.     

Practicing REBT in Italy: Cultural Aspects

This paper attempts to explore the cultural background for the adoption and practice of REBT by cognitive therapists in Italy since the 1980s. It is not an attempt to capture the history of Italian culture and philosophy from antiquity. Italian therapists tend to prefer the assessment phase of the ABC framework and not fully adopt REBT disputing interventions. They also attempt to link the ABC not only to the here and now but also to clients’ personal development. In our experience, they have combined REBT with constructivism and metacognition. These current features parallel the historical lack of confidence shown by many Italian philosophical thinkers—from Machiavelli to Gianni Vattimo—in the possibility of reducing reality to verification as well as the reproducible rules of logical rationality. The foregoing highlights the interest in exploring the emotional roots of politics, history, and concrete reality in the time frame following the 1980s. Some typical features of Italian social life, such as individualism, hierarchy, remote social distance, and competition can also be thought of as corresponding with the historical features of the way REBT has been adopted and functions in Italy.     

Randomized controlled evaluation of an early intervention to prevent post-rape psychopathology

A randomized between-group design was used to evaluate the efficacy of a video intervention to reduce post-traumatic stress disorder (PTSD) and other mental health problems, implemented prior to the forensic medical examination conducted within 72 h post-sexual assault. Participants were 140 female victims of sexual assault (68 video/72 nonvideo) aged 15 years or older. Assessments were targeted for 6 weeks (Time 1) and 6 months (Time 2) post-assault. At Time 1, the intervention was associated with lower scores on measures of PTSD and depression among women with a prior rape history relative to scores among women with a prior rape history in the standard care condition. At Time 2, depression scores were also lower among those with a prior rape history who were in the video relative to the standard care condition. Small effects indicating higher PTSD and Beck Anxiety Inventory (BAI) scores among women without a prior rape history in the video condition were observed at Time 1. Accelerated longitudinal growth curve analysis indicated a videoxprior rape history interaction for PTSD, yielding four patterns of symptom trajectory over time. Women with a prior rape history in the video condition generally maintained the lowest level of symptoms.     

Effects of a REBT Based Training on Children and Teachers in Primary School

Rational Emotive Education (REE) is a psychological educational program offering a preventative psycho-educational curriculum to children in order to teach them emotional literacy skills. REE helps children by teaching them to challenge irrational thinking, to minimize their reactions to disappointment and frustrations, to cope more effectively with problems, and to more fully accept themselves. The efficacy of REE training for children and teachers was examined in a sample of 211 third grade students from nine different classes and 26 teachers. Each class was randomly assigned to one of three different groups, two experimental groups and a control group, each receiving different training. First objective of our study was to evaluate the efficacy of a REE training based on storytelling in changing children’s irrational beliefs. Second objective of our study was to observe the efficacy of a teachers’ training similar to that applied in REBT-focused school consultation groups in enhancing their self-efficacy. Results show an improved tendency in children to think rationally and an enhanced perception of self-efficacy in teachers for those groups that underwent the training compared to the control group. Our results suggest that REBT based trainings for children and teachers should be integrated into the classroom curriculum in order to prevent mental health problems and encourage positive social and emotional well-being.     

Work options for women in women's magazines: The medium and the message

A content analysis of women profiled in women's magazines asked, How do “established” vs. “new” magazines differ in socialization messages about work options for women? Six established and four new magazines were analyzed from 1971 through 1980, for a total random sample of 232 issues (172 individual profiles). Three hypotheses were investigated. Compared to new magazines, established magazines are (1) less likely to present women in a variety of work roles and (2) more likely to profile women in “traditional” occupations. (3) Employed women profiled in established magazines are less likely to perceive themselves as having responsibility and/or power/influence in relation to their jobs. Hypotheses 2 and 3 were supported. The discussion highlights changes in both types of magazines but notes the fairly traditional message established magazines present vs. new magazines.     

An auditory Stroop effect for pitch, loudness, and time

Increased reaction time to pitch, loudness, or duration of an auditorily presented word whose meaning is in conflict with the response label (i.e., high/low, loud/soft, or fast/slow) demonstrates an auditory Stroop effect. Fifteen normal adults participated in an auditory Stroop test. Analysis of reaction time data supports the existence of an auditory Stroop effect for pitch and loudness, but not duration. The interaction between psychoacoustic and semantic attributes of speech stimuli is discussed.     

How Disadvantaged Group Members Cope With Discrimination When They Perceive That Social Support Is Available1

This experiment examined how disadvantaged group members cope with discrimination when they perceive that social support is available. Women reacted to a failing test grade after ambiguous information about the probability for discrimination. With no social support, women minimized discrimination and attributed their failure to the quality of their answers. Participants were less inclined to minimize discrimination when social support was available. When they perceived that either emotional or informational support was available, women were equally likely to blame their failure on discrimination as on the quality of their answers. The results revealed less minimization of personal discrimination when both emotional and informational support were available, in which case participants blamed their failure more on discrimination and less on themselves.