Examining task difficulty and the time course of inhibition of return: detecting perceptually degraded targets.

The ability to efficiently direct visual attention to salient features in the environment is a critical function of the visual system. The finding that people are slower to detect a target that appears at a previously cued location is thought to reflect a mechanism known as inhibition of return (IOR). Past research has shown that difficult target discriminations result in a greater amount of time needed to inhibit previously attended locations (i.e., a delayed onset of inhibition), suggesting that task difficulty plays a critical role in the allocation of attention. In this study, IOR was measured at a wide range of SOAs while participants detected either a perceptually degraded target or a standard, high luminance target. When responses were made to a perceptually degraded target, the time course of IOR was delayed by approximately 250 ms (relative to the control group), suggesting that the difficulty in detecting targets also influences the allocation of attention. The results are consistent with the notion that IOR is not simply a reflexive subcortical mechanism but rather involves top-down attentional control settings.     

Traumatic stress, perceived global stress, and life events: prospectively predicting quality of life in breast cancer patients.

The authors investigated the relationship between stress at initial cancer diagnosis and treatment and subsequent quality of life (QoL). Women (n = 112) randomized to the assessment-only arm of a clinical trial were initially assessed after breast cancer diagnosis and surgery and then reassessed at 4 months (during adjuvant treatment) and 12 months (postadjuvant treatment). There were 3 types of stress measured: number of stressful life events (K. A. Matthews et al., 1997), cancer-related traumatic stress symptoms (M. J. Horowitz, N. Wilner, & W. Alvarez, 1979), and perceived global stress (S. Cohen, T. Kamarck, & R. Mermelstein, 1983). Using hierarchical multiple regressions, the authors found that stress predicted both psychological and physical QoL (J. E. Ware, K. K. Snow, & M. Kosinski, 2000) at the follow-ups (all ps < .03). These findings substantiate the relationship between initial stress and later QoL and underscore the need for timely psychological intervention.     

Application of the testing and spacing effects to name learning

Four experiments investigated the effects of testing and spacing on the learning of face‐name stimulus‐response pairs. Experiments 1a and 1b compared the recall of names following intervening tests versus additional study opportunities and found that testing produced better retention of names. Experiments 2 and 3 explored the effects of repeated tests versus study for massed, uniform, or expanded spacing intervals. Tested names were better retained than studied names, spaced names were better retained than massed names, and memory was best for items tested at spaced intervals. Contrary to past findings, expanded schedules did not yield better memory than uniform schedules in either experiment. Theoretical implications for the testing and spacing effects are discussed, along with effective name‐learning techniques based on these principles. Copyright © 2005 John Wiley & Sons, Ltd.     

Translating Genetics Leaflets into Languages Other Than English: Lessons from an Assessment of Urdu Materials

Genetic counselors frequently counsel clients whose first language is not English, relying on interpreters and on supplementary translated written material. This paper highlights factors that counselors need to consider before using or commissioning translated leaflets. It is based on an assessment of leaflets translated into Urdu, the national language of Pakistan, which are available through U.K. genetics clinics for use with Pakistani-origin clients. The 2 authors, who know Urdu as their 2nd and 1st languages respectively, independently read each leaflet, checking for accuracy of information, ease of reading and understanding, cultural sensitivity, and contact details for Urdu-speaking professionals. There were factual errors and confusing or very difficult text in all leaflets; some leaflets also contained culturally insensitive messages that could alienate users of genetics services. The paper discusses the reasons for these pitfalls and makes recommendations to guide the future production of translated genetics leaflets.     

The Influence of Temporal Orientation and Affective Frame on use of Ethical Decision-Making Strategies

This study examined the role of temporal orientation and affective frame in the execution of ethical decision-making strategies. In reflecting on a past experience or imagining a future experience, participants thought about experiences that they considered either positive or negative. The participants recorded their thinking about that experience by responding to several questions, and their responses were content-analyzed for the use of ethical decision-making strategies. The findings indicated that a future temporal orientation was associated with greater strategy use. Likewise, a positive affective frame was associated with greater strategy use. Future orientation may permit better strategy execution than a past orientation because it facilitates more objective, balanced contemplation of the reflected-upon situation, and minimizes potential self-threat associated with past behavior. A positive affective frame likely improves strategy execution because it facilitates active analysis of the experience. Future directions and implications of these findings are discussed.     

A STIMULUS CONTROL PROCEDURE TO DECREASE MOTOR AND VOCAL STEREOTYPY

A changing criterion design was used to examine the effects of two stimuli (a green card and a red card), conditioned via discrimination training, on reducing motor and vocal stereotypy in a youngster with autism while he looked at books. During discrimination training, motor and vocal stereotypy was not interrupted in the presence of a green stimulus, but was interrupted in the presence of a red stimulus using manual guidance and appropriate behavior was reinforced. After the participant demonstrated successful discrimination of the stimuli (i.e., the absence of stereotypy in the presence of a red stimulus and the engagement in stereotypy in the presence of a green stimulus), intervention began. During intervention, upon meeting criterion for latency to engage in motor and vocal stereotypy in the presence of the red stimulus for a target duration, the participant was provided access to the green stimulus, which signaled that motor and vocal stereotypy would not be interrupted. The criterion latency to engage in stereotypy in the presence of the red stimulus was systematically increased. Simultaneously, the duration of access to the green stimulus was systematically decreased. The red and green stimuli were faded from poster boards to colored 10 × 10 cm cards, and stimulus control was generalized to the participant's classroom and to a community setting (i.e., public library). Results are discussed in terms of discrimination training as a useful intervention for reducing motor and vocal stereotypy. Copyright © 2011 John Wiley & Sons, Ltd.     

Like a Virgin…Again?: Secondary Virginity as an Ongoing Gendered Social Construction

Secondary virginity—a sexually-initiated person’s deliberate decision to refrain from intimate encounters for a set period of time and to refer to that decision as a kind of virginity (rather than “mere” abstinence)—has largely eluded sociological scrutiny, despite its increasing popularity as a concept and practice among American youth. This study explores beliefs and experiences regarding secondary virginity, drawing on qualitative interviews with 61 socially diverse women and men, of whom four were avowed secondary virgins, five likened their experiences to a second virginity/virginity loss, and 16 had phenomenologically similar experiences which they did not frame in terms of virginity. Respondents who endorsed the concept of secondary virginity were disproportionately White conservative Christian women born after 1972. Secondary virginity reveals the social construction of gendered sexuality and the heterosexual imaginary as it reinforces privilege along gender, racial, religious, and sexual dimensions.     

How do High School Youths’ Educational Experiences Relate to Well-Being? Towards a Trans-Disciplinary Conceptualization

Educational research and practice could benefit from and contribute to multi-disciplinary study of well-being. In particular, research on the well-being of youth within and beyond school may benefit students, educators, administrators, and the community. This review provides a conceptual framework that (a) integrates research on well-being from economics, sociology, psychology and the health sciences, (b) organises this literature within seven domains of inquiry: Having, Being, Relating, Thinking, Feeling, Functioning, and Striving, and (c) highlights research pertinent to senior high school level educational experiences. This framework provides an important foundation from which further research on well-being can be developed.     

The vocational well-being of workers with childhood onset of disability: Life satisfaction and perceived workplace discrimination

Workers with disabilities are understudied, and workers with childhood onset of disability have been excluded from many of the studies on disability and work that do exist. This research compares the effects of childhood and adult onset of disability in a nationally representative sample of workers with disabilities. Educational disruptions due to disability status in childhood are negatively associated with life satisfaction and positively associated with perceived discrimination. Although age is associated with increased life satisfaction and decreased perceptions of discrimination for workers with adult disability onset, age is unrelated to these outcomes for workers with childhood disability onset. Receiving workplace accommodations is positively associated with satisfaction and negatively associated with discrimination for both groups, however, these relationships are stronger in magnitude for the childhood disability onset group. Organizational environments, both in education and in the workplace, play a critical role in the vocational well-being of workers with childhood disability onset.