Temporal aspects of slant and inclination perception.

Linear transformations (shear or scale transformations) of either horizontal or vertical disparity give rise to the percept of slant or inclination. It has been proposed that the percept of slant induced by vertical size disparity, known as Ogle's induced-size effect, and the analogous induced-shear effect, compensate for scale and shear distortions arising from aniseikonia, eccentric viewing, and cyclodisparity. We hypothesised that these linear transformations of vertical disparity are processed more slowly than equivalent transformations of horizontal disparity (horizontal shear and size disparity). We studied the temporal properties of the stereoscopic slant and inclination percepts that arose when subjects viewed stereograms with various combinations of horizontal and vertical size or shear disparities. We found no evidence to support our hypothesis. There were no clear differences in the build-up of percepts of slant or inclination induced by step changes in horizontal size or shear disparity and those induced by step changes in vertical size or shear disparity. Perceived slant and inclination decreased in a similar manner with increasing temporal frequency for modulations of transformations of both horizontal and vertical disparity. Considerable individual differences were found and several subjects experienced slant reversal, particularly with oscillating stimuli. An interesting finding was that perceived slant induced by modulations of dilation disparity was in the direction of the vertical component. This suggests the vertical size disparity mechanism has a higher temporal bandwidth than the horizontal size disparity mechanism. However, conflicting perspective information may play a dominant role in determining the temporal properties of perceived slant and inclination.     

Communal schools and teacher victimization

Despite data showing that teacher victimization is at least as great a problem as student victimization, far less research exists regarding teacher victimization than student victimization and overall school crime, particularly with regard to the application of criminological theory to explain the victimization of teachers. We address this gap by examining the hierarchical relationship between communal school organization and teacher victimization in a nationally representative sample of 37,497 teachers from 7,488 public schools in the United States. Results showed that teacher experienced less victimization in schools that were more communally organized. We discuss these findings and present implications for school-based delinquency prevention.     

Media use and Coping in Tweens during the COVID-19 Pandemic

Journal of Child and Family Studies - Public and scholarly debate about the effects of media on youth has been a topic of concern since the twentieth century. These concerns were further amplified...     

Engaging with Cultural Sport Psychology to Explore Systemic Sexual Exploitation in USA Gymnastics: A Call to Commitments

In this article, we engage with cultural sport psychology (CSP) to explore sexual exploitation in USA Gymnastics. Specifically, using critical reflexivity on the Larry Nassar case, we bring to life how systemic abuse in sport is more than a tragedy. We argue that perpetration of abuse persists in sport spaces largely because athletes train and compete in relations of force that privilege structures and practices to which athletes are subordinate. A return to recenter discussions on the significance of oppression and power in the larger discourse and ethical practice of CSP became imperative with the news of U.S. doctor Larry Nassar’s sexual predation. As tools in our advocacy for the reduction of sport sexism and sexual exploitation and abuse, we offer four ethical commitments to the field as we examine the ways systemic gendered violence and oppressions in sport are perpetrated in systems, decision-making, and every practices. We invite CSP scholars and sport psychology practitioners to interrogate and disrupt systemic intersectional disempowerment and cultures of sexual exploitation.     

Integrated Behavioral Health in Rural Settings: A Course Design

ABSTRACT

Rurality is a vital component of cultural diversity, making it essential to train future counselors on comprehensive mental health counseling practice with rural populations. In this article, we describe the development of a master’s level course that reflects an integrated approach to providing mental health counseling services in rural communities. First, the pedagogical foundation for the course design and positionality are discussed. Second, the course objectives are outlined, and corresponding teaching methods and creative learning assignments are provided. Last, we discuss the strengths and challenges of the course design and implementation.     

Applied behavior analysis and the zoo: Forthman and Ogden (1992) thirty years later

The field of applied behavior analysis has been directly involved in both research and applications of behavioral principles to improve the lives of captive zoo animals. Thirty years ago, Forthman and Ogden (1992) wrote one of the first papers documenting some of these efforts. Since that time, considerable work has been done using behavioral principles and procedures to guide zoo welfare efforts. The current paper reexamines and updates Forthman and Ogden's original points, with attention to the 5 categories they detailed: (a) promotion of species-typical behavior, (b) reintroduction and repatriation of endangered species, (c) animal handling, (d) pest control, and (e) animal performances. In addition, we outline 3 current and future directions for behavior analytic endeavors: (a) experimental analyses of behavior and the zoo, (b) applied behavior analysis and the zoo, and (c) single-case designs and the zoo. The goal is to provide a framework that can guide future behavioral research in zoos, as well as create applications based on these empirical evaluations.     

How Effective is Online Couple Relationship Education? A Systematic Meta-Content Review

Due to logistical and financial barriers that keep many distressed couples from seeking psychotherapy, online relationship education is a more accessible alternative. In the decade since a web-based program showed equivalent effectiveness to traditional marriage education (Duncan et al., 2009), several fully online programs have been developed and evaluated. We reviewed nine studies of four different programs that sampled 2,000?+?couples. Specifically, we rated each study’s experimental rigor and compared research designs, theoretical and empirical grounding, average post-intervention and follow-up effect sizes, and differential effectiveness. Across studies, measured outcomes included relational (improved satisfaction, quality, confidence, commitment, communication; reduced conflict and aggression) and individual functioning on various indices of mental and physical health, emotional expression, and quality of life. Finally, we discuss the strengths and limitations of the research evidence, describe the two most evidence-based programs (ePREP and OurRelationship) in some detail and make recommendations for future study of these promising kinds of interventions.