Regaining access to marginal knowledge in a classroom setting

Students learn large amounts of information, but not all of it is remembered after courses end – meaning that valuable class time is often spent reviewing background material. Crucially, laboratory research suggests different strategies will be effective when reactivating previously learned information (i.e. marginal knowledge), as opposed to learning new information. In two experiments, we evaluated whether these laboratory results translated to the classroom. Topics from prior courses were tested to document which information students could no longer retrieve. Half were assigned to a not-tested control and half to the intervention; for these topics, students answered multiple-choice questions (without feedback) that gave them the chance to recognize the information they had failed to retrieve. Weeks later, students completed a final assessment on all topics. Crucially, multiple-choice testing increased the retrieval of previously forgotten information, providing the first classroom demonstration of the reactivation of marginal knowledge.     

An analysis of modifications to the three-step guided compliance procedure necessary to achieve compliance among preschool children

After a 3‐step guided compliance procedure (vocal prompt, vocal plus model prompt, vocal prompt plus physical guidance) did not increase compliance, we evaluated 2 modifications with 4 preschool children who exhibited noncompliance. The first modification consisted of omission of the model prompt, and the second modification consisted of omitting the model prompt and decreasing the interprompt interval from 10 s to 5 s. Each of the modifications effectively increased compliance for 1 participant. For the remaining 2 participants, neither modification was effective; differential reinforcement in the form of contingent access to a preferred edible item was necessary to increase compliance. Problem behavior varied across participants, but was generally higher during guided compliance conditions and lower during differential reinforcement conditions.     

A COMPARISON OF DIFFERENTIAL REINFORCEMENT AND NONCONTINGENT REINFORCEMENT TO TREAT FOOD SELECTIVITY IN A CHILD WITH AUTISM

We compared differential reinforcement plus escape extinction to noncontingent reinforcement plus escape extinction to treat food selectivity exhibited by a young child with autism. The interventions were equally effective for increasing bite acceptance and decreasing problem behaviors. However, a social validity measure suggested that noncontingent reinforcement was preferred by the child's caregiver.     

Individual characteristics related to prison violence: A critical review of the literature

At the end of 2010, prisons in the United States incarcerated over 1,605,127 inmates, yielding an imprisonment rate of 497 per 100,000 residents (Guerino, Harrison, & Sabol, 2011). Approximately 15.6% of correctional officers have been the victim of an inmate assault (Duhart, 2001) and 21% of inmates reported being victims of violence in prison (Wolff, Blitz, Shi, Siegel, & Bachman, 2007). However, which inmates are more likely to perpetuate these violent acts while incarcerated? The present paper critically reviews the empirical literature on the relation between individual characteristics of inmates and prison violence. Variables are divided into three general categories: demographic, criminal history, and psychological variables. From over 500 studies, a representative sample of 20 studies from 1990 to 2011 was reviewed based on specified inclusion criteria, such as adult males incarcerated in English-speaking countries. Although there are some discrepant findings, a general conclusion can be reached regarding most variables. These characteristics are compiled into a prototype of an inmate at “high” risk and an inmate at “low” risk for prison violence. Methodological limitations of the research are presented, as well as suggestions for future research directions.     

Mental disorders and communication of intent to die in indigenous suicide cases, Queensland, Australia

In comparing Indigenous to non-Indigenous suicide in Australia, this study focussed on the frequency of the association between some psychiatric conditions, such as depression and alcohol abuse, and some aspect of suicidality, in particular communication of suicide intent. Logistic regression was implemented to analyze cases of Indigenous (n = 471) versus non-Indigenous suicides (n = 6,655), using the Queensland Suicide Register as a data source. Compared to non-Indigenous suicides, Indigenous cases had lower odds of being diagnosed with unipolar depression, seeking treatment for psychiatric conditions or leaving a suicide note. Indigenous suicides had greater odds of verbally communicating suicide intent and having a history of alcohol and substance use. The magnitude of these differences is remarkable, underscoring the need for culturally sensitive suicide prevention efforts.     

Disruption in Pavlovian-Instrumental Transfer as a Function of Depression and Anxiety

The Pavlovian-Instrumental Transfer (PIT) paradigm examines probabilistic and reinforcement learning. Disruptions in mechanisms that mediate PIT (i.e., cues not triggering adaptive behaviors) are thought to be contributors to psychopathology, making the study of probabilistic and reinforcement learning clinically relevant. The current study evaluated an appetitive PIT effect and its relationship with symptom dimensions spanning depression and anxiety, with a particular focus on anhedonia. Forty young adults ranging in scores across dimensions of depression and anxiety symptoms completed the PIT paradigm and self-report symptom measures. The PIT paradigm consisted of three phases. The instrumental phase consisted of a contingent association in which participants squeezed a handgrip for monetary reward. The Pavlovian phase established a purely predictive association between three visual stimuli (CS?+?, CS-, baseline) and presence or absence of monetary reward. In the transfer phase, participants’ responses allowed for examination of whether motivational characteristics of Pavlovian predictors influenced the vigor of their handgrip squeezes (instrumental action), which were formerly independent of Pavlovian associations. Analyses revealed a baseline-reward PIT effect, whereby a reward-associated Pavlovian cue enhanced instrumental responding in the transfer phase. However, there were no significant differences between CS?+?and CS- or CS- and baseline cues, suggesting a disrupted interaction of Pavlovian and instrumental learning. Further, the appetitive PIT effect captured in this paradigm was not associated with anhedonia, fears, or general distress. Future work should investigate the influence of mood states using more specific appetitive PIT paradigms to further understanding of the implications of disrupted reflexive and instrumental responding.

     

Feasibility and Acceptability of Technology-supported Sexual Health Education Among Adolescents Receiving Inpatient Psychiatric Care

Journal of Child and Family Studies - Mental illness in adolescence is associated with high-risk sexual behaviors including multiple sex partners, infrequent or inconsistent condom use, and nonuse...