Complicated Grief in Canada: Exploring the Client and Professional Landscape

Complicated grief (CG) is one of the central themes in bereavement research and advanced clinical practice today. Using a mixed-methods approach, we wanted to learn (a) what tools Canadian practitioners used to identify or diagnose CG and (b) what interventions or strategies they used to address CG. Sixty-three professionals responded to our survey. There were no straightforward answers to these questions: the state-of-the art of CG in Canada is, in fact, complicated. Practitioners used a wide assortment of tools and strategies with no consensus on any one approach or tool. Building a Canadian CG community of practice was recommended.     

Megachiropteran bats (Pteropus) utilize human referential stimuli to locate hidden food

Spontaneous point-following behavior has been considered an indicator of advanced social cognition unique to humans. Recently, it has been suggested that a close evolutionary relationship with humans could result in similar social skills in domesticated species. An alternative view is that the mechanism is not genetic domestication alone but instead a combination of phylogenetic and ontogenetic variables. Here we test the necessity of phylogenetic domestication by investigating the point-following behavior of a captive population of nondomesticated megachiropteran bats (Pteropus pumilus, Pteropus rodricensis, Pteropus conspicillatus, Pteropus vampyrus). Three of five subjects were highly successful in following an unfamiliar human's point to a target location, providing the first empirical evidence of cross-species social referencing in bats. The three successful bats were all born in captivity and socialized to humans early in life, whereas unsuccessful bats were wild-born individuals. This study provides evidence that referential point following is not restricted to domesticated animals and indicates that early experience may be important. Megachiropteran bats may prove to be a useful model for studying social behaviors.     

Me, myself, and lie: The role of self-awareness in deception

Deception has been studied extensively but still little is known about individual differences in deception ability. We investigated the relationship between self-awareness and deception ability. We enlisted novice actors to portray varying levels of deception. Forty-two undergraduates viewed the videotaped portrayals and rated the actors’ believability. Actors with high private self-awareness were more effective deceivers, suggesting that high self-monitors are more effective at deceiving. Self-awareness may lead to knowledge of another’s mental state (i.e., Theory of Mind), which may improve an individual’s deception ability.     

Specificity of practice: interaction between concurrent sensory information and terminal feedback

In 2 experiments, the authors investigated a potential interaction involving the processing of concurrent feedback using design features from the specificity of practice literature and the processing of terminal feedback using a manipulation from the guidance hypothesis literature. In Experiment 1, participants produced (198 trials) flexion-extension movements to reproduce a specific pattern of displacement over time with or without vision of the limb position and with 100% or 33% knowledge of results (KR) frequency. The transfer test was performed without vision and KR. In Experiment 2, the authors assessed whether sensory information processing was modulated by the amount of practice. Participants performed 54 or 396 trials under a 100% or a 33% KR frequency with vision before being transferred to a no-vision condition without KR. Results of both experiments indicated that the Vision-33% condition suffered a larger detrimental effect of withdrawing visual information than the Vision-100% condition. Experiment 2 indicated that this detrimental effect increased with practice. These results indicated the reduction in terminal feedback prompted participants to more deeply process the concurrent visual information thus reinforcing their dependency on the visual information.     

Suicidal behavior inLatinas: explanatory cultural factors and implications for intervention

We posit that the high rates of suicidal behavior by teenage Hispanic females reported in large-scale surveys can be understood as a cultural phenomenon, a product of specific elements of the history, tradition, ideology, or social norms of a particular society, and that treatment interventions must take family and cultural factors into consideration. For over a decade, surveys have reported that among ethnic and racial minority youth in the United States, Latinas have the highest rates of suicidal behavior compared to African American and non-Hispanic White adolescent females. However, other research shows that the psychological profiles of suicidal Latina adolescent girls and the risk factors for Latina suicidal behavior may not be that different from non-Hispanic suicidal adolescent females. The unique situation of adolescent Latinas involves the convergence of cultural and familial factors (i.e., familism, acculturation, relatedness, autonomy, etc.) with the developmental, social, and individual factors frequently associated with suicidal behaviors. Based on this background, family-oriented interventions appear to be the most appropriate approach to the prevention and treatment of Hispanic suicidal girls. Factors implicated in Latina suicidal behavior and community-based interventions that include the adolescent and her family are suggested.     

Observational learning: effects of bandwidth knowledge of results

The authors investigated whether bandwidth knowledge of results (KR) during observation of a model's performance enhances motor skill learning. Following a pretest, 2 groups of participants (N = 28) observed a model practicing a timing task. The bandwidth group received KR about the model's performance only when his performance fell outside the criteria for a correct response. The yoked group received KR on the same trials as the bandwidth group did but were not told that the KR was only about incorrect performances. In that way, the authors avoided a confound between bandwidth and relative frequency effects on performance and learning. Following the observation phase, both groups of participants performed 10-min and 24-hr retention tests. Bandwidth KR enabled that group to reduce its performance variability and, to a lesser extent, to enhance its performance accuracy. The authors discuss the results with respect to the powerful effect of qualitative KR through observation.     

Examining Sex Differences in Altering Attitudes About Rape: A Test of the Elaboration Likelihood Model

This intervention sought to improve first-year college students' attitudes about rape. The Elaboration Likelihood Model (ELM) was used to examine men and women's attitude change processes. Both quantitative and qualitative methodologies were used to examine how men and women construed rape prevention messages. Results indicated numerous sex differences in the ways in which men and women experienced and changed during and after the rape prevention intervention. Women seemed to use more central-route attitude change processes and showed more lasting change from the intervention at 2-month follow-up, whereas men seemed to attend more to peripheral cues of the speaker and demonstrated more transient attitude change.     

Feedback and intention during motor-skill learning: a connection with prospective memory

The intention to complete an action in the future can improve the learning of this action, but it is unknown whether this effect persists when feedback is manipulated during encoding. In Experiment 1, participants were instructed to learn a motor skill with or without intending to reproduce this learning in the future, and feedback on their movements was administrated by self-decision, that is, participants asked for feedback whenever they wanted it. The results showed that intention increased the frequency with which feedback was requested, but did not improve motor performance. In Experiment 2, participants had to learn the task with high or few feedbacks, which they could not control. In these conditions, intention was beneficial in promoting motor learning only for a low feedback schedule. We suggest that the beneficial effect of intention on learning can be overshadowed or emphasised by the feedback processing during encoding. These findings are discussed in light of theories surrounding prospective memory.     

“This Bird Can't Do It ‘Cause this Bird Doesn't Swim in Water”: Sibling Teaching During Naturalistic Home Observations in Early Childhood

Social-constructivist models of learning highlight that cognitive development is embedded within the context of social relationships characterized by closeness and intimacy (Vygotsky, 1978 Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. [Google Scholar]). Therefore, in contrast to prior research employing semistructured paradigms, naturalistic sibling-directed teaching was examined during ongoing interactions at home. Thirty-nine middle-class, two-parent families (older sibling, M_age = 6;3; younger sibling, M_age = 4;4) were studied. Intentional sequences of sibling-directed teaching were coded for: a) frequency; b) type of knowledge taught (i.e., conceptual or procedural); c) initiation of teaching by the teacher or following a request by the learner; d) teaching strategies (e.g., direct instruction, demonstration); and e) learner responses (e.g., active involvement, rejection). Findings indicated that teachers were most likely to initiate teaching spontaneously rather than respond to direct requests by learners. Teachers were most likely to initiate teaching of procedural knowledge, while learners were most likely to request the teaching of conceptual knowledge. The type of teaching strategy employed depended on who initiated the teaching and the type of knowledge taught. The response of the learner was associated with who initiated the teaching and the teaching strategies employed. These findings reveal the nuances and sophistication of young children's attempts to teach one another naturally in their homes. Findings are discussed in light of recent empirical and theoretical work.