Sleep,resilience, and psychological distress in United States military Veterans

Sleep problems are prevalent among Veterans. Left untreated, such problems may elevate psychological distress and increase risk of subsequent mental health disorders. Psychological resilience may buffer against negative psychological outcomes, yet the relationship between sleep and resilience has not been studied. This study explored poor sleep, resilience, and psychological distress using questionnaires collected as part of the Study of Post-Deployment Mental Health. Participants (N = 1,118) had served in the US military since September 11, 2001, had one or more overseas deployments, and were free from a past-month DSM-defined mental health disorder. Hierarchical linear regression was used to examine the association between poor sleep quality (Pittsburgh Sleep Quality Index total score) and psychological distress (Global Symptom Index; Symptom Checklist-90-R), controlling for demographic and health characteristics. Moderation analyses tested for a potential buffering effect of resilience (Connor-Davidson Resilience Scale). Poor sleeping Veterans had worse physical and psychological health, lower resilience, and endorsed more lifetime traumatic events. Poor sleep was associated with greater psychological distress controlling for health and demographic characteristics. Both resilience factors—adaptability and self-efficacy—had significant buffering effects on the relationship between poor sleep and psychological distress, suggesting that resilience may protect against negative outcomes in poor sleepers. Additional research is warranted to better understand the relationships between sleep, resilience, and psychological distress. Such research may inform pertinent prevention efforts, including interventions that improve sleep, enhance resilience, and protect against incident mental health diagnoses.     

Virtuous Play: The Ethics,Pleasures, and Burdens of Brain Training

Through normative appeals of cognitive enhancement, the brain has become a site of both promise and peril. Displaying oneself as ethically sound may now include showing requisite care for cognitive capacities. Moreover, enhancing our cognitive reserves is framed as aspirational means of averting neurodegenerative disease and neoliberal precarity. Such demanding labours of self-care warrant close scrutiny. Promissory discourses proclaim our ‘neuroplasticity’, encouraging subjects to work on endlessly improvable functional capacities that hold labour market value. Yet a ‘fun morality’ is equally prevalent in today’s experiential economies. Neuro-enhancement is thus sold not as an ascetic chore, but an ecstatic potential. Hope, fear, pleasure, and ethical conduct are, therefore, all closely entwined in the ‘virtuous play’ of ‘brain training’, where commercial entities use digital platforms for game-based tasks designed to enhance cognitive abilities. These services are typically promoted through appeals to our dutiful biocitizenship. This type of virtuous play is increasingly the means by which subjects produce themselves as simultaneously pleasure-seeking, productive, and resoundingly ‘well’. However, this understanding of virtuosity is often narrowly derived—reduced to ‘active ageing’, corporate-style ‘neurohacking’, and ‘brain profiles’—that threaten to foreclose other ways of imagining well-being. In failing to recognize the neoliberal underpinnings of virtuous play we entrench burdensome attachments to emerging modes of personal enhancement. Against these seductive appeals of combining pleasure with self-improvement, we must cultivate a critical reflexivity regarding exactly how ‘enhancement’ is conceived, opening room for lines of possibility outside of currently dominant frameworks.     

Self‐Regulatory Growth Effects for Young Children Participating in a Combined Social and Emotional Learning and Mindfulness‐Based Intervention

The authors analyzed findings from a counselor‐delivered social and emotional learning and mindfulness‐based intervention with twenty‐three 3‐ and 4‐year‐olds from economically disadvantaged backgrounds. Using a multilevel modeling approach to illustrate students' growth across multiple behavioral observations in a randomized controlled design, the authors found that the treatment group exhibited more self‐regulatory‐related behaviors on days when the intervention occurred. Qualitative analyses revealed that the students adopted kindness language consistent with the intervention. Implications for practice are suggested.     

The positive eating scale: relationship with objective health parameters and validity in Germany,the USA and India

Objective: The prevailing focus regarding eating behaviour is on restriction, concern, worry and pathology. In contrast, the purpose of the present studies was to focus on a positive relationship with eating in non-clinical samples from Germany, the USA and India.

Design: In Study 1, the Positive Eating Scale (PES) was tested and validated in a large longitudinal sample (T1: N = 772; T2: N = 510). In Study 2, the PES was tested in online samples from the USA, India and Germany (total N = 749).

Main Outcome Measures: Health risk status was measured in Study 1 with objective health parameters (fasting serum glucose, triglycerides, high-density lipoprotein cholesterol, blood pressure, waist circumference, BMI).

Results: Study 1 revealed acceptable psychometric properties of the PES, internal consistency (α = .87), as well as test–retest reliability after six months (r = .67). Importantly, a positive relationship with eating was associated with decreased health risk factors six months later. In Study 2, the structure of the PES was confirmed for German, Indian and US-American adults, suggesting validity across remarkably different eating environments.

Conclusion: A positive relationship with eating might be a fruitful starting point for prevention and intervention programmes promoting physical and psychological health.     

Searching for two categories of target in dynamic visual displays impairs monitoring ability

Target onsets in dynamically changing displays can be predicted when contingencies exist between different stimulus states over time. In the present study, we examined predictive monitoring when participants searched dynamically changing displays of numbers and colored squares for a color target, a number target, or both. Stimuli were presented in both contiguous and discrete spatial configurations. Response time (RT) and accuracy were recorded, and evidence of predictive monitoring was assessed via first fixations and refixations of target‐predictive stimuli. RTs to target onsets and evidence of predictive monitoring were reduced in dual‐target, relative to single‐target, conditions. Further, predictive monitoring did not speed RTs but was influenced by display configuration. In particular, discrete displays impaired monitoring for number targets in the dual‐target condition. Implications exist for real‐world visual tasks involving multiple target categories and for visual display design.     

Part-set cueing impairment & facilitation in semantic memory

The present study explored the influence of part-set cues in semantic memory using tests of “free” recall, reconstruction of order, and serial recall. Nine distinct categories of information were used (e.g., Zodiac signs, Harry Potter books, Star Wars films, planets). The results showed part-set cueing impairment for all three “free” recall sets, whereas part-set cueing facilitation was evident for five of the six ordered sets. Generally, the present results parallel those often observed across episodic tasks, which could indicate that similar mechanisms contribute to part-set cueing effects in both episodic and semantic memory. A novel anchoring explanation of part-set cueing facilitation in order and spatial tasks is provided.     

Retrieval activates related words more than presentation

Retrieving information enhances learning more than restudying. One explanation of this effect is based on the role of mediators (e.g., sand-castle can be mediated by beach). Retrieval is hypothesised to activate mediators more than restudying, but existing tests of this hypothesis have had mixed results [Carpenter, S. K. (2011). Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1547–1552. doi:10.1037/a0024140; Lehman, M., &; Karpicke, J. D. (2016). Elaborative retrieval: Do semantic mediators improve memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(10), 1573–1591. doi:10.1037/xlm0000267]. The present experiments explored an explanation of the conflicting results, testing whether mediator activation during a retrieval attempt depends on the accessibility of the target information. A target was considered less versus more accessible when fewer versus more cues were given during retrieval practice (Experiments 1 and 2), when the target had been studied once versus three times initially (Experiment 3), or when the target could not be recalled versus could be recalled during retrieval practice (Experiments 1–3). A mini meta-analysis of all three experiments revealed a small effect such that retrieval activated mediators more than presentation, but mediator activation was not reliably related to target accessibility. Thus, retrieval may enhance learning by activating mediators, in part, but these results suggest the role of other processes, too.     

Learning to avoid spiders: fear predicts performance,not competence

We used an immersive virtual environment to examine avoidance learning in spider-fearful participants. In 3 experiments, participants were asked to repeatedly lift one of 3 virtual boxes, under which either a toy car or a spider appeared and then approached the participant. Participants were not told that the probability of encountering a spider differed across boxes. When the difference was large (Exps. 1 and 2), spider-fearfuls learned to avoid spiders by lifting the few-spiders-box more often and the many-spiders-box less often than non-fearful controls did. However, they hardly managed to do so when the probability differences were small (Exp. 3), and they did not escape from threat more quickly (Exp. 2). In contrast to the observed performance differences, spider-fearfuls and non-fearfuls showed equal competence, that is comparable post-experimental knowledge about the probability to encounter spiders under the 3 boxes. The limitations and implications of the present study are discussed.     

Differential aversive learning enhances orientation discrimination

A number of recent studies have documented rapid changes in behavioural sensory acuity induced by aversive learning in the olfactory and auditory modalities. The effect of aversive learning on the discrimination of low-level features in the visual system of humans remains unclear. Here, we used a psychophysical staircase procedure to estimate discrimination thresholds for oriented grating stimuli, before and after differential aversive learning. We discovered that when a target grating orientation was conditioned with an aversive loud noise, it subsequently led to an improvement of discrimination acuity in nearly all subjects. However, no such change was observed in a control group conditioned to an orientation shifted by ±90° from the target. Our findings cannot be explained by contextual learning or sensitisation factors. The results converge with those reported in the olfactory modality and provide further evidence that early sensory systems can be rapidly modified by recently experienced reinforcement histories.     

Journalism as Model for Civic and Information Literacies

Journalism can serve as a generative disciplinary context for developing civic and information literacies needed to meaningfully participate in an increasingly networked and mediated public sphere. Using interviews with journalists, we developed a cognitive task analysis model, identifying an iterative sequence of production and domain-specific cognitive constructs of journalism expertise. We diagnose common discrepancies between professional practices and typical youth journalism pedagogies, and offer suggestions for teaching participatory politics and civic literacies through journalism.