Does within-person variability predict errors in healthy adults aged 18–90?

This study investigated within-person variability on basic psychomotor tasks in relation to errors on a higher order cognitive task. We were interested in whether more variable individuals were more prone to making errors, and whether this relationship varied with age. Variability was assessed using simple and choice reaction time, while errors of omission (misses) and commission (false alarms) were obtained from simple and complex visual search tasks. Data from 557 participants aged 18–90 years were included in the analysis. Greater variability was associated with more misses, and distribution analyses showed that slower responses were behind this effect. Variability was also associated with false alarms, but the pattern was inconsistent. Taking age into account revealed that the association between variability and misses in the simple visual search condition was stronger in older (aged 65–90 years) participants. The results suggest the relationship between greater variability and errors of omission (misses) may be related to inattention. Measures of variability may therefore provide valuable insights into individual differences in error rates and, more broadly, may also offer early warning of persons who are more prone to errors in visual search.     

Teachers' views and beliefs about bullying: Influences on classroom management strategies and students' coping with peer victimization

A multilevel design was used to test a model in which teachers' attitudes (beliefs) about bullying (e.g., it is normative; assertive children do not get bullied; children wouldn't be bullied if they avoided mean kids) were hypothesized to influence if and how they intervene in bullying interactions. In turn, it was hypothesized that teachers' strategies would influence how their students cope with victimization and the frequency of victimization reported by their students. Data were gathered on 34 2nd and 4th grade teachers and 363 ethnically-diverse students (188 boys; 175 girls; M age = 9 years 2 months). Results indicated that teachers were not likely to intervene if they viewed bullying as normative behavior, but were more likely to intervene if they held either assertion or avoidant beliefs. Moreover, avoidant beliefs were predictive of separating students which was then associated both directly and indirectly (via reduced revenge seeking) with lower levels of peer victimization. No grade differences emerged for teachers' views or management strategies; however, minor sex differences were detected which will be discussed.     

Assessing potency of high- and low-preference reinforcers with respect to response rate and response patterns

Previous research has suggested that the availability of high-preference stimuli may override the reinforcing efficacy of concurrently available low-preference stimuli under relatively low schedule requirements (e.g., fixed-ratio 1 schedule). It is unknown if similar effects would be obtained under higher schedule requirements. Thus, the current study compared high-preference and low-preference reinforcers under progressively increasing schedule requirements. Results for 3 of the 4 participants indicated that high-preference stimuli maintained responding under higher schedule requirements relative to low-preference stimuli. For 1 participant, high-preference and low-preference stimuli were demonstrated to be equally effective reinforcers under increasing schedule requirements. Implications with respect to rate of performance and response patterns are discussed.     

An evaluation of the overjustification effect across multiple contingency arrangements

The overjustification effect suggests that external rewards may decrease intrinsically reinforced behaviors; however, this conclusion is often drawn from pre‐ and post‐assessment data. The majority of studies published in this area do not take repeated measures of behavior. In addition, previous research has not distinguished between the use of rewards and reinforcers by demonstrating a reinforcement effect; hence, it is possible that the occurrence of the overjustification effect varies depending on the nature of the stimuli that are used. This study extended previous research by evaluating whether the overjustification effect was relevant to the use of non‐reinforcing stimuli, reinforcers, or both. The effects of verbal praise were also evaluated in relation to the overjustification effect. Results indicated that behavior did not decrease below baseline levels following the contingent delivery of non‐reinforcing stimuli, reinforcers, or verbal praise. Copyright © 2009 John Wiley & Sons, Ltd.     

ALTERING THE NEAR‐MISS EFFECT IN SLOT MACHINE GAMBLERS

This study investigated the potential for recreational gamblers to respond as if certain types of losing slot machine outcomes were actually closer to a win than others (termed the near‐miss effect). Exposure to conditional discrimination training and testing disrupted this effect for 10 of the 16 participants. These 10 participants demonstrated high percentages of conditional discrimination testing performance, and the remaining 6 participants failed the discrimination tests. The implications for a verbally based behavioral explanation of gambling are presented.     

Qualified therapists’ experience of personal therapy

Recent work shows that the majority of therapists strongly value personal therapy for what it can bring to their professional practice, and for personal development. The aim of this study was to explore qualified therapists’ experiences of personal therapy. Of the 220 qualified therapists who were contacted via post and asked to take part in a questionnaire study, 48 returned the completed questionnaire, which consisted of a series of closed and open questions. Two‐thirds of respondents had engaged in personal therapy. The two most frequently cited reasons for engaging in personal therapy were personal growth and personal distress. Interpretative phenomenological analysis (IPA) identified two broad domains: impact on the person and impact on the professional. Results show that those surveyed recognised the value of personal therapy to themselves as a form of self‐care and personal development. Personal therapy was valued in professional practice as a form of experiential learning from being in the client role. The limitations of this research included a relatively low response rate, raising the question of whether those most likely to have had positive experiences of personal therapy were more likely to participate. Future research might deliberately seek to understand negative experiences of personal therapy. Other avenues for future research include the need to understand how experiences of therapy relate to gender, profession, and therapeutic orientation.     

Parenting Surviving Children After the Death of a Child from Cancer: An Interpretative Phenomenological Analysis

Journal of Child and Family Studies - The death of a child is a tragic, devastating event with enormous emotional and relational impact on the family unit. Parental changes are significant,...     

From scapegoating to thinking and finding a home: delivering therapeutic work in schools

This paper discusses how the child psychotherapist's core skills can be usefully applied in a school setting. It outlines some of the important policy changes that have necessitated a move towards delivering therapeutic work in community settings such as schools. It is argued that the role of the child psychotherapist in schools has much in common with the role played by the psychotherapist in a therapeutic community. The paper suggests that therapy in schools is in many ways less simple than therapy in clinic settings, and in particular it is often unclear who exactly the client is and at what level to intervene when a referral is made. The referred patient is not necessarily the ‘problem’, so that the child psychotherapist must be prepared to tackle issues in the system to ensure that splitting and projection are reduced, and systems around children can become more containing. Clinical vignettes and one main clinical illustration are used to try to illustrate these points.     

Single-digit Arabic numbers do not automatically activate magnitude representations in adults or in children: Evidence from the symbolic same–different task

We investigated whether the mere presentation of single-digit Arabic numbers activates their magnitude representations using a visually-presented symbolic same–different task for 20 adults and 15 children. Participants saw two single-digit Arabic numbers on a screen and judged whether the numbers were the same or different. We examined whether reaction time in this task was primarily driven by (objective or subjective) perceptual similarity, or by the numerical difference between the two digits. We reasoned that, if Arabic numbers automatically activate magnitude representations, a numerical function would best predict reaction time; but if Arabic numbers do not automatically activate magnitude representations, a perceptual function would best predict reaction time. Linear regressions revealed that a perceptual function, specifically, subjective visual similarity, was the best and only significant predictor of reaction time in adults and in children. These data strongly suggest that, in this task, single-digit Arabic numbers do not necessarily automatically activate magnitude representations in adults or in children. As the first study to date to explicitly study the developmental importance of perceptual factors in the symbolic same–different task, we found no significant differences between adults and children in their reliance on perceptual information in this task. Based on our findings, we propose that visual properties may play a key role in symbolic number judgements.     

Relations between risk perceptions and socio-political ideology are domain- and ideology- dependent

Public policy intended to address risks is largely determined by government officials who are typically elected by ‘the people’. Lay people presumably support political figures most likely to tackle the risks perceived as relevant. The present research investigated whether risk perceptions vary by risk domain and socio-political ideology. American community adults (N = 387) recruited using Amazon Mechanical Turk completed measures of right-wing authoritarianism (RWA), social dominance orientation (SDO), political conservatism, and perceived domain risks. Risk perceptions of conservatives versus liberals systematically differed by domain: Increases in political conservatism (vs. liberalism) and RWA were associated with perceiving “personal danger” hazards as more risky, whereas increases in SDO were associated with perceiving “competitive” hazards as less risky. A liberal-orientation was associated with heightened risk concerning collective (shared) hazards.