Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start

This study tested the relative efficacy of two interventions for children referred for consultation services due to problem behavior in the classroom. Teachers nominated children for participation due to frequent disruptive behaviors, such as inappropriate vocalizations and off-task behavior. Four Black males from 3 to 4 years old who attended Head Start centers served as the participants. Each child received a functional assessment that included a teacher-completed functional assessment rating scale and a brief functional analysis. Following functional assessments, an alternating treatments design was used to test the relative efficacy of an intervention matched to function and the Mystery Motivator intervention, not matched to function. Results indicate that both the intervention matched to function and the Mystery Motivator intervention were superior to a no-intervention control condition, but the function-matched intervention was more effective than the Mystery Motivator intervention for reducing problem behaviors and increasing appropriate engagement for all four children. Results are discussed in terms of learning principles potentially responsible for differential efficacy, as well as implications for applied practice.     

The benefit of attention is not diminished when distributed over two simultaneous cues

Recent findings have suggested that transient attention can be triggered at two locations simultaneously. However, it is unclear whether doing so reduces the effect of attention at each attended location. In two experiments, we explored the consequences of dividing attention. In the first experiment, we compared the effects of one or two cues against an uncued baseline to determine the consequences of dividing attention in a paradigm with four rapid serial visual presentation (RSVP) streams. The results indicated that two simultaneous cues increase the accuracy of reporting two targets by almost the same amount as a single cue increases the report of a single target. These results suggest that when attention is divided between multiple locations, the attentional benefit at each location is not reduced in proportion to the total number of cues. A consequent prediction of this finding is that the identification of two RSVP targets should be better when they are presented simultaneously rather than sequentially. In a second experiment, we verified this prediction by finding evidence of lag-0 sparing: Two targets presented simultaneously in different locations were reported more easily than two targets separated by 100 ms. These findings argue against a biased-competition theory of attention. We suggest that visual attention, as triggered by a cue or target, is better described by a convergent gradient-field attention model.     

Construct Overlap Between Employee Engagement and Job Satisfaction: A Function of Semantic Equivalence?

The evidence for employee engagement as a distinct construct, separate from related work attitudes such as job satisfaction, has been contradictory. Despite a growing inventory of research, current statistical techniques fall short in providing additional answers beyond those previously documented through discriminant and incremental validity, among others. Understanding the semantic similarity between scales however could uncover the potential bounds of current evidence and highlight areas of further exploration. This study examined the semantic similarity between three measures of employee engagement frequently found in the research literature and a commonly used measure of job satisfaction. Examining a relatively new indicator of validity, manifest validity, semantic relatedness between items from employee engagement and job satisfaction instruments was assessed using latent semantic analysis. Semantic similarity between employee engagement and job satisfaction items predicted moderate to high amounts of variance (R ² = 25–69 %) in corresponding correlations of survey responses. Findings suggest that high correlations between certain employee engagement measures and job satisfaction scores may be a function of semantic equivalence rather than individual perceptions of separate theoretical constructs.     

Greater autonomous motivation for study and basic psychological need satisfaction by being presently aware and ‘letting go’: An exploration of mindful attention and nonattachment

Mindful attention appears to facilitate greater satisfaction of basic psychological needs (i.e., autonomy, competence, and relatedness). Recent findings suggest that nonattachment may arise from mindfulness, with nonattachment being found to mediate relationships between mindfulness and various outcomes, such as increased wellbeing. Across two undergraduate samples, nonattachment was found to partially mediate relationships between mindful attention and the perceived satisfaction of each of autonomy, competence, and relatedness with others (N?=?247), and greater relative autonomous motivation for study (N?=?578). The findings therefore support and extend on existing research related to mindful attention within the Self-Determination Theory literature while also adding to the growing literature on the apparent benefits of nonattachment. Future research on autonomous motivation and basic need satisfaction may therefore benefit from considering nonattachment alongside mindful attention.

     

The impact of depression and PTSD symptom severity on trauma memory

Posttraumatic stress disorder (PTSD) and depression frequently co-occur following a traumatic event. Differences in the processing of autobiographical memory have been observed in both disorders in the form of overgeneralised memories and negative intrusive memories. The current study examined how symptoms of PTSD and depression influence the phenomenological characteristics of trauma memories. Undergraduate students who had experienced a traumatic event (n?=?696) completed questionnaires online including measures of PTSD and depressive symptom severity. They rated their trauma memory on several phenomenological characteristics using the Memory Experiences Questionnaire [Sutin, A. R., &; Robins, R. W. (2007). Phenomenology of autobiographical memories: The memory experiences questionnaire. Memory.]. Moderated multiple regression was used to examine how PTSD and depressive symptom severity related to each phenomenological characteristic. Symptoms of PTSD and depression were related separately and uniquely to the phenomenological characteristics of the trauma memory. PTSD severity predicted trauma memories that were more negative, contained higher sensory detail, and were more vivid. In contrast, depressive symptom severity predicted trauma memories that were less accessible and less coherent. These findings suggest that depressive and PTSD symptomatology affect traumatic memory differently and support a distinction between these two disorders.     

A Psychometric Investigation of the Ohio Scales,Short Form,Problem Severity Domain,Youth- and Caregiver-Report Versions

The current study examined the extent to which the Ohio Scales, Short Form, Problem Severity domain was able to perform as a reliable and valid measure within a large community mental health sample of multiethnic youth and families in Hawai?i. Using a sample of 1,125 youth participants, who were 59.1% male (n = 665), with a mean age of 12.96 (SD = 3.4), confirmatory factor analyses pointed to four factors (Externalizing, Delinquency, Anxiety, Depression), with subscale internal reliabilities varying slightly. The majority of convergence patterns between Problem Severity domain and related Child and Adolescent Functional Assessment Scale subscales were significantly correlated in the expected directions. Problem Severity subscale scores were mostly able to discriminate between youth with and without pertinent mental health diagnoses. Youth- and caregiver-report Problem Severity domain subscale and total scores were significantly correlated in the predicted directions. Finally, significant youth improvement was evident at 3-month follow-up, and Problem Severity intake and 3-month follow-up scores were significantly and positively related to one another. Implications and suggestions for future research are discussed.

     

Integrating research on social class and social relationships

A decade of research on social class has shown that those lower in social class tend to be more interdependent or focused on others. Here, we show that considering social class as an aspect of culture, which means that it shapes thoughts, feelings, and behaviors, can improve the precision, generalizability, and utility of theories about relationships. Moreover, we show the value of research on social class that integrates theories and methodologies developed in relationship science (e.g., studying existing relationships in real life, over time) with those developed in the science of social class (e.g., social class as a form of culture; the distinction between material resources and rank in society). Integrating these perspectives will accelerate understanding of when and how relationships can be beneficial for all. Recent research on social-class variation in interpersonal processes lays the groundwork for substantial advances across domains of psychology.     

Arousing "gentle passions" in young adolescents: Sustained experimental effects of value affirmations on prosocial feelings and behaviors

When people reflect on their important values, they may become more attuned to the needs of others. Two longitudinal field experiments examined whether a subtle value-affirmation manipulation can initiate relatively enduring increases in young adolescents' prosocial feelings (Study 1; Mage = 12.9) and prosocial behaviors (Study 2; Mage = 12.9). Participants completed a brief writing exercise that affirmed the values they deemed either most important (value-affirmation group) or unimportant (control group). As predicted, the value affirmation, coupled with a booster affirmation 6 weeks later, caused increases in prosocial feelings and behaviors over the 3-month study period. Antisocial students who were value-affirmed showed especially strong increases in prosocial behavior. These results suggest that "gentle passions" can be aroused in youth by cost- and time-efficient means. The practical utility of value affirmations will need to be evaluated in future work.     

Failure to Consider Future Consequences Increases the Effects of Alcohol on Aggression

The failure to consider the future consequences of one's behavior is a major risk factor for aggression. Aggressive people tend to act first, and think later. Some people focus on the -here and now rather than on the future, a tendency measured by the Consideration of Future Consequences (CFC) scale (Strathman, Gleicher, Boninger, & Edwards, 1994). Alcohol intoxication is a neuro-biological variable that produces similar effects. Participants in the present experiment completed the CFC scale and then consumed either an alcohol or a placebo beverage. Next, they competed against a same-sex ostensible partner on an interpersonally adversarial competitive task in which the winner could administer electric shocks to the loser (the aggression measure). As expected, aggression was highest in intoxicated persons with low CFC scores. Being unconcerned about the future consequences of one's actions, in conjunction with acute alcohol intoxication, combine in a pernicious manner to increase aggression.