Is implicit learning perceptually inflexible? New evidence using a simple cued reaction-time task

Considerable research has been devoted to investigating learning without awareness. Burke and Roodenrys [Burke, D., & Roodenrys, S. (2000). Implicit learning in a simple cued reaction-time task. Learning and Motivation 31, 364–380] developed a simple learning task in which a cue shape predicts the arrival of a target shape (to which subjects respond) in a sequence of rapidly presented shapes, and found that all subjects responded faster to cued targets than to uncued targets, even those classified as unaware of the cue–target relationship. Two experiments were conducted to examine the perceptual flexibility of implicit (and explicit) learning using the paradigm developed by Burke and Roodenrys (2000). Perceptual flexibility was examined by altering the perceptual features of the cue shape. The results of the first experiment indicated the implicit, but not explicit, learning that occurs in this paradigm is perceptually inflexible. However, the second experiment indicated that perceptually flexible implicit learning can be encouraged by varying the nature of the experimental stimuli. These experiments therefore provide support for processing accounts of transfer.     

Bidirectional Associations between Parenting Practices and Conduct Problems in Boys from Childhood to Adolescence: The Moderating Effect of Age and African-American Ethnicity

This study examined the bidirectional relationship between parent and teacher reported conduct problems in youth and parenting practices using a longitudinal sample of boys assessed from 6 to 16 years of age. Analyses tested whether these bidirectional associations changed across development and whether the nature of these associations varied across African-American and Caucasian families. Overall, the results supported a bidirectional relationship between conduct problems and all parenting practices examined from childhood to adolescence. The influence of conduct problems on changes in parenting behaviors was as strong as the influence of parenting behaviors on changes in conduct problems across development. Changes in the bidirectional relationship across development were found in some, but not all, models. While corporal punishment was more strongly related to changes in teacher-reported conduct problems for African-American boys compared to Caucasian boys, more similarities than differences were found between the ethnic groups in terms of the bidirectional associations examined.     

Engaging Nurses in Genetics: The Strategic Approach of the NHS National Genetics Education and Development Centre

The UK government announced the establishment of an NHS National Genetics Education and Development Centre in its Genetics White Paper. The Centre aims to lead and coordinate developments to enhance genetics literacy of health professionals. The nursing program takes a strategic approach based on Ajzen’s Theory of Planned Behavior, using the UK nursing genetics competences as the platform for development. The program team uses innovative approaches to raise awareness of the relevance of genetics, working collaboratively with policy stakeholders, as key agents of change in promoting competence. Providing practical help in preparing learning and teaching resources lends further encouragement. Evaluation of the program is dependent on gathering baseline data, and the program has been informed by an education needs analysis. The challenges faced are substantial and necessitate international collaboration where expertise and resources can be shared to produce a global system of influence to facilitate the engagement of non-genetic nurses.     

Clinically Referred ODD Children with or without CD and Healthy Controls: Comparisons Across Contextual Domains

This study compares 6–11-year-old, clinically referred boys and girls diagnosed with Oppositional Defiant Disorder, either with (ODD + CD, n = 40) or without Conduct Disorder (ODD only; n = 136), to a matched sample of healthy control children (HC; n = 69). Multiple informants completed intake diagnostic interviews and self-reports to evaluate constructs examining the child’s functioning and contextual influences on functioning (e.g., parent, family, peer, community). ODD + CD and ODD only children were each distinguished from HCs by greater exposure to delinquent peers and lowered parental self-efficacy. In further comparisons to the HC group, ODD only status was associated with parental use of psychological aggression and more stressful life events, whereas ODD + CD status was associated with greater parental hostility. Relative to ODD alone status, ODD + CD status was comparable on all but one variable (greater parental hostility). Similar findings were reported using a subset of girls only. The characteristics that distinguish children with DBDs from controls and, in particular, ODD + CD from ODD only, bear implications for understanding and treating both CD and ODD.

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A study of the test of supervisory skills

In supervisory selection and development it is important to assess individuals' supervisory competencies. In a field study, the Test of Supervisory Skills was validated against a surrogate criterion of supervisory performance, based upon position classification and supervisory experience. Subjects (N=2406), workers and applicants of both sexes, were recruited from multiple sources, tested, and the data analyzed to evaluate the usefulness of the test in human resource management applications. Both the current and prior results show significant relationships between scores on this test and various criteria of supervisory performance.     

Attention to configural information in change detection for faces

In recent research the change-detection paradigm has been used along with cueing manipulations to show that more attention is allocated to the upper than lower facial region, and that this attentional allocation is disrupted by inversion. We report two experiments the object of which was to investigate how the type of information changed might be a factor in these findings by explicitly comparing the role of attention in detecting change to information thought to be 'special' to faces (second-order relations) with information that is more useful for basic-level object discrimination (first-order relations). Results suggest that attention is automatically directed to second-order relations in upright faces, but not first-order relations, and that this pattern of attentional allocation is similar across features.     

Navigating relational turbulence in the wake of weight loss transitions: A support marshaling analysis

The current study sought to investigate how individuals optimize their partner's support during a weight transition to accomplish their weight loss goals. A theoretical model was tested to determine the role of support marshaling in managing the relational turbulence associated with weight transitions. Path modeling broadly identified that support marshaling is a useful framework from which to consider how relational turbulence associated with weight transitions influences health behaviors. The results identify that partner facilitation and interference are both directly related to health behaviors and indirectly related to health behaviors through support marshaling. Theoretical implications for relational turbulence and support marshaling are discussed with regard to their ability to account for weight‐related behavior changes.