Prohibiting Versus Discouraging: Exploring Mental Health Organizations Varied Stances on Sexual Orientation Change Efforts (SOCE)

Research has shown that sexual orientation change efforts results in more mental health damages than positive outcomes; yet a recent study found that 19.4% of mental health practitioners believe it is ethical to practice sexual orientation change efforts. The purpose of this paper is to highlight existing literature on sexual orientation change efforts, showcase mental health professional organization's stances on ethically prohibiting versus discouraging sexual orientation change efforts, and propose suggestions and learning objectives to mental health organizations. By doing so, we hope all mental health professional organizations enforce a clear ethical code against the practice of sexual orientation change efforts.     

Using computer‐assisted instruction to increase the eye gaze of children with autism

Many children diagnosed with autism spectrum disorders have difficulty making appropriate eye contact and engaging in joint attention. The current study evaluated a computer‐assisted instruction package (pairing visual stimuli with vocal stimuli) as a novel treatment to improve the eye gaze accuracy in 3 elementary school children with autism. The researchers measured the latency from a recorded verbal stimulus to the students making eye contact with pictures of familiar individuals displayed on a computer screen, and the duration for which eye gaze on the stimulus was maintained. An automated infrared camera system for measuring eye gaze was utilized that eliminated the need for an instructor to make subjective judgments regarding participants' eye gaze. For all three participants, duration of eye contact increased, and latency to responding decreased following exposure to the computer‐assisted instruction. The implications of these findings for the treatment of individuals with autism are discussed, along with suggestions for future research on the topic.     

Isolated words enhance statistical language learning in infancy

Infants are adept at tracking statistical regularities to identify word boundaries in pause-free speech. However, researchers have questioned the relevance of statistical learning mechanisms to language acquisition, since previous studies have used simplified artificial languages that ignore the variability of real language input. The experiments reported here embraced a key dimension of variability in infant-directed speech. English-learning infants (8-10 months) listened briefly to natural Italian speech that contained either fluent speech only or a combination of fluent speech and single-word utterances. Listening times revealed successful learning of the statistical properties of target words only when words appeared both in fluent speech and in isolation; brief exposure to fluent speech alone was not sufficient to facilitate detection of the words' statistical properties. This investigation suggests that statistical learning mechanisms actually benefit from variability in utterance length, and provides the first evidence that isolated words and longer utterances act in concert to support infant word segmentation.     

The role of attractiveness and aggression in high school popularity

This study examines the effects of physical attractiveness and aggression on popularity among high school students. Previous work has found positive relationships between aggression and popularity and physical attractiveness and popularity. The current study goes beyond this work by examining the interactive effects of physical attractiveness and aggression on popularity. Controlling for race and gender, the results indicate that attractive students are seen as more physically and relationally aggressive than those who are less attractive. We also found that those who are both physically attractive and aggressive are perceived to be more popular than those without such characteristics. However, the same interaction showed the opposite effect when predicting sociometric popularity instead of perceived popularity. These results contribute to the understanding of the differences between those who are well-liked (sociometric popularity) and those who are socially visible (perceived popularity), and the unique predictors of these two dimensions of status in the peer group.     

Dual adaptation and adaptive generalization of the human vestibulo-ocular reflex

In two experiments, we examined the possibility that the human vestibulo-ocular reflex (VOR) is subject todual adaptation (the ability to adapt to a sensory rearrangement more rapidly and/or more completely after repeated experience with it) andadaptive generalization (the ability to adapt more readily to a novel sensory rearrangement as a result of prior dual adaptation training). In Experiment 1, the subjects actively turned the head during alternating exposure to a visual-vestibular rearrangement (target/head gain=0.5) and the normal situation (target/head gain=0.0). These conditions produced both adaptation and dual adaptation of the VOR but no evidence of adaptive generalization when tested with a target/head gain of 1.0. Experiment 2, in which exposure to the 0.5 gain entailed externally controlled (i.e., passive) whole body rotation, resulted in VOR adaptation but no dual adaptation. As in Experiment 1, no evidence of adaptive generalization was found.     

Accuracy of memories from childhood and adolescence related to growth and size

The ability of middle-aged adults to recall their body size and events occurring up to 40 years earlier was assessed. Ninety-one subjects recalled their relative height, weight, and fatness during childhood, early adolescence and late adolescence. Accuracy of these memories was compared with the accuracy of current reports. The ability to accurately date benchmarks of their maturation such as menarche and year of maximal growth in height was also examined. Accuracy of reports did not decline uniformly over time. In general, reports of childhood physical characteristics were at least as accurate as reports of current characteristics; that is, they did not differ significantly from current reports. Males were less accurate in their reports of relative height and fatness during early adolescence and childhood. This project has been funded at least in part with federal funds from the U.S. Department of Agriculture, Agricultural Research Service under contract number 53-3K06-5-10. The contents of this article do not necessarily reflect the views or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.     

Forgive and Forget? Forgiveness,Personality, and Wellness Among Counselors‐in‐Training

Forgiveness as a method of addressing “wounds” has been linked to enduring aspects of personality and improved physical and mental health outcomes. The aim of this study was to understand the effects of forgiveness on counseling students’ overall wellness. Counseling students (N= 115) from 5 universities completed self‐report measures of forgiveness, wellness, and personality. Results indicate that, when personality factors are controlled, forgiveness contributes a significant proportion (10%) of the variance in wellness for counseling students. Implications for counselor training and counseling are discussed.     

An electrophysiological study of school-aged children with a history of failure to thrive during infancy.

Sixty-five subjects, ages 8 to 12, participated in a visual electrophysiological study. Twenty-two of the subjects had received a diagnosis of nonorganic failure-to-thrive (FTT) before the age of three. The remaining 43 subjects had no history of FTT and served as Controls. IQs were obtained with the abbreviated WISC-III, and the Controls were split into two groups, LO IQ and HI IQ, to provide a LO IQ Control group with an average IQ equivalent to the FTT group. Event-related brain potentials (ERPs) were recorded from five scalp locations during a cued continuous performance task (CPT). Subjects had to press a button every time they saw the letter "X" following the letter "A" (50 targets out of 400 stimuli). During the CPT, the FTT subjects made marginally more errors of omission to targets than the LO IQ Control group and significantly more errors of omission than the HI IQ Control subjects. The groups did not differ significantly on errors of commission (false alarms) or reaction times to targets. ERP averages revealed a group difference in amplitude in a late slow wave for the 50 non-X stimuli (false targets) that followed the letter A. This difference was greatest over frontal sites, where the FTT group had a more negative going slow wave than each control group. Late frontal negativity to No Go stimuli has been linked with post-decisional processing, notably in young children. Thus, the FTT subjects may have less efficient inhibitory processes, reflected by additional late frontal activation.     

Genes, brain, and behavior: Bridging disciplines

With excitement surrounding the publication of the human genome, scientists have set out to uncover the functions of specific genes. This special issue on Genes, Brain, and Behavior attempts to present research strategies that connect major avenues of genetic research across disciplines. For example, anatomical information provided by brain imaging can serve as a convenient link between anatomical abnormalities seen in knockout/transgenic mouse models and abnormal patterns of brain activity seen in certain patient populations. Identifying genetic risk factors for disorders with carefully designed cognitive assays is another strategy that has gained increasing attention. These approaches are being combined with behavioral studies of mouse models of gene function. Alone, each of these approaches provides limited information on gene function in complex human behavior, but together, they are forming bridges between animal models and human psychiatric disorders.     

The effect of feedback sign on task performance depends on self-concept discrepancies

Control theories claim that information about performance is often used by multiple goal systems. A proposition tested here was that performance information can create discrepancies in self-concept goals, directing cognitive resources away from the task goal system. To manipulate performance information, 160 undergraduates were given false positive or false negative normative feedback while working on a task that did or did not require substantial cognitive resources. Half of the participants were then given an opportunity to reaffirm their self-concepts following feedback, whereas half were not. Feedback sign positively related to performance only for those working on the cognitively intense task and not given a chance to reaffirm. Otherwise, feedback sign was negatively related to performance, albeit weakly.