Evaluation of two physical guidance procedures in the treatment of pediatric feeding disorder

Children with pediatric feeding disorder may refuse to consume an adequate variety and/or volume of food to maintain expected growth. They can consume food but may actively or passively refuse, resulting in escape or avoidance of eating. Behavioral interventions like positive reinforcement with escape extinction can increase consumption. However, sometimes these interventions are insufficient, especially in treating passive refusal. In these cases, physical guidance may be used to prompt an open mouth to deposit food. Research indicates open-mouth prompts are effective and rated as acceptable. This study replicated an existing physical guidance procedure, the finger prompt, and compared its efficacy and acceptability with that of a spoon prompt. This study extended research by defining and measuring passive refusal as a dependent variable and assessing social validity among different stakeholders and times. Both prompts were effective in treating food refusal, and caregivers rated the finger prompt as more preferred.     

Descriptive characteristics of extinction bursts: A record review

Procedural extinction is sometimes associated with a temporary increase in responding known as an extinction burst. Extinction bursts present unique challenges in the context of treating behavior targeted for reduction. The present study updates the prevalence of extinction bursts using a clinical sample (N = 108) receiving treatment for targeted behavior. The prevalence of extinction bursts in our sample (24%) was consistent with that in prior literature. The extinction-burst magnitude decreased across sessions after extinction was contacted during treatment, but this sample did not demonstrate decreased persistence or magnitude of extinction bursts across successive transitions from baseline to treatment. We also examined the prevalence and magnitude of extinction bursts based on the function and topography of targeted behavior and treatment components and found no consistent relation among these variables. These findings should lead clinicians to prepare for transient extinction bursts when implementing extinction-based treatment for challenging behavior.     

What happens to our representation of identity as familiar faces age? Evidence from priming and identity aftereffects

Matching identity in images of unfamiliar faces is error prone, but we can easily recognize highly variable images of familiar faces – even images taken decades apart. Recent theoretical development based on computational modelling can account for how we recognize extremely variable instances of the same identity. We provide complementary behavioural data by examining older adults’ representation of older celebrities who were also famous when young. In Experiment 1, participants completed a long-lag repetition priming task in which primes and test stimuli were the same age or different ages. In Experiment 2, participants completed an identity after effects task in which the adapting stimulus was an older or young photograph of one celebrity and the test stimulus was a morph between the adapting identity and a different celebrity; the adapting stimulus was the same age as the test stimulus on some trials (e.g., both old) or a different age (e.g., adapter young, test stimulus old). The magnitude of priming and identity after effects were not influenced by whether the prime and adapting stimulus were the same age or different age as the test face. Collectively, our findings suggest that humans have one common mental representation for a familiar face (e.g., Paul McCartney) that incorporates visual changes across decades, rather than multiple age-specific representations. These findings make novel predictions for state-of-the-art algorithms (e.g., Deep Convolutional Neural Networks).     

Correction to: Development and Validation of Perceived Self-Transformation Scale for the Satir Model

Contemporary Family Therapy -     

A Systematic Review and Quantitative Analysis of Interteaching

Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline in BA 25:215–226, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005–2018. The majority of these studies were conducted in undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration of interteaching or comparisons to traditional-lecture format. The most common dependent variables were quiz or examination scores. Only 24% of all studies implemented at least five of the seven components of interteaching. Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented. Meta-analyses indicated that interteaching is more effective than traditional lecture or other control conditions, with an overall large effect size. Furthermore, variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Future research informed by the present review includes: (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor’s perspective.

     

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.     

Is the attentional blink effect located in short-term memory?

The attentional blink (AB) effect is characterized by a failure to detect a second target following the identification of a previous target in a RSVP stream. This effect has been attributed to capacity limitations at a central level of visual information processes. Postperceptual models suppose that the AB locus is located in short-term memory. To test this hypothesis, we investigated the influence of a short-term memory deficit on the AB effect in a patient with such a deficit. The three main results of this study are (1) the persistence of an AB effect, (2) a large number of T1 missed identifications and (3) a T2 detection deficit for a specific delay (367 ms). These results indicate that a short-term memory deficit disrupts the processing of each target (T1 and T2) but does not product an abolition of the AB effect.     

Neurocognitive control in dance perception and performance

Dance is a rich source of material for researchers interested in the integration of movement and cognition. The multiple aspects of embodied cognition involved in performing and perceiving dance have inspired scientists to use dance as a means for studying motor control, expertise, and action-perception links. The aim of this review is to present basic research on cognitive and neural processes implicated in the execution, expression, and observation of dance, and to bring into relief contemporary issues and open research questions. The review addresses six topics: 1) dancers' exemplary motor control, in terms of postural control, equilibrium maintenance, and stabilization; 2) how dancers' timing and on-line synchronization are influenced by attention demands and motor experience; 3) the critical roles played by sequence learning and memory; 4) how dancers make strategic use of visual and motor imagery; 5) the insights into the neural coupling between action and perception yielded through exploration of the brain architecture mediating dance observation; and 6) a neuroesthetics perspective that sheds new light on the way audiences perceive and evaluate dance expression. Current and emerging issues are presented regarding future directions that will facilitate the ongoing dialog between science and dance.     

Investigating the role of attentional resources in the irrelevant speech effect

Irrelevant words can be disruptive to performance, and the frequency of usage of the irrelevant words has affected the magnitude of such disruption (Buchner &; Erdfelder, 2005). The finding of word frequency differences in the magnitude of the irrelevant speech effect (ISE) implicated a role for attentional processes. Using a different conceptualization of attention, researchers have found that individual differences in working memory capacity did not predict the magnitude of the ISE, which questioned the role of attentional control (Beaman, 2004; Sörqvist, 2010). The current study investigated aspects of the construct of attention and the ISE, using both individual and developmental difference approaches. Results showed no significant difference between serial recall performances in the presence of high or low word frequency distractors. Furthermore, effects of working memory capacity differences were not found, but children displayed a larger ISE than college students. The weight of the evidence appears against an attentional resource view of the ISE.     

The effects of voluntary movements on auditory-haptic and haptic-haptic temporal order judgments

In two experiments we investigated the effects of voluntary movements on temporal haptic perception. Measures of sensitivity (JND) and temporal alignment (PSS) were obtained from temporal order judgments made on intermodal auditory-haptic (Experiment 1) or intramodal haptic (Experiment 2) stimulus pairs under three movement conditions. In the baseline, static condition, the arm of the participants remained stationary. In the passive condition, the arm was displaced by a servo-controlled motorized device. In the active condition, the participants moved voluntarily. The auditory stimulus was a short, 500Hz tone presented over headphones and the haptic stimulus was a brief suprathreshold force pulse applied to the tip of the index finger orthogonally to the finger movement. Active movement did not significantly affect discrimination sensitivity on the auditory-haptic stimulus pairs, whereas it significantly improved sensitivity in the case of the haptic stimulus pair, demonstrating a key role for motor command information in temporal sensitivity in the haptic system. Points of subjective simultaneity were by-and-large coincident with physical simultaneity, with one striking exception in the passive condition with the auditory-haptic stimulus pair. In the latter case, the haptic stimulus had to be presented 45ms before the auditory stimulus in order to obtain subjective simultaneity. A model is proposed to explain the discrimination performance.