CHOICE MAKING TO PROMOTE ADAPTIVE BEHAVIOR FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL CHALLENGES

Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. In the first analysis, 2 participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in English and spelling, respectively. Reversal designs showed that the choice-making conditions increased task engagement and reduced disruptive behavior for both students. An additional analysis was performed with a 3rd student in an effort to further distinguish the effects of choice making from preference. In this study, one of the no-choice phases was yoked to a previous choice-making condition. This analysis demonstrated that the choice-making condition was superior to baseline and yoked control phases as determined by levels of task engagement and disruptive behavior. The findings of the two analyses contribute information relevant to students with emotional and behavioral disorders, and to a growing literature on the desirable effects of choice making for students with disabilities and challenging behaviors.     

When I saw me standing there: first-person and third-person memories and future projections,and how they relate to the self

We studied visual perspective of three autobiographical memories and three projected future events (i.e. whether the events were experienced from a first-person or third-person perspective, or in between) in 117 undergraduate students. Perspective proved to be a reliable individual-differences variable. The majority of narratives trended toward the first-person perspective, with memories more likely to yield first-person perspective than future events. Perspective was predicted by detail (higher level of participant-reported visual detail was more likely to elicit first-person perspective), and temporal distance (events reported as being further away in time were more likely to elicit third-person perspective). Detail, in turn, was explained (among others) by the individual-differences variable of depression/social uncertainty (a factor-derived scale consisting of rumination scales, the inverse of the Sense Of Self Scale, the Social Phobia Scale, and, to a lesser extent, the Social Interaction Anxiety Scale). Generally, predictors for memories and future events overlapped. The results underscore the need for including individual-differences variables in research on the determinants of memory perspective.     

The Relation of Career Adaptability to Work–Family Experience and Personal Growth Initiative Among Taiwanese Working Parents

This study aimed to explore the effect of career adaptability on 598 working parents in Taiwan. The results showed that career adaptability served an important role in moderating and mediating the effects between work–family conflict, work–family strength, and personal growth initiative.     

Suitability of published neuropsychological test norms for urban African secondary school students in South Africa

Variations in neuropsychological test performance as a function of ethnic/cultural group membership, socioeconomic and educational status are widely documented. In South Africa, issues of cultural difference, sociopolitical disadvantage, cognitive and educational limitations, are of particular relevance. Accordingly, this study investigated the performance on a neuropsychological test battery of urban African high school students. A group of 100 Soweto students in Grades 8–12, and a second group of 152 sixth grade Soweto students aged 13–15 years, scored significantly lower on most of the measures than their American counterparts, as reflected in published norms. Results also demonstrated a significant difference in test performance as a function of educational grade. The findings confirmed the need for using norms and approaches which are appropriate to a given population when interpreting and addressing neuropsychological test performance.     

Sit Still and Pay Attention?

Sitting still while trying to pay attention implicitly reinforces the idea that to pay attention one should focus on a single aspect of the stimulus. Movement encourages attending to different aspects of the stimulus and as such is hypothesized to increase attention. We tested this with students from a traditional and a nontraditional school. Students were asked to observe and recall landmarks on a map. Students from the traditional school who viewed the map from multiple perspectives remembered more landmarks and locations than students who viewed the map from a single perspective. Students from a nontraditional school who are accustomed to movement while learning, did not show this effect. The experiment is discussed in terms of mindfulness theory.     

Neural bases of moderation of cortisol stress responses by psychosocial resources

Psychosocial resources have been tied to lower psychological and biological responses to stress. The present research replicated this relationship and extended it by examining how differences in dispositional reactivity of certain neural structures may underlie this relationship. Two hypotheses were examined: (a) psychosocial resources are tied to decreased sensitivity to threat and/or (b) psychosocial resources are associated with enhanced prefrontal inhibition of threat responses during threat regulation. Results indicated that participants with greater psychosocial resources exhibited significantly less cortisol reactivity following a stress task, as predicted. Analyses using functional magnetic resonance imaging revealed that psychosocial resources were associated with greater right ventrolateral prefrontal cortex and less amygdala activity during a threat regulation task but were not associated with less amygdala activity during a threat sensitivity task. Mediational analyses suggest that the relation of psychosocial resources to low cortisol reactivity was mediated by lower amygdala activity during threat regulation. Results suggest that psychosocial resources are associated with lower cortisol responses to stress by means of enhanced inhibition of threat responses during threat regulation, rather than by decreased sensitivity to threat.     

The role of working memory in decoding emotions

Decoding facial expressions of emotion is an important aspect of social communication that is often impaired following psychiatric or neurological illness. However, little is known of the cognitive components involved in perceiving emotional expressions. Three dual task studies explored the role of verbal working memory in decoding emotions. Concurrent working memory load substantially interfered with choosing which emotional label described a facial expression (Experiment 1). A key factor in the magnitude of interference was the number of emotion labels from which to choose (Experiment 2). In contrast the ability to decide that two faces represented the same emotion in a discrimination task was relatively unaffected by concurrent working memory load (Experiment 3). Different methods of assessing emotion perception make substantially different demands on working memory. Implications for clinical disorders which affect both working memory and emotion perception are considered.     

The role of video coherence on object-based motion discriminations by pigeons

Two experiments examined the effects of video coherence on the discrimination of relative motion by pigeons using a go/no-go procedure. Pigeons were trained to discriminate video stimuli in which the camera's perspective went either "around" or "through" the interior opening of 2 approaching objects. Experiment 1 used a within-groups design and Experiment 2 used a between-groups design to examine how sequencing these videos in a coherent smooth forward order versus a randomly scrambled order influenced learning. Discrimination learning was significantly faster with the coherent sequences. It is suggested that the pigeon visual system integrates 3-dimensional motion signals across space and time to produce a stable, object-based, perceptual world.     

Changes over time among homeless young people in drug dependency, mental illness and their co-morbidity

A cross-national survey was conducted among 358 recently homeless young people in Melbourne and Los Angeles. Drug dependence and mental illness were assessed at baseline, 6 and 12 months. At each time point, participants were classified as no condition, drug dependent, having a mental illness or dual condition. Low levels of drug dependence or mental illness or both were reported at each data point. Most young people were classified as neither drug dependent nor having mental illness at baseline and remained so for the 12-month period and few remained drug dependent, or had continuing mental illness or both. Half to two-thirds of young people classified as having one or both conditions were subsequently reclassified as "no condition". There was no evidence of a consistent pathway from either drug dependence or mental illness to co-morbidity. Most young people reported an absence of mental illness and/or drug dependence at each time point. Improvement from one or both conditions at each transition suggests it may be more effective to provide interventions to address drug dependence and mental health problems to young people early in their experience of homelessness.     

Analyzing individual differences in sentence processing performance using multilevel models

The use of multilevel models is increasingly common in the behavioral sciences for analyzing hierarchically structured data, including repeated measures data. These models are flexible and easily implemented via a variety of commercially available statistical software programs. We consider their application in the context of an eye-movement experiment testing readers' responses to a semantic plausibility manipulation in temporarily ambiguous sentences. Multilevel models were used to study the relationship between working memory capacity and the extent to which readers were disrupted by syntactic misanalysis. This represented a cross-level interaction between an individual difference measure and a sentence-level characteristic. We compare a multilevel modeling approach to a standard approach based on ANOVA.