The effect of question type on resistance to misinformation about present and absent details

The typical misinformation effect shows that accuracy is lower for details about which people received misleading compared to non-misleading (control) information. In two experiments, we examined the misinformation effect for non-witnessed details (i.e., absent). Three question types introduced control, misleading, and absent details (closed, closed-detailed, and open questions) about a mock burglary video. On this misinformation test, participants' reports of absent details were less accurate than control details only when they were introduced using open questions. Misinformation effects in a subsequent recognition test were present for misleading details in both experiments, but for absent details only in Experiment 2. Experiment 2 also revealed that participants who avoided answering open questions containing misleading and absent details had more accurate memories for these details on the subsequent recognition test than participants who answered these questions. In both experiments, confidence was lowest for absent details. Implications for theory and practice are discussed.     

The Effects of Truth–Lie Base Rate on Interactive Deception Detection Accuracy

Consistent with the Park and Levine's (PL) probability model of deception detection accuracy, previous research has shown that as the proportion of honest messages increases, there is a corresponding linear increase in correct truth–lie discrimination. Three experiments (N = 120, 205, and 243, respectively) varied the truth–lie base rate in an interactive deception detection task. Linear base‐rate effects were observed in all 3 experiments (average effect r#x02009;= .61) regardless of whether the judges were interactive participants or passive observers, previously acquainted or strangers, or previously exposed to truths or lies. The predictive power of the PL probability model appears robust and extends to interactive deception despite PL's logical incompatibility with interpersonal deception theory.     

Towards a taxonomy of philosophical counselling

As sympathetic outsiders trying to understand and explain the field of philosophical counselling to other (perhaps not so sympathetic) outsiders, we find ourselves repeatedly asking and being asked two questions: “What is philosophical counselling?” and “What is its relationship to psychological counselling?” In seeking to develop satisfactory answers to these questions, we present a taxonomy of philosophical counselling. This fourfold taxonomy was developed by classifying the work of a range of recognised philosophical counsellors in terms of their declared ends. This taxonomy makes sense of the diversity of the field, while also recognising the underlying coherence. Moreover, the categories of the taxonomy align with existing forms of psychological counselling practice, and in this way the taxonomy enables us to pinpoint the relationship between psychological and philosophical counselling. We end with some consideration of what philosophical counsellors can learn from their colleagues in psychology, especially in relation to the role of empathy and the importance of empirical testing.     

The Long-term Effects of Early Paternal Presence on Children’s Behavior

A father’s presence in the family is important for promoting adaptive behavioral functioning in children. It is unknown however, if there is a critical time during infancy and childhood for such paternal presence and involvement to affect behaviour. Using data from the Auckland Birthweight Collaborative (ABC) study, we examined the amount of paternal presence children experienced through their first 11 years of life (measured as fathers’ time spent in the same household as their children) and its effect on their behavioral outcomes at 11 years of age. After controlling for potential confounds, children who whose fathers were minimally present (left between 0 and 3.5 years of age) were twice as likely to report clinically significant behavioural difficulties as those whose fathers were present throughout childhood. Those whose fathers were present for early childhood (left between 3.5 and 7 years of age) exhibited no significant differences in their behaviour at 11 years of age when compared to their peers whose fathers remained present. Mothers reported no significant changes in their children’s behavior. Findings suggested that paternal presence early in a child’s life might be most important with regard to promoting adaptive behavioural functioning as they age.     

Behavioral Activation Treatment for Depression in Older Adults Delivered via Videoconferencing: A Pilot Study

Depression affects up to 25% of older adults. Underdetection and subsequent undertreatment of depression in older adults has been attributed in part to difficulties in older adults being able to access treatment. This uncontrolled pilot study, N = 3, explored the acceptability and efficacy of a brief behavioral activation treatment delivered via videoconferencing to 3 participants, aged 64 to 73 years, diagnosed with major depressive disorder. The results indicate that a 5-session behavioral activation treatment delivered via videoconferencing produced clinically significant and reliable decreases in depression. The results also showed clinically significant and reliable decreases in negative affect and clinically significant and reliable increases in positive affect. Treatment gains were maintained at 1-month follow-up. Videoconferencing can be a valuable and effective tool in increasing accessibility to psychological treatment for older adults.     

University Support for Student Volunteering in England: Historical Development and Contemporary Value

This article draws on a major study of student volunteering based on case studies of six Higher Education Institutions (HEIs) selected to represent the diversity of the higher education sector in England. The study finds that students contribute significantly to university life and to the wider community through both formal and informal volunteering. However in this paper we consider the challenges and problems with the organisation of student volunteering. Our research finds that students who were supported by their university to volunteer reported better experiences of volunteering and identified greater impacts on their personal development, soft skills, employability and community awareness. In this paper we challenge the tendency of some policy makers and practitioners to view student volunteering as an automatic ‘win, win, win’—for students, for universities and for communities. Rather we explore how without adequate support, management and opportunities for reflection and placing volunteering in wider social context, student volunteering can fail to benefit any of these groups. The paper outlines the development of institutional support for volunteering by students before assessing the value such support has for student volunteers today.     

The role of working memory capacity in multiple-cue probability learning

Multiple-cue probability learning (MCPL) involves learning to predict a criterion when outcome feedback is provided for multiple cues. A great deal of research suggests that working memory capacity (WMC) is involved in a wide range of tasks that draw on higher level cognitive processes. In three experiments, we examined the role of WMC in MCPL by introducing measures of working memory capacity, as well as other task manipulations. While individual differences in WMC positively predicted performance in some kinds of multiple-cue tasks, performance on other tasks was entirely unrelated to these differences. Performance on tasks that contained negative cues was correlated with working memory capacity, as well as measures of explicit knowledge obtained in the learning process. When the relevant cues predicted positively, however, WMC became irrelevant. The results are discussed in terms of controlled and automatic processes in learning and judgement.