An observation on set and visual comparison processes

Tasks involving the comparison of sequentially presented stimulus items to determine identity have generally only required interpretation in terms of simple matching. Some studies have attempted to show effects of selective set in these tasks but with little success except in tasks involving comparison of sentences with pictures. By simplifying the task a reliable set effect is demonstrated, showing that a mismatch of certain stimulus attributes only has an identifiable effect on a subject's reaction-time if he may reasonably be supposed to know that the attribute is critical and is set to examine stimulus items for the attribute. Such conditions result in a relatively fast judgement. The finding suggests that the sequential “same“/“different” judgement is a richer source of data concerning recognition and comparison than has been supposed.     

Expanding Treatment Options for Children With Selective Mutism: Rationale,Principles, and Procedures for an Intensive Group Behavioral Treatment

Children with selective mutism (SM) experience significant challenges in a variety of social situations, leading to difficulties with academics, peers, and family functioning. Despite the extensive evidence base for cognitive-behavioral interventions for youth anxiety, the literature has seen relatively limited advancement in specialized treatment methods for SM. In addition, geographic disparities in SM treatment expertise and the roughly 6-month duration of some of the supported SM treatment protocols can further restrict the accessibility and acceptability of quality SM care. Intensive group behavioral treatment (IGBT) for SM was developed to expand the portfolio of evidence-based SM treatment options by offering brief, but high-dose, expert SM intervention in a group format for youth ages 3–10 years that can be completed in 1 week. In this article, we outline IGBT for SM program, which has already received initial support in a waitlist-controlled trial. Our presentation is organized around the five main components of the treatment model: (1) individual “lead-in” sessions, (2) camp (i.e., all-day group sessions for children held in a simulated classroom setting, with an emphasis on graduated exposures and structured reinforcement), (3) parent training, (4) school outreach, and (5) booster treatment, as needed. We conclude with a discussion of clinical considerations and future directions for further IGBT refinement and evaluation.     

Inhibitory control and set shifting describe different pathways from behavioral inhibition to socially anxious behavior

Individuals with a behaviorally inhibited (BI) temperament are more likely to develop social anxiety. However, the mechanisms by which socially anxious behavior emerges from BI are unclear. Variation in different forms of top‐down control, specifically executive functions (EF), may play distinct roles and characterize differential pathways to social anxiety. Here 291 children were assessed for BI in toddlerhood (ages 2 and 3), parent‐reported inhibitory control and set shifting during middle childhood (age 7), and multidimensional assessment of socially anxious behavior completed during late childhood and early adolescence (ages 9 and 12). Structural equation modeling revealed that early variation in BI predicted the development of socially anxious behavior through either higher levels of parent‐reported inhibitory control or lower levels of parent‐reported set shifting. These data reinforce the notion that top‐down control does not uniformly influence relations between temperament and socially anxious behavior. These data suggest novel approaches to thinking about the role of EFs and social anxiety outcomes as children approach adolescence.     

The relationship of perinatal birth status to handedness: A prospective study

As part of a longitudinal study of the consequences of high risk birth, 66 infants born to right-handed parents were given two unimanual tasks at 24 months of age to assess their hand preference. The 66 infants had been assigned to one of four diagnostic categories at birth: Premature with no postnatal medical complications; premature and having experienced respiratory distress; term and having experienced birth asphyxia during labor and delivery; term with normal delivery and postnatal course. Results of the handedness tasks revealed an increased incidence of use of the left hand among the term infants who underwent birth asphyxia and among the healthy preterm infants. The data indicate that timing of birth stress may play an important role in the ontogeny of pathological left-handedness.     

Face-to-face interaction in term and preterm infants

Previous research has found that mothers of preterm infants work harder in a face-to-face situation with their infants than mothers of term infants. Data have also revealed that preterm infants are less responsive than term infants in a social interaction. To date, there have been few studies that have attempted to determine the range of facial expressive cues that preterms may be emitting or the possible physiological basis for this behavior. In an attempt to investigate these questions, preterm and term infants were observed in a face-to-face situation. Prior to the session, three minutes of resting EKG was recorded. The infant's facial behavior was coded with a discrete facial action coding system. Maternal behavior was also coded. Measures of heart rate as well as short and long term variability were computed. Results revealed no differences in facial lability or in facial expressiveness between term and preterm infant. In addition, there were no differences in maternal behavior to either term or preterm. There were, however, reliable contingent relationships between facial expression of the infant and maternal behavior. In addition, there was a significant association between short term variability (vagal tone) and infant facial behavior.     

Individual differences in visual acuity and face matching ability

The visual acuity of the eyes varies outside the range of normal vision, requiring corrective lenses, but also within the normal range. This study investigated whether both types of variation relate to individual differences in face-identity matching, considering this applied task requires perception of detail. Across two experiments, face-matching accuracy correlated with variation in acuity when this fell outside the normal range of vision and was uncorrected with glasses or contact lenses. In contrast, variation in visual acuity within the normal range did not affect face-matching accuracy, whereas matching accuracy at a given level of acuity could vary substantially. These results indicate that visual acuity is only a problem for occupations performing face-identity matching when below-normal acuity is not diagnosed or adequately corrected. In turn, these findings suggest that variation in acuity within the normal range is not a contributing factor to individual differences in face matching accuracy.