Diversifying counsellor education: a case study of U.S. students of colour

Due to limited research on the experiences of students of colour in counselling programmes, counsellor educators are ill-equipped to implement strategies to promote the graduation of students of colour. In this case study, we explored the protective and risk factors for students of colour enrolled in a counselling programme in the Western U.S. Participants identified three protective factors (diversity, faculty support, and family and friends) and three risk factors (balancing family and school, disconnect from programme, and White dominance) that impacted their post-graduate experience. Implications for the retention of students of colour are discussed.     

Not all choices are created equal: Task-relevant choices enhance motor learning compared to task-irrelevant choices

Lewthwaite et al. (2015) reported that the learning benefits of exercising choice (i.e., their self-controlled condition) are not restricted to task-relevant features (e.g., feedback). They found that choosing one’s golf ball color (Exp. 1) or choosing which of two tasks to perform at a later time plus which of two artworks to hang (Exp. 2) resulted in better retention than did being denied these same choices (i.e., yoked condition). The researchers concluded that the learning benefits derived from choice, whether irrelevant or relevant to the to-be-learned task, are predominantly motivational because choice is intrinsically rewarding and satisfies basic psychological needs. However, the absence of a group that made task-relevant choices and the lack of psychological measures significantly weakened their conclusions. Here, we investigated how task-relevant and task-irrelevant choices affect motor-skill learning. Participants practiced a spatiotemporal motor task in either a task-relevant group (choice over feedback schedule), a task-irrelevant group (choice over the color of an arm-wrap plus game selection), or a no-choice group. The results showed significantly greater learning in the task-relevant group than in both the task-irrelevant and no-choice groups, who did not differ significantly. Critically, these learning differences were not attributed to differences in perceptions of competence or autonomy, but instead to superior error-estimation abilities. These results challenge the perspective that motivational influences are the root cause of self-controlled learning advantages. Instead, the findings add to the growing evidence highlighting that the informational value gained from task-relevant choices makes a greater relative contribution to these advantages than motivational influences do.     

Suggestions for a New Integration in the Psychology of Morality

To prepare a basis for a new model of morality, theories in the psychology of morality are reviewed, comparing those put forward before and after the emergence of evolutionary psychology in the last quarter of the 20th century. Concepts of embodied sociality and reciprocal moral emotions are introduced. Three 'morality clusters' consisting of relational models ( Fiske, 1991 ), moral domains ( Shweder, Much, Mahapatra, & Park, 1997 ) and reciprocal sets of other-blaming and self-conscious emotions are linked to three evolutionary bases for morality (kin selection, social hierarchy, and reciprocal altruism). Evidence regarding these concepts is marshaled to support the model. The 'morality clusters' are compared with classifications based on Haidt's moral foundations ( Haidt & Graham 2007 ). Further evidence regarding hierarchy based on sexual selection, exchange and reciprocity, moral development, cultural differences and universals, and neurological discoveries, especially mirror neurons, is also discussed.     

Meaning and mind: Wittgenstein's relevance for the ‘Does Language Shape Thought?’ debate

This paper explores the relevance of Wittgenstein's philosophical psychology for the two major contemporary approaches to the relation between language and cognition. As Pinker describes it, on the ‘Standard Social Science Model’ language is ‘an insidious shaper of thought’. According to Pinker's own widely-shared alternative view, ‘Language is the magnificent faculty that we use to get thoughts from one head to another’. I investigate Wittgenstein's powerful challenges to the hypothesis that language is a device for communicating independently constituted (or individuated) thoughts. I argue that Wittgenstein offers instead a subtle version of the thesis that language determines thought.     

THE DISCRIMINATION OF OBJECT NAMES AND OBJECT SOUNDS IN CHILDREN WITH AUTISM: A PROCEDURE FOR TEACHING VERBAL COMPREHENSION

We assessed whether 2 preschoolers with autism learned to discriminate between the sounds of musical instruments more rapidly than the spoken names of the instruments. After the children learned the sound‐object relations more rapidly than the name‐object relations, we then evaluated a prompt‐delay procedure for transferring stimulus control from the sounds to the names of the instruments. The prompt‐delay procedure facilitated the acquisition of name—object relations for both children.