Expanding Our Reach: Marriage and Family Therapists in the Public School System

As states change their legislation to include Marriage and Family Therapists (MFTs) as approved mental health providers in schools, it is important to understand the experiences of MFTs in this context to improve training and increase our effectiveness. MFTs with experience working in public schools (N = 21) discuss the advantages and rewards of working in schools, challenges they have experienced, how they have dealt with those challenges, and training they recommend for MFTs seeking to work in schools. Qualitative results have implications for practitioners, training, and supervision. The possibility of a specialization in School-Based Family Therapy is discussed.     

Less Engagement in Pleasurable Activities Is Associated With Poorer Quality of Life for Veterans With Comorbid Postdeployment Conditions

The presence of multiple comorbid conditions is common after combat deployment and complicates treatment. A potential treatment approach is to target shared mechanisms across conditions that maintain poorer health-related quality of life (HRQOL). One such mechanism may be decrements in pleasurable activities. Impairment in pleasurable activities frequently occurs after deployment and may be associated with poorer HRQOL. In this brief report, we surveyed 126 veterans who had previously sought an assessment at a Veterans Affairs postdeployment health clinic and assessed pleasurable activities, HRQOL, and postdeployment health symptoms. Forty-three percent of veterans met our criteria for all 3 postdeployment conditions (posttraumatic stress disorder, depression, and chronic widespread physical symptoms). Greater engagement in pleasurable activities was associated with better HRQOL for all veterans regardless of type or level of postdeployment health symptoms. Future research should study if interventions that encourage veterans with postdeployment health conditions to engage in pleasurable activities are effective rehabilitation strategies.     

Early predictors of middle school fraction knowledge

Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning.     

Morality and a Scaffolding of Facts

In reply to Michael Campbell, I reformulate my questions of Raimond Gaita, avoiding the expression “form of life”. I examine what might remove the need for my questions, before taking up Campbell's line of thought about what he calls the “inwardness” of moral concepts. Campbell helps to clarify the picture of moral concepts advanced by Wittgensteinian moral philosophers. But at a general level, the picture remains unclear where a grammar meets its scaffolding of facts. Some may find this unproblematic, and indeed unavoidable. But I remain unsure of this, and hope to provide at least a useful caution.     

Effects of delay of prospective memory cues in an ongoing task on prospective memory task performance

To address the mixed results reported in previous studies, the present experiments examined forgetting in prospective memory (PM) by manipulating the delay between the PM instructions and cue presentation in event-based PM tasks. PM performance was measured for delays of 2–20 min in Experiment 1 and for delays of approximately 1–10 min in Experiment 2. Experiment 2 included both focal and nonfocal PM tasks, and speed on the ongoing task was measured to examine evidence for monitoring processes across the delays tested. The results suggest that nonfocal PM performance follows a nonlinear forgetting function (i.e., rapid decline for shorter delays and slower decline for longer delays) when tested over delays from 1 to 20 min. No effect of delay was seen for the focal task tested in Experiment 2 from 1 to 10 min. In Experiment 2, ongoing-task costs were also found for the first delay but not for longer delays, suggesting that monitoring was significantly reduced between 1 and 2.5 min of the ongoing-task trials.     

Asymmetry in human cognition: further replication and extension

Vladimir Lefebvre proposed an algebraic model of self-reflexion in the 1980s. He viewed reflexion as a product of the structure and computational rules of Gamma algebra and his equations are considered metaphors for how consciousness is structured. From the framework of this model, Lefebvre hypothesized an asymmetry in human cognition. One of the early studies supporting his model was conducted by Victorina Lefebvre. Over the years, other studies have been conducted, but not all have shown similar support as the original findings of Victorina Lefebvre. This study attempted to extend her findings in testing whether or not other ambiguous stimuli could be used in support of the model.     

Transfer of recalibration from audition to touch: modality independence as a special case of anatomical independence

An important step in developing a theory of calibration is establishing what it is that participants become calibrated to as a result of feedback. Three experiments used a transfer of calibration paradigm to investigate this issue. In particular, these experiments investigated whether recalibration of perception of length transferred from audition to dynamic (i.e., kinesthetic) touch when objects were grasped at one end (Experiment 1), when objects were grasped at one end and when they were grasped at a different location (i.e., the middle) (Experiment 2), and when false (i.e., inflated) feedback was provided about object length (Experiment 3). In all three experiments, there was a transfer of recalibration of perception of length from audition to dynamic touch when feedback was provided on perception by audition. Such results suggest that calibration is not specific to a particular perceptual modality and are also consistent with previous research that perception of object length by audition and dynamic touch are each constrained by the object's mechanical properties.     

Who’s funny: Gender stereotypes,humor production,and memory bias

It has often been asserted, by both men and women, that men are funnier. We explored two possible explanations for such a view, first testing whether men, when instructed to be as funny as possible, write funnier cartoon captions than do women, and second examining whether there is a tendency to falsely remember funny things as having been produced by men. A total of 32 participants, half from each gender, wrote captions for 20 cartoons. Raters then indicated the humor success of these captions. Raters of both genders found the captions written by males funnier, though this preference was significantly stronger among the male raters. In the second experiment, male and female participants were presented with the funniest and least funny captions from the first experiment, along with the caption author’s gender. On a memory test, both females and males disproportionately misattributed the humorous captions to males and the nonhumorous captions to females. Men might think men are funnier because they actually find them so, but though women rated the captions written by males slightly higher, our data suggest that they may regard men as funnier more because they falsely attribute funny things to them.