Number comparison and number ordering as predictors of arithmetic performance in adults: Exploring the link between the two skills,and investigating the question of domain-specificity

Recent evidence has highlighted the important role that number-ordering skills play in arithmetic abilities, both in children and adults. In the current study, we demonstrated that number comparison and ordering skills were both significantly related to arithmetic performance in adults, and the effect size was greater in the case of ordering skills. Additionally, we found that the effect of number comparison skills on arithmetic performance was mediated by number-ordering skills. Moreover, performance on comparison and ordering tasks involving the months of the year was also strongly correlated with arithmetic skills, and participants displayed similar (canonical or reverse) distance effects on the comparison and ordering tasks involving months as when the tasks included numbers. This suggests that the processes responsible for the link between comparison and ordering skills and arithmetic performance are not specific to the domain of numbers. Finally, a factor analysis indicated that performance on comparison and ordering tasks loaded on a factor that included performance on a number line task and self-reported spatial thinking styles. These results substantially extend previous research on the role of order processing abilities in mental arithmetic.     

Queering Bem: Theoretical Intersections Between Sandra Bem’s Scholarship and Queer Theory

Sandra Bem revolutionized psychology with her research on gender, androgyny, and gender schematicity, which culminated in her book, The Lenses of Gender. Her work also provides a model for how to cross inter-disciplinary lines to enhance scholarship and reach political goals. We analyze similarities and differences between Bem’s scholarship and scholarship in queer theory, a theoretical movement in the humanities that analyzes discourses that construct man/woman and straight/gay binaries. There are important overlaps between Bem’s lenses of gender (biological essentialism, gender polarization, and androcentrism) and the ideas of many queer theorists. There are also several interesting differences between Bem’s ideas and queer theory: attention to the intrapsychic processes that make up gender, the extent to which individuals can be liberated from gender, proliferating versus contesting gender, intersectionality, and epistemology and methodology. By assessing the similarities and differences between Bem and queer theorists, we show that the two complement each other, affording a better understanding of gender and sexuality. Additionally, both Bem and queer theory lend insight into feminist and queer activism. The theoretical and political advances that can be made by integrating Bem’s ideas and those of queer theorists serve as examples for why it is worthwhile to cross disciplinary lines.     

Modifying Obsessive-Compulsive Beliefs about Controlling One’s Thoughts

Cognitive models of obsessive-compulsive disorder propose that beliefs about the importance of and need to control thoughts (ICT) are central to the maintenance of the disorder. Cognitive Bias Modification for Interpretation (CBM-I) can be used to experimentally test this theory and may also have clinical utility as an adjunct therapeutic tool. The current study extended previous research to investigate whether two CBM-I sessions (one within and one outside the laboratory) would augment effects on obsessive-compulsive beliefs and behavior. We randomly allocated undergraduate participants high in ICT beliefs to a Positive (n = 30) or Control (n = 36) CBM-I condition and conducted multi-modal assessments immediately following the first training and at one-week follow-up. As predicted, participants in the Positive condition reported a reduction in obsessive-compulsive beliefs from baseline to follow-up (partial η ² = .42), whereas those in the Control condition did not. Participants responded more adaptively to the ICT relevant stressor task at follow-up compared to post-intervention, but there was no significant difference between conditions. Likewise, participants reported a reduction in obsessive symptoms over time that did not differ between conditions. The findings are considered in light of cognitive models of OCD, and clinical implications are discussed.     

New Concepts in the 2014 ACA Code of Ethics

The 2014 revision of the ACA Code of Ethics (American Counseling Association [ACA], 2014 ) substantially raises the bar for the ethical practice of professional counselors. This article provides interviews with members of the ACA Ethics Revision Task Force that explore and clarify new imperatives in the areas of ethical decision making, professional values, managing and maintaining boundaries, technology (including social media), the nonimposition of counselor personal values, counselor education, legal issues, sliding scales, and fee splitting.     

Biblical narratives for positive psychology and suicide prevention: an evidence supported approach

Suicide is the ultimate outcome of a tragic view of life that is prevalent in ancient Greek writings. Indeed, over 16 suicides and self-mutilations can be found in the 26 surviving tragedies of Sophocles and Euripides. In contrast, only six suicides can be found in the Hebrew Scriptures, and only one suicide in the Christian Scriptures. In addition, the Hebrew Scriptures present numerous suicide-prevention narratives that are psychologically instructive. This paper examines evidence regarding seven risk factors for suicide and contrasts Greek and Biblical narratives to underscore the clinical and theoretical utility of the Biblical approach: (1) Feeling isolated and ignored; (2) Feeling one’s life is meaningless; (3) Feeling exiled from one’s home or homeland; (4) Feeling unable to be oneself with others; (5) Feeling alone in one’s life mission; (6) Feeling abandoned by one’s child; and (7) Feeling doomed by a dysfunctional family of origin.     

Infants of chronically depressed mothers learn in response to male, but not female, infant-directed speech

Previous research using a conditioned-attention paradigm demonstrated that 4-month-old infants of depressed mothers (a) failed to acquire associations when a segment of their mothers' infant-directed (ID) speech signaled the presentation of a smiling face but (b) did acquire associations when a segment of an unfamiliar nondepressed mother's ID speech signaled the face (P. S. Kaplan, J. -A. Bachorowski, M. J. Smoski, & W. J. Hudenko, 2002). In the present study, 5- to 13-month-old infants of depressed mothers failed to acquire associations when either their own mothers' (Experiment 1) or an unfamiliar nondepressed mother's (Experiments 1 and 2) ID speech signaled a face. However, these infants acquired associations when a segment of an unfamiliar nondepressed father's ID speech served as the signal (Experiment 2). One possible explanation of these results is that infants of depressed mothers selectively "tune out" ID speech from their mothers and from other, nondepressed, women.     

Comprehension of Idioms by Children with Learning Disabilities: Metaphoric Transparency and Syntactic Frozenness

Third and fifth grade children with and without learning disabilities participated in this study. Syntactically frozen and flexible idioms and transparent and opaque idioms were used as stimuli to examine the ability to identify the correct idiom and to explain idiom meanings. Grade and diagnostic category affected performance on the explanation task but not on the forced choice task. Idiom type was also a factor affecting comprehension and explanation. Literal responses occurred rarely and were more likely to occur on the forced choice task.     

Representation and execution of vocal motor programs for expert singing of tonal melodies

Three experiments were conducted to study motor programs used by expert singers to produce short tonal melodies. Each experiment involved a response-priming procedure in which singers prepared to sing a primary melody but on 50% of trials had to switch and sing a different (secondary) melody instead. In Experiment 1, secondary melodies in the same key as the primary melody were easier to produce than secondary melodies in a different key. Experiment 2 showed that it was the initial note rather than key per se that affected production of secondary melodies. In Experiment 3, secondary melodies involving exact transpositions were easier to sing than secondary melodies with a different contour than the primary melody. Also, switches between the keys of C and G were easier than those between C and E. Taken together, these results suggest that the initial note of a melody may be the most important element in the motor program, that key is represented in a hierarchical form, and that melodic contour is represented as a series of exact semitone offsets.