Relapse as a model of nonadherence to dietary treatment of diabetes

The generality of Marlatt and Gordon's (1980, 1985) model of relapse to dietary treatment of diabetes was tested. Forty-six adults with insulin-dependent diabetes mellitus (IDDM) and 43 obese adults with non-insulin-dependent diabetes mellitus were interviewed regarding their most recent dietary violations, and the results were coded using the schema developed by Marlatt and Gordon. As the model would predict, most nonadherence episodes occurred in a limited range of high-risk situations. Although the two diagnostic groups lapsed in remarkably similar situations, there was a tendency for the IDDM adults to report a larger proportion of lapses in situations characterized by negative emotions. Approximately 27% of the dietary lapses occurred when the person was busy with a competing activity or had no choice, and these lapses did not fit into Marlatt and Gordon's coding schema. These violations consistently differed from those studied by Marlatt and Gordon in that they were errors of omission rather than errors of commission. Evidence for the abstinence violation effect was not found in this sample. Overall, the results suggest that most nonadherence to dietary treatment of diabetes may be best understood as intermittent lapses that typically do not develop into full-blown relapses.     

Initial outcomes of an augmented competing stimulus assessment

Competing stimulus assessments (CSAs) are designed to identify stimuli that, when made freely available, reduce problem behavior. Although CSAs have demonstrated utility, identifying competing stimuli can be difficult for some individuals. The current study describes outcomes from an augmented CSA (A-CSA) for 6 consecutively encountered cases with treatment-resistant subtypes of automatically maintained problem behavior. When test stimuli were made freely available, only between 0 and 1 effective competing stimuli were identified for each case. Prompting and response blocking were temporarily employed in succession to promote engagement with stimuli and disrupt problem behavior. When those procedures were withdrawn and stimuli made freely available, the number of effective competing stimuli increased in all 6 cases. Findings suggest that procedures designed to promote engagement and disrupt problem behavior may allow the A-CSA to be a platform not only for identifying competing stimuli, but also for actively establishing competing stimuli.     

Knowing and Not‐Knowing For Your Own Good: The Limits of Epistemic Paternalism

Epistemic paternalism is the thesis that a paternalistic interference with an individual's inquiry is justified when it is likely to bring about an epistemic improvement in her. In this article I claim that in order to motivate epistemic paternalism we must first account for the value of epistemic improvements. I propose that the epistemic paternalist has two options: either epistemic improvements are valuable because they contribute to wellbeing, or they are epistemically valuable. I will argue that these options constitute the foundations of a dilemma: either epistemic paternalism collapses into general paternalism, or a distinctive project of justified epistemic paternalism is implausible.     

Science,Religious Naturalism,and Biblical Theology: Ground for the Emergence of Sustainable Living

During this century, humans must learn to live in ways that are sustainable, both ecologically and morally. The global community already consumes more ecological resources than Earth can generate; population growth and increasing development are widening that gap. We suggest that paths to sustainability can be found by mindful reflection on meanings discerned in the convergence of a scientific understanding of nature, religious naturalism, and biblical understandings of creation. The patterns of ecological sustainability observed in natural systems and the wise ways of relating to the land discerned in the Hebrew Bible suggest that sustainability must be grounded in social and ecological justice and that just ways of living can emerge from a deep sense of the ways in which nature and all of humanity are interdependent. We conclude that the twentieth-century emphasis on individual control of our future must make room for the emergence of a new understanding of mutuality. There can be no flourishing apart from mutual flourishing.     

The perception of control in loud noise

Perception of control is known to affect performance under stress. Two experiments are reported the object of which was to find out how loud noise during a contingency assessment task influences perceived control. Subjects were required to choose one of two responses, note one of two results, and then provide an overall percentage estimation of the degree of contingency present after 40 trials. Subjects made these judgments for one of three levels of objective contingency (25%, 50%, 75%), either in quiet (55 dBA) or in loud noise (95 dBA) conditions. The first experiment involved a series of randomly chosen, preprogrammed outcomes for noncontingent trials. An unexpected effect of noise was that subjects improved their successes in predicting events, and could only have done so by finding sequential structure in the preprogrammed alternations. They also overestimated control relative to contingency data actually received, at the 25% objective contingency level, but the result could have been dependent on different base levels of data actually received. A second experiment, with a random generation of outcomes for noncontingent trials, resulted in no differences in success levels, but confirmed that noise is associated with the overestimation of contingency at the 25% objective contingency level and demonstrated the same effect for the 50% level. The results are discussed in the context of the 'illusion of control'.     

Training the brain: practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention science

Prior researchers have shown that the brain has a remarkable ability for adapting to environmental changes. The positive effects of such neural plasticity include enhanced functioning in specific cognitive domains and shifts in cortical representation following naturally occurring cases of sensory deprivation; however, maladaptive changes in brain function and development owing to early developmental adversity and stress have also been well documented. Researchers examining enriched rearing environments in animals have revealed the potential for inducing positive brain plasticity effects and have helped to popularize methods for training the brain to reverse early brain deficits or to boost normal cognitive functioning. In this article, two classes of empirically based methods of brain training in children are reviewed and critiqued: laboratory-based, mental process training paradigms and ecological interventions based upon neurocognitive conceptual models. Given the susceptibility of executive function disruption, special attention is paid to training programs that emphasize executive function enhancement. In addition, a third approach to brain training, aimed at tapping into compensatory processes, is postulated. Study results showing the effectiveness of this strategy in the field of neurorehabilitation and in terms of naturally occurring compensatory processing in human aging lend credence to the potential of this approach. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Boys’ and Girls’ Relational and Physical Aggression in Nine Countries

Distinguishing between relational and physical aggression has become a key feature of many developmental studies in North America and Western Europe, but very little information is available on relational and physical aggression in more diverse cultural contexts. This study examined the factor structure of, associations between, and gender differences in relational and physical aggression in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Children ages 7–10 years (N = 1,410) reported on their relationally and physically aggressive behavior. Relational and physical aggression shared a common factor structure across countries. In all nine countries, relational and physical aggression were significantly correlated (average r = .49). Countries differed in the mean levels of both relational and physical aggression that children reported using and with respect to whether children reported using more physical than relational aggression or more relational than physical aggression. Boys reported being more physically aggressive than girls across all nine countries; no consistent gender differences emerged in relational aggression. Despite mean‐level differences in relational and physical aggression across countries, the findings provided support for cross‐country similarities in associations between relational and physical aggression as well as links between gender and aggression. Aggr. Behav. 38:298‐308, 2012. © 2012 Wiley Periodicals, Inc.