An evaluation of the value of choice with preschool children

The current study examined the reinforcing effects of choosing among alternatives in a four-part evaluation. In the first study, initial-link responses in a concurrent-chains arrangement resulted in access to terminal links in which the completion of an academic task resulted in (a) the choice of a reinforcer (choice), (b) the delivery of an identical reinforcer (no choice), or (c) no material reinforcer (control). Three patterns of responding emerged: persistent preference for choice (3 participants); initial preference for choice, which did not persist (2 participants); and preference for no choice (1 participant). Additional evaluations determined if preference for choice could be enhanced (Study 2) or established (Study 3) by including more stimuli from which to choose. Choice-link selections systematically increased for all participants when more items were available from which to choose. Study 4 identified the precise value of the opportunity to choose by progressively increasing the response requirement during the choice terminal links for 3 children and determining the point at which these children stopped selecting the choice link. All children continued to select the choice link even when the work required in the choice link was much greater than that arranged in the no-choice link.     

Use of a religious hymn in remission of symptoms of social phobia (social anxiety disorder): a case study

This case report described a veteran with social anxiety disorder who reported fears of negative evaluation by others, social avoidance, and accompanying physiological symptoms of heart palpitations, gastrointestinal discomfort, muscle tension and mental confusion. The symptoms of social anxiety disorder subsided with the use of a Christian hymn "Be Still My Soul" and its accompanying musical poem, in Finlandia. The veteran attributed the symptom remission to the feeling of stillness and surrender to God conveyed by the words and music of the hymn. Although previous studies have shown that both music and religious beliefs can affect mental health, the findings in this case cannot be generalized without conducting further prospective empirical studies.     

Reviewing Reduction in a Preferential Model‐Theoretic Context

In this article, we redefine classical notions of theory reduction in such a way that model‐theoretic preferential semantics becomes part of a realist depiction of this aspect of science. We offer a model‐theoretic reconstruction of science in which theory succession or reduction is often better—or at a finer level of analysis—interpreted as the result of model succession or reduction. This analysis leads to ‘defeasible reduction’, defined as follows: The conjunction of the assumptions of a reducing theory T with the definitions translating the vocabulary of a reduced theory T′ to the vocabulary of T, defeasibly entails the assumptions of reduced T′. This relation of defeasible reduction offers, in the context of additional knowledge becoming available, articulation of a more flexible kind of reduction in theory development than in the classical case. Also, defeasible reduction is shown to solve the problems of entailment that classical homogeneous reduction encounters. Reduction in the defeasible sense is a practical device for studying the processes of science, since it is about highlighting different aspects of the same theory at different times of application, rather than about naive dreams concerning a metaphysical unity of science.     

Imitation recognition in a captive chimpanzee (Pan troglodytes)

This study investigated the ability of a captive chimpanzee (Pan troglodytes) to recognise when he is being imitated. In the experimental condition of test 1a, an experimenter imitated the postures and behaviours of the chimpanzee as they were being displayed. In three control conditions the same experimenter exhibited (1) actions that were contingent on, but different from, the actions of the chimpanzee, (2) actions that were not contingent on, and different from, the actions of the chimpanzee, or (3) no action at all. The chimpanzee showed more "testing" sequences (i.e., systematically varying his actions while oriented to the imitating experimenter) and more repetitive behaviour when he was being imitated, than when he was not. This finding was replicated 4 months later in test 1b. When the experimenter repeated the same actions she displayed in the experimental condition of test 1a back to the chimpanzee in test 2, these actions now did not elicit those same testing sequences or repetitive behaviours. However, a live imitation condition did. Together these results provide the first evidence of imitation recognition in a nonhuman animal.     

The role of self-improvement and self-evaluation motives in social comparisons with idealised female bodies in the media

This study investigates the effect of social comparisons with media models on women's body image based on either self-evaluation or self-improvement motives. Ninety-eight women, for whom appearance was a relevant comparison dimension, viewed advertisements that did, or did not, feature idealised models, after being prompted to engage in self-evaluation or self-improvement comparisons. The results indicate that, when focusing on self-evaluation, comparisons with thin models are associated with higher body-focused anxiety than viewing no model advertisements. In contrast, when focusing on self-improvement, comparisons with thin models are not associated with higher body-focused anxiety than viewing no models. Furthermore, women's general tendency to engage in social comparisons moderated the effects of self-evaluative comparisons with models, so that women who did not habitually engage in social comparisons were most strongly affected. It is suggested that motive for social comparison may explain previous inconsistencies in the experimental exposure literature and warrants more careful attention in future research.     

The impact of psychological distress and university counselling on academic outcomes: Analysis of a routine practice-based dataset

Whole university approaches to student mental health and well-being increasingly involve university counselling and mental health services (UCMHSs) as key stakeholders in higher education and the fulfilment of good academic outcomes. However, previous research using routine outcome measures has focussed on psychological distress only. Research is needed to demonstrate the value of university counselling on academic outcomes. This study aimed at profiling the psychological distress of a student sample according to the Clinical Outcomes in Routine Evaluation—Outcome Measure (CORE-OM); measuring the change in perceived impact of problems on academic outcomes, and measuring the perceived impact of counselling on academic outcomes. Students from two UK university counselling services completed the CORE-OM and the Counselling Impact on Academic Outcomes (CIAO) questionnaire as part of routine practice. After counselling, 67.4% (n = 323) of students with planned endings to counselling showed at least reliable improvement on the CORE-OM. Significant reductions in the perceived impact of problems on all academic outcomes were also found. On average, 83% (n = 398) of students found counselling helpful for academic outcomes to at least a limited extent. University counselling was found to reduce psychological distress and the impact of problems on academic outcomes. Psychometric examination of the CIAO tool is warranted to strengthen its use. The need for robust data across UCMHSs is demonstrated by both the strengths and limitations of this study.     

Three steps to open science for qualitative research in psychology

Principles and applications of open science (also referred to as open research or open scholarship) in psychology have emerged in response to growing concerns about the replicability, transparency, reproducibility, and robustness of psychological research alongside global moves to open science in many fields. Our objective in this paper is to inform ways of collectively constructing open science practices and systems that are appropriate to, and get the best out of, the full range of qualitative and mixed-method approaches used in psychology. We achieve this by describing three areas of open research practice (contributorship, pre-registration, and open data) and explore how and why qualitative researchers might consider engaging with these in ways that are compatible with a qualitative research paradigm. We argue it is crucial that open research practices do not (even inadvertently) exclude qualitative research, and that qualitative researchers reflect on how we can meaningfully engage with open science in psychology.     

Self-generation amplifies the errorless learning effect in healthy older adults when transfer appropriate processing conditions are met

ABSTRACT Errorless learning improves memory for older adults by providing individuals with correct information from the onset, thereby minimizing the misleading influence of errors. Our previous research demonstrated that self-generation enhanced the errorless learning effect among older adults in cued recall when encoding encouraged processing of cue-target relationships, suggesting that transfer appropriate processing is necessary for this interactive effect ( Lubinsky, Rich, & Anderson, 2009 , Journal of the International Neuropsychological Society, 15, 704). The current study further tests this notion by investigating whether the interaction of errorless learning and self-generated learning is observed in free recall when study conditions foster encoding of inter-item associations. Healthy older adult participants studied related or unrelated words (manipulated between-subjects) under four within-subjects learning conditions representing the crossing of errorless/errorful learning and self-generated/experimenter-provided information. As predicted, self-generation enhanced the errorless learning advantage in free recall for related word lists but not unrelated word lists. The results are discussed in relation to the transfer appropriate processing view of generation effects.     

Improving clinical outcomes in psychiatric care with touch-screen technology

Patient-focused research, which uses clinical characteristics to predict outcomes, is a field in which information technology has been effectively integrated with practice. The present research used touch-screen technology to monitor the daily self-report measures of 1,308 consecutive inpatients and day patients participating in a 2-week cognitive-behavioral therapy group. Providing regular feedback was effective in reducing symptoms for patients at risk of poor outcomes (Newnham, Hooke, & Page, 2010b). The use of touch screens in psychiatric monitoring encourages a collaborative dialogue between patients and therapists and promotes engagement in the process of progress monitoring and treatment evaluation.