Training counting skills and working memory in preschool

Previous studies have shown that early numeracy skills predict later mathematics learning and that they can be improved by training. Cognitive abilities, especially working memory (WM), play an important role in early numeracy, as well. Several studies have shown that working memory is related to early numeracy. So far, existing literature offers a good few examples of studies in which WM training has led to improvements in early numerical performance as well. In this study, we aim at investigating the effects of two different training conditions: (1) counting training; and (2) simultaneous training of WM and counting on five‐ to six‐year‐old preschoolers' (N = 61) counting skills. The results show that domain‐specific training in mathematical skills is more effective in improving early numerical performance than WM and counting training combined. Based on our results, preschool‐aged children do not seem to benefit from short period group training of WM skills. However, because of several intervening factors, one should not conclude that young children's WM training is ineffectual. Instead, future studies should be conducted to further investigate the issue.     

Group‐based Differences in Perceptions of Racism: What Counts,to Whom,and Why?

Belonging to a group fundamentally shapes the way we interpret and attribute the behavior of others. Similarly, perceptions of racism can be influenced by group membership. Experimental and survey research reveal disagreement between Whites and Blacks about the prevalence of racism in America. Several social cognitive factors contribute to this disagreement: discrepancies in Whites' and Blacks' lay intuitions about the attitudes and behaviors that count as racism, comparison standards when determining racial progress, and the salience of and meaning drawn from successful Black individuals in society. These perceptual discrepancies have consequences for policy attitudes, decisions about how best to combat racial inequality, and beliefs about whether inequality persists. Successful interventions that increase Whites' knowledge of structural racism and that attenuate self‐image threat suggest that it is possible to converge Blacks' and Whites' perceptions of racism by expanding Whites' definition of racism.     

Honey,Sweetie, Dear: Terms of Endearment Communicate,Reflect, and Reinforce Sexism Toward Adult Women

Four studies demonstrated how terms of endearment (ToE; e.g., “honey,” “dear”) communicate, reflect, and reinforce sexism toward adult women outside of close relationships. Study 1 participants reported more negative reactions to ToE as their endorsement of benevolent sexism decreased, and older women reacted more negatively than men and younger women. In Study 2, an interviewer either used or did not use ToE when interviewing women from upper-level business classes. ToE use caused women relatively low in benevolent sexism to feel less positive, warm, and competent, whereas women higher in benevolent sexism were unaffected by the use of ToE. Shifting focus to ToE users, Study 3 participants read about a day in the life of a man protagonist (Tim) who did or did not use ToE. Participants inferred that Tim more strongly endorsed sexist attitudes and hierarchy-enforcing ideologies if he used ToE than if he did not. Finally, Study 4 showed that the more participants self-reported using ToE, the more they endorsed several of these sexist attitudes and ideologies. Altogether, this research demonstrates the deleterious effects of seemingly harmless language and extends knowledge about everyday sexism through language.

     

TV or not TV? Does the immediacy of viewing images of a momentous news event affect the quality and stability of flashbulb memories?

The flashbulb accounts of 38 participants concerning the September 11th 2001 terrorist attack reported at both 28 hours and 6 months following the event were examined for quantity, quality, and consistency as a function of the time lapse between first learning of the event and initial viewing of media images. The flashbulb accounts of those who reported seeing images at least an hour after learning of the event differed qualitatively, but not quantitatively, from accounts of participants who reported seeing images at the same time as or within minutes of learning of the event. Delayed viewing of images resulted in less elaborate and generally less consistent accounts across the 6-month interval. The results are discussed in terms of factors affecting flashbulb memory formation and individual differences in connectedness to the event.     

Ethical Considerations for Psychologists Providing Treatment to Arab Americans

Given the recent increase in hate crimes against Arab Americans, there are growing concerns over the mental health needs of Arab Americans and a pressing need for psychologists’ competence in treating this group. Although there are several clinical guidelines for other health care professions, there remains a paucity of information on the ethical issues that may arise for psychologists treating this Arab Americans. This article briefly provides background information on Arab Americans, highlights elements of Arab culture that might influence psychological treatment, discusses ethical issues that might arise when psychologists provide services to Arab Americans, and provides recommendations to address these issues.     

Being transformed: Delivering a psychotherapeutic group intervention targeting repeat suicide attempts

Clients who make repeat suicide attempts have complex needs, are at high risk of completed suicide and pose a range of challenges for clinicians. Targeted interventions are required. Acceptability, the perceived appropriateness of an intervention, is associated with successful implementation, engagement and effectiveness of interventions. Despite the advantages of group interventions, there is limited research into the acceptability of groups with this population. Using Interpretative Phenomenological Analysis, this paper reports on facilitators’ experiences (n = 9) of the acceptability of a therapeutic group intervention (PISA – a Psychoeducational/psychosocial Intervention for persons who make recurrent Suicide Attempts). Analysis of focus group data revealed how involvement with the intervention profoundly influenced facilitators’ perceptions of and approach to their work with this client group. They embraced the model, developed a deeper appreciation of clients’ resources and became unburdened from sole responsibility for the clients, the therapeutic process and outcomes. PISA provided a model that helped facilitators to work in a focused, compassionate and creative manner as they addressed the central concern of these clients, their suicidal desire, with newly found confidence and eagerness. PISA was experienced as acceptable to facilitators as it was useful to them and deemed appropriate and beneficial to the target population.     

Visuospatial Neglect - a Theory-Informed Overview of Current and Emerging Strategies and a Systematic Review on the Therapeutic Use of Non-invasive Brain Stimulation

Neuropsychology Review - Visuospatial neglect constitutes a supramodal cognitive deficit characterized by reduction or loss of spatial awareness for the contralesional space. It occurs in over 40%...     

Factors Associated with Support for Adolescent Access to Contraception Among Mexican Catholic Parents

Journal of Religion and Health - We used a nationally representative survey of 2186 Mexican Catholic parents to assess two outcomes: support for adolescent access to modern contraception and...