Stuttering severity and educational attainment

Purpose

This study investigated the relationship between self-reported stuttering severity ratings and educational attainment.

Method

Participants were 147 adults seeking treatment for stuttering. At pretreatment assessment, each participant reported the highest educational level they had attained and rated their typical and worst stuttering severity on a 9-point scale for a range of speaking situations. These included: (1) talking with a family member, (2) talking with a familiar person, not a family member, (3) talking in a group of people, (4) talking with a stranger, (5) talking with an authority figure such as a work manager or teacher, (6) talking on the telephone, (7) ordering food or drink, and (8) giving their name and address.

Results

There was a significant negative relationship between highest educational achievement and mean self-reported stuttering severity rating for the eight situations.

Conclusions

Future research is needed to investigate how this result should be addressed in educational institutions.Educational objectives: The reader will be able to: (1) describe the negative effects of stuttering through childhood to adulthood; (2) identify some of the negative consequences associated with stuttering on peer and teacher relationships, and academic performance at school; and (3) summarise the relationship between stuttering severity and educational attainment.     

Vision and intelligence at age 83 in the Lothian Birth Cohort 1921

The extent to which visual function, measured as near and distant visual acuity and contrast sensitivity, is correlated with concurrently measured cognitive function and prior intellectual ability was investigated in a narrow age range group known as the Lothian Birth Cohort of 1921 (LBC1921). Participants were aged ~ 83 years at the time of testing (N = 321). A well-fitting structural equation model highlighted a significant contribution of a latent visual trait to a general fluid intelligence factor in old age, independent of the contribution from childhood intelligence. Additionally, childhood intelligence made a significant contribution to the general visual factor in old age. However, the model fitted equally well when the fluid intelligence factor is assumed to be a cause of the visual function latent trait, in which case childhood intelligence does not significantly influence vision in old age. We discuss these results with respect to four possible mechanisms by which vision and cognition can come to be correlated over the lifecourse.     

Aligning inside and outside perspectives of the self: A cross‐cultural difference in self‐perception

Past research shows that European Americans tend to take a first‐person perspective to understand the self and are unlikely to align the inside look with the outside gaze, whereas Asians tend to take a third‐person perspective and are likely to shift their inside look in the direction of the outsize gaze. In three experiments, we compared Asians and European Americans' self‐perceptions when the presence of their parents in the background of self‐perception was primed or otherwise. Without the priming, both European Americans and Asians viewed themselves more positively from their own perspective than from their parents' perspective. With the priming, only Asians lowered the positivity of their self‐perceptions to match the perceived positivity of the self in the parents' perspective. These results suggest that Asians do not have a static, passive tendency to assimilate their self‐views into the perceived external assessments of the self. Rather, their self‐views are fluid and flexible.     

Personal choice: A blessing or a burden,or both? A cross‐cultural investigation on need for closure effects in two Western and two East‐Asian societies

The present study investigates the role of dispositional need for closure (NFC) in how individuals within a particular culture perceive and appreciate choice. Data sets from the US (283 adults), Europe (263 adults and 427 students), China (218 adults and 309 students) and Singapore (258 students) were collected. The results showed that in Western cultures, people perceived choice in a linear way as either a burden or a blessing, whereas in Chinese culture, such opposition between perspectives did not appear, and individuals generally saw choice as both burden and blessing simultaneously. In Western cultures, high dispositional NFC was strongly associated with viewing choice‐as‐a‐burden, whereas Chinese respondents with a high NFC perceived choice as a blessing and a burden simultaneously. The Singaporean results were similar to the Western pattern. These findings are discussed in terms of the NFC literature and cultural differences in dialectic versus differentiation thinking styles.     

Single-case effect size calculation: Comparing regression and non-parametric approaches across previously published reading intervention data sets

Growing from demands for accountability and research-based practice in the field of education, there is recent focus on developing standards for the implementation and analysis of single-case designs. Effect size methods for single-case designs provide a useful way to discuss treatment magnitude in the context of individual intervention. Although a standard effect size methodology does not yet exist within single-case research, panel experts recently recommended pairing regression and non-parametric approaches when analyzing effect size data. This study compared two single-case effect size methods: the regression-based, Allison-MT method and the newer, non-parametric, Tau-U method. Using previously published research that measured the Words read Correct per Minute (WCPM) variable, these two methods were examined by comparing differences in overall effect size scores and rankings of intervention effect. Results indicated that the regression method produced significantly larger effect sizes than the non-parametric method, but the rankings of the effect size scores had a strong, positive relation. Implications of these findings for research and practice are discussed.     

Weak ventral striatal responses to monetary outcomes predict an unwillingness to resist cigarette smoking

As a group, cigarette smokers exhibit blunted subjective, behavioral, and neurobiological responses to nondrug incentives and rewards, relative to nonsmokers. Findings from recent studies suggest, however, that there are large individual differences in the devaluation of nondrug rewards among smokers. Moreover, this variability appears to have significant clinical implications, since reduced sensitivity to nondrug rewards is associated with poorer smoking cessation outcomes. Currently, little is known about the neurobiological mechanisms that underlie these individual differences in the responsiveness to nondrug rewards. Here, we tested the hypothesis that individual variability in reward devaluation among smokers is linked to the functioning of the striatum. Specifically, functional magnetic resonance imaging was used to examine variability in the neural response to monetary outcomes in nicotine-deprived smokers anticipating an opportunity to smoke—circumstances found to heighten the devaluation of nondrug rewards by smokers in prior work. We also investigated whether individual differences in reward-related brain activity in those expecting to have access to cigarettes were associated with the degree to which the same individuals subsequently were willing to resist smoking in order to earn additional money. Our key finding was that deprived smokers who exhibited the weakest response to rewards (i.e., monetary gains) in the ventral striatum were least willing to refrain from smoking for monetary reinforcement. These results provide evidence that outcome-related signals in the ventral striatum serve as a marker for clinically meaningful individual differences in reward-motivated behavior among nicotine-deprived smokers.     

Research-Based Knowledge in Psychology: What,if Anything,is Its Incremental Value to the Practitioner?

This essay reflects an ongoing dialogue between a clinician versed in mainstream psychological research and theory, and a social psychologist with experience both as a researcher and contributor to applied undertakings in various domains about the “incremental value” of research-based knowledge—that is, its value beyond that provided by the other sources of knowledge available to the practitioner. These sources include knowledge about the needs and coping strategies of all human beings, as well as knowledge both about the specific life circumstances of those one is seeking to help, and knowledge about language and culture. Examples from the clinical practice of the first author are offered, coupled with in-principle arguments about the underspecified and contingent nature of research-based generalizations. By way of rebuttal, examples of arguably useful findings are provided by the second author—especially findings that serve as correctives to biases in lay psychology (notably unwarranted “dispositionism”) and to widespread shortcomings in judgment and decision-making (particularly, Kahneman and Tversky’s work on “prospect theory” ). Both authors agree on the value of a “bricoleur” treatment strategy that relies on careful attention to the specifics of the case at hand and avoids one-size-fits-all applications of theory and prior research, and both agree that research-based findings are more useful in predicting behavior and designing intervention strategies that apply to groups and large samples of individuals rather than single actors. A concluding discussion focuses on necessary criteria and strategies for increasing the usefulness of laboratory and field research for the practitioner.