Population states and eigenstructure: A simplifying view of Markov learning models

The structure of a Markov learning model can often be appreciably simplified by analyzing the eigenstructure (eigenvectors and eigenvalues) of its transition operator, and by focusing on population states representing distributions of individuals rather than on subject states representing individuals. This view often produces considerably simpler “reduced” models, which are equivalent to the originals in that they make identical predictions. We apply these reduced representations to determine the number of estimable parameters a model supports and to answer questions of model identifiability: when two models are mathematically equivalent and when they are likely to predict observations in practice distinguishable on the basis of limited data.     

How prisoners and their partners experience the maintenance of their relationship during a prison sentence

Research shows that intimate relationships, and their maintenance via prison visits, have a positive impact on factors associated with prisoner well‐being and reduced likelihood of recidivism. It is therefore in the interest of corrections, government, and wider society to enable prisoners to maintain healthy relationships with their family and intimate partners throughout their prison sentence. Despite this evidence, little is known about how prisoners experience the maintenance of a significant intimate relationship in prison. This study aims to explore heterosexual couples' experiences in maintaining their well‐established intimate relationships, while the male partner is incarcerated. Four main themes were identified: how they experienced “having a special connection” that they were motivated to maintain; “coping with challenges and threats” to that connection; “developing reciprocal behaviours” to meet those challenges; and “maintaining a belief in the future.” Implications for how the relational context of rehabilitation can best be supported is considered.     

Evaluating cognitive–behavioral group counseling to improve elementary school students' self‐esteem,self‐control,and classroom behavior

The objective was to evaluate the effectiveness of cognitive–behavioral group counseling provided to behaviorally disruptive elementary school children. Fifty‐two referred children received protocol‐based cognitive–behavioral group counseling provided by the first author, a school social worker. Students were randomly assigned to receive either immediate (IT) group counseling or delayed treatment (DT). The two groups were roughly equivalent on most demographic and outcome measures at the first assessment. Following group counseling, the IT groups' self‐esteem, perceived self‐control, teacher, and teacher aide grades of classroom comportment significantly improved, while similar measures of the DT children did not appreciably change. The DT children then received the same group program the IT group was exposed to three months earlier, and when group counseling was completed (third assessment) the IT groups' gains had been maintained, and the DT group gained improvements similar to those obtained by the IT group. In conclusion, cognitive–behavioral group work can be an effective intervention with behaviorally disruptive elementary school students. Copyright © 1999 John Wiley & Sons, Ltd.     

Translation and preliminary validation of a Korean version of the parental reflective functioning questionnaire

This study aimed to explore the factor structure, reliability, and validity of a Korean translation of the Parental Reflective Functioning Questionnaire (PRFQ). The PRFQ consists of three subscales: prementalizing modes, certainty about mental states, and interest and curiosity in mental states. A convenience sample of 163 Korean parents completed the K‐PRFQ. Exploratory factor analysis showed three factors mapped on to the original PRFQ factors, but items from the original prementalizing modes subscale clustered into two additional factors. Data from a subsample (n = 67) showed that the certainty about mental states and interest and curiosity in mental states subscales correlated positively with more optimal self‐reported parenting. We discuss the validity of using the PRFQ in collectivistic cultures.     

Anticipating Public Performance: Do Women Fear Appearing Intellectually Less Able?

Two ecologically valid studies involving anticipated public performance offer insight into women's tendencies to avoid placing their abilities under a spotlight. First, in an experimental study, women felt less comfortable than did men and experienced more personal risk when they anticipated that their test scores would be public. Second, in a naturalistic observational setting, students taking an experiential forensic psychology course were required to perform intellectually challenging activities in public. Women displayed more concern about the course requirements than did men, and subsequently dropped the course in disproportionate numbers. Higgins' (1997 ) regulatory focus theory provides a theoretical framework for interpreting the data.     

Emotion and personality factors influence the neural response to emotional stimuli

Lindquist et al. assess the neural evidence for locationist versus psychological construction accounts of human emotion. A wealth of experimental and clinical investigations show that individual differences in emotion and personality influence emotion processing. These factors may also influence the brain's response to emotional stimuli. A synthesis of the relevant neuroimaging data must therefore take these factors into consideration.     

Selective attention in uncertain frequency detection1

Uncertain frequency detection of brief sinusoids in noise was studied in a special Yes-No paradigm that included single-frequency trials randomly interleaved with trials on which either of two frequencies could be presented. Contrary to implications from previous studies, and to sensory filter models of attention, the Os’ deliberate attempts to impose narrow- or wide-band listening had only a small effect on the relative detectability of signals at 500 Hz and at 1100 Hz. If frequency selectivity is to be understood as sensitivity adjustment (rather than as a recognition process), the relevant parameters may be entirely stimulus determined.     

A moving average model for sequenced reaction-time data

Reaction times are often collected in order to study the durations of hypothesized subprocesses. In many important cases, reaction times are collected for a sequence of tasks in which the processing for one task is a subset of the processing required for the next in the sequence. Data of this sort have been analyzed by multiple-regression methods. Here we propose a more sophisticated moving average model for such data. We show that ordinary multiple-regression methods produce estimates that are consistent, but not efficient, and that the usual R² statistic may provide a misleading impression of goodness of fit. One consequence of the suggested statistical model is that it allows the same quantity of data to be used to fit a psychological model to a larger range of tasks.     

Increased associated movements: influence of attention deficits and movement difficulties

This study was designed to examine whether increased associated movements (AMs) reflect motor difficulties or the symptoms associated with attention disorders. Four groups of male children (N=51) aged 6-8 years participated: Group 1 consisted of 13 children diagnosed with developmental coordination disorder (DCD); Group 2 consisted of 13 children diagnosed with attention deficit hyperactivity disorder (ADHD); Group 3 consisted of 10 children diagnosed with co-occurring DCD and ADHD, and Group 4 was a control sample of 15 children, with no known movement or attention difficulties. Various AM tasks were selected from established assessments and previous research to measure AM severity. The results supported the hypothesis that increased severity of AMs reflect movement difficulties with children in the DCD and DCD/ADHD groups displaying significantly more AMs than children in the ADHD and control groups (p<.001). No differences were found between the ADHD only and control groups (p=.67) or the DCD and DCD/ADHD groups (p=.81) suggesting that AM severity is not influenced by the neurodevelopmental symptoms associated with ADHD.