Cheating on college examinations

The aim of this study was to investigate the influence of contexts on cheating attitudes and behavior among Brazilian undergraduates. Participants were 77 Previous Choice Engineering and 70 Late Choice Engineering students. Previous Choice students enter the desired field chosen by examination, whereas Late Choice students' grades during the two first college years give them preference to choose the field. Their self-reported attitudes and behaviors were compared with those of 82 chemistry undergraduates from two universities (UNI-C and USP-C). The Late Choice students reported significant negative opinion about cheating, whereas Previous Choice students, especially women, reported significant favorable opinion. Furthermore, Previous Choice students reported colleagues more frequently gave them answers on examinations than Late Choice students. The two university groups in chemistry had intermediate scores. Deterrents of cheating strongly embedded in the student culture were found among Late Choice engineering undergraduates which may be explained by social learning theory.     

Mobbing: a meta-analysis and integrative model of its antecedents and consequences

Although mobbing has been extensively studied, empirical research has not led to firm conclusions regarding its antecedents and consequences, both at personal and organizational levels. An extensive literature search yielded 86 empirical studies with 93 samples. The matrix correlation obtained through meta-analytic techniques was used to test a structural equation model. Results supported hypotheses regarding organizational environmental factors as main predictors of mobbing.     

The role of phonology during visual word learning in adults: An integrative review

Throughout their lifetime, adults learn new words in their native lannguage, and potentially also in a second language. However, they do so with variable levels of success. In the auditory word learning literature, some of this variability has been attributed to phonological skills, including decoding and phonological short-term memory. Here I examine how the relationship between phonological skills and word learning applies to the visual modality. I define the availability of phonology in terms of (1) the extent to which it is biased by the learning environment, (2) the characteristics of the words to be learned, and (3) individual differences in phonological skills. Across these three areas of research, visual word learning improves when phonology is made more available to adult learners, suggesting that phonology can facilitate learning across modalities. However, the facilitation is largely specific to alphabetic languages, which have predictable sublexical correspondences between orthography and phonology. Therefore, I propose that phonology bootstraps visual word learning by providing a secondary code that constrains and refines developing orthographic representations.

     

Evaluation of Breast Cancer Patients with Genetic Risk in a University Hospital: Before and After the Implementation of a Heredofamilial Cancer Unit

The identification of patients at risk for breast cancer by genetic testing has proven to reduce breast cancer mortality. In 2010, due to a lack of systematization in hereditary cancer assistance in our center, we implemented a multidisciplinary Heredofamilial Cancer Unit (HFCU). We analyze if the HFCU improved the rates of referrals and preventive management of breast cancer patients with genetic risk. We retrospectively compared family history records, referrals of high-risk patients to genetic counseling, and detection and management of patients with BRCA1/2 mutations in two cohorts of breast cancer patients diagnosed before (first period: 2007–2010) and after the creation of the HFCU (second period: 2010–2013). In the first period, 893 patients were included, and 902 were included in the second. Due to the inability to establish their genetic risk, 142 patients (15.9%) vs. 70 (7.8%) were excluded from analysis (p?<?0.001). Among the evaluable patients, 194 (25.8%) vs. 223 (26.8%) fulfilled one or more risk criteria (p?=?0.65). Family history documentation in patient’s medical records (92.4 vs. 97.8%, p?<?0.001) and referral rate (26.3 vs. 52%, p?<?0.0001) significantly increased in the second period. Eight BRCA1/2 mutations were detected among patients referred in the first period and 17 among those referred to the HFCU. The rate of preventive surgeries in patients with BRCA mutations significantly increased in the second period (25 vs. 76.5%, p?=?0.03). In conclusion, there was a clear improvement in family history records, referrals, and preventive surgeries in breast cancer patients with genetic risk after the implementation of the HFCU.     

Larval antlions show a cognitive ability/hunting efficiency trade-off connected with the level of behavioural asymmetry

Recently, antlion larvae with greater behavioural asymmetry were shown to have improved learning abilities. However, a major evolutionary question that remained unanswered was why this asymmetry does not increase in all individuals during development. Here, we show that a trade-off exists between learning ability of larvae and their hunting efficiency. Larvae with greater asymmetry learn better than those with less, but the latter are better able to sense vibrational signals used to detect prey and can capture prey more quickly. Both traits, learning ability and hunting efficiency, present obvious fitness advantages; the trade-off between them may explain why behavioural asymmetry, which presumably stems from brain lateralization, is relatively rare in natural antlion populations.     

The role of activation charge in an emotional categorisation task for words: insight from the perspective of a dual process theory of the activation mechanisms

The role of activation (arousal and subjective significance) was investigated for word processing in an explicit emotional judgement task using a 3?×?3 manipulation. We expected to find dissociative effects for both factors. The behavioural results showed that the fraction of words perceived as emotional increases with increasing arousal or subjective significance. The electrophysiological (EEG) results showed that both factors influence ERP amplitudes. General effects of subjective significance were found for early (60–120?ms and 120–250?ms, low subjective significant stimuli evoked higher amplitude than other conditions) and late (350–490?ms, high subjective significant stimuli evoked higher amplitude than other conditions) time ranges. Localised arousal effects were found in 250–350?ms and 350–490?ms time ranges at posterior (amplitude for high arousing stimuli was less positive than for other conditions) and left frontal ROIs (diverse pattern). Localised subjective significance effects were found for the 350–490?ms time range at the posterior ROIs (amplitude for high subjective significant stimuli was more positive than for other conditions). The results of this study suggest that the effects of arousal reported in earlier studies might account for a more complex form of activation that was recently postulated, namely subjective significance.     

Trauma and Relationship Satisfaction in Treatment Seeking Couples: A Dyadic Investigation of Differentiation as a Mediator

Contemporary Family Therapy - The purpose of this study was to investigate the association between interpersonal trauma history and relationship satisfaction, and the mediating effect of...     

Applying a Process-Oriented Model of Cultural Competence to Behavioral Activation for Depression

Efforts to integrate cultural competence and evidence-based treatments (EBTs) typically take the form of cultural adaptations of EBTs, characterized by modifications to the existing treatment based on presumed cultural notions of a given race or ethnic group. Much less attention has been given to ways EBTs can integrate a process model of cultural competence, which focuses on what clinicians do in-session to identify and integrate key cultural factors for a given individual in the treatment. Our objective is to consider how a process model of cultural competence (Shifting Cultural Lenses) can be integrated with an EBT (Behavioral Activation). We present a theoretical rationale for integrating the SCL model with BA and illustrate this integration, which provides an additional approach to bringing culture to treatments and shows promise for identifying clinicians’ in-session behaviors that reflect cultural competence.