Book reviews

The good, the bad, and the unknown: Two books on genius

MURRAY, P. (Ed.). (1989). Genius: The History of an Idea. Oxford, England: Basil Blackwell (242 pp.). ISBN 0–631–15785–9.

OCHSE, R. (1990). Before the Gates of Excellence. Cambridge, England: Cambridge University Press (ix+300 pp.). ISBN 0–521–37557–6.

Creativity and metaphor

HAUSMAN, CARL R. (1989). Metaphor and Art: Interactionism and Reference in the Verbal and Nonverbal Arts. Cambridge, England: Cambridge University Press (238pp.). ISBN 0 521363853.

Manic‐depression and creativity

HERSHMAN, D. JABLOW, and LIEB, JULIAN. (1988). The Key to Genius: Manic‐Depression and the Creative Life. Buffalo, NY: Prometheus Books (220 pp.). ISBN 0–87975–437–0.

Farewell to “form follows function”;

FINKE, RONALD A. (1990). Creative Imagery: Discoveries and Inventions in Visualization. Hillsdale, NJ: Erlbaum (188 pp.). ISBN 0–8058–8058–0772–1.     

Current Perspectives on Interventions for Self-Injurious Behavior of Children with Autism Spectrum Disorder: A Systematic Review of the Literature

Our purpose in this systematic review was to identify, evaluate, and summarize the single-case research design studies examining behavioral interventions to address self-injurious behavior for young children with autism spectrum disorder. We identified 24 studies published between 2000 and 2016 that met the inclusion criteria. We reviewed and coded each study across five content areas using systematic procedures. These content areas consisted of the methodological quality of single-case research designs, children’s demographic information, conditions under which the intervention was implemented, characteristics of intervention, and outcomes. Our findings indicate that procedural integrity data were reported for only one study and social validity for two studies. The majority of studies were implemented by researchers or therapists in the school setting. For 24 of 30 children included in the studies reviewed, the authors taught a replacement behavior selected on the basis of an assessment conducted prior to intervention. All authors reported a decrease in the self-injurious behavior post-intervention. A limited number of authors examined generalization and maintenance of low rates of self-injurious behavior. Limitations of the present review and future directions and implications for research and practice are discussed.     

Advancing Our Knowledge of ADHD in Latino Children: Psychometric and Cultural Properties of Spanish-Versions of Parental/Family Functioning Measures

The lack of available Spanish versions of assessment measures contributes to insufficient research and underutilization of mental health services for Latino children with Attention-Deficit/Hyperactivity Disorder (ADHD). Thus, the goal of the current study was to examine the psychometric and cultural properties of several Spanish versions of parental/family functioning measures commonly used in comprehensive ADHD assessments (i.e., the Parenting Sense of Competence Scale, Alabama Parenting Questionnaire, and Confusion, Hubbub, and Order Scale). Participants included 68 Spanish-speaking, Latino parents in Southeast Wisconsin. In general, the Spanish translations of the measures demonstrated good reliability and validity. Furthermore, the psychometrically-sound measures were significantly related to acculturation as predicted, suggesting that the scales are not only psychometrically valid, but also culturally valid for use with Spanish-speaking, Latino families.     

Functions of Nonsuicidal Self‐Injury Are Differentially Associated with Suicide Ideation and Past Attempts among Childhood Trauma Survivors

Research into factors for suicide has revealed relations between trauma exposure and suicidality (e.g., Bridge, Goldstein, & Brent, 2006 ; Joiner, Sachs‐Ericson, Wingate, Brown, Anestis, & Selby, 2007 ) wherein painful and provocative experiences (e.g., nonsuicidal self‐injury [NSSI]) are an important link (e.g., Van Orden, Witte, Cukrowicz, Braithwaite, Selby, & Joiner, 2010 ; Smith, 2013 ). No prior research has assessed the relationship between functions of NSSI and suicidality among childhood trauma survivors. Participants who endorsed childhood trauma exposure (N = 121; M_age = 18.69, range 18–22) completed measures of posttraumatic stress disorder (PTSD) symptoms, NSSI, and suicidality. Multiple regressions assessing whether the four functions of NSSI predicted suicide ideation and past attempts after controlling for PTSD symptom severity found that only social negative reinforcement was associated with SI ( = .304, SE = .243, t = 2.23, p = .028), while only automatic negative reinforcement was associated with past attempts ( = .470, SE = .066, t = 2.25, p = .028). Findings highlight the importance of assessing NSSI functions when assessing suicidality among trauma survivors.     

So much to do and so little time. Effort and perceived temporal distance

In a series of five experiments, we showed that the perception of temporal distance to a future event is shaped by the effort one must invest to realize the event. Studies 1a and 1b showed that when actors are faced with realizing an event by a certain deadline, more effortful events are perceived as closer in time, regardless of the objective temporal distance to the deadline. This negative relationship was reversed, however, when deadlines were absent (Study 2). Finally, priming high effort reduced perceived temporal distance to an event, whereas priming low effort increased perceived temporal distance to the event (Studies 3 and 4). The implications of these findings for models of temporal distance are discussed.     

Training improves inhibitory control in water rescue dogs

Animal Cognition - Inhibitory control is a collection of several processes that are aimed to refrain from any impulsive response in the subject during inappropriate situations. Evidence suggests...     

The effects of daily newspapers on their readers—Exemplary presentation of a study and its results

Investigated in a long term study the effects of daily newspapers. A field experiment was carried out in which newspapers with different political standpoints were allocated to the 760 subjects (male students). The effect criteria measured were both specific and general political attitudes, images of politicians, and judgmental tendencies. The analysis of media effect extended to both differential and general effects. Clear attitude changes consistent with the opinions presented in the newspapers could be established in attitude spheres where the arguments presented were of a more controversial nature. Analogous effects could only partially be observed as regards the image of well known politicians. If features of the subjects' judgmental process are taken as effect criteria (use of dimensions), no newspaper related effects can be observed. In spite of considerable devaluation of one newspaper by the subjects, there were no boomerang effects. This ties in with the fact that practically no differential attitude changes (e.g. relating to dogmatism or political interest) could be established. Taking into account the historical background to our study, we conclude that the effect of the daily newspapers examined here was more or less confined to attitudes towards more salient issues. Finally, we have outlined general hypotheses which can be the starting point for the analysis of long term cumulative media effects.     

Mobbing: its relationships with organizational culture and personal outcomes

A study dealing with the effects of both organizational culture and mobbing on personal and organizational outcomes of a sample of Spanish emergency workers, is reported here. It was found that there is a strong impact of organizational culture dimensions on mobbing, and that mobbing affects job satisfaction, organizational commitment and organizational citizenship behaviour. Results concerning organizational commitment show that this variable is not a mere effect of mobbing in general, but rather that it is also a direct impact of culture on this outcome.     

“I definitely feel like a scientist”: Exploring science identity trajectories among Latinx students in a critical race theory-informed undergraduate research experience

The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)-informed undergraduate research experience. Twenty students (12 female, 8 male; M_age = 22.00; SD = 2.77) enrolled in biomedical-related majors at a 4-year university responded to open-ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) consistent or fast achievement, (2) gradual achievement, (3) achievement adjustment, and (4) never reach achievement. The majority of students demonstrated a trajectory in which they reached science identity achievement (the feeling that they are “a scientist”). Our results provide evidence of the positive, longitudinal impact that a CRT-informed curriculum has on the science identity development of Latinx students. Implications surrounding future research and strategies to facilitate long-term Latinx student participation in the biomedical sciences are discussed.