Gating Out Misinformation: Can Young Children Follow Instructions to Ignore False Information?

The current study investigated the effects of misinformation on children's memory reports after practice with the logic-of-opposition instruction at time of test. Four- and 6-year-old children participated in a play event in Session 1. During a two-week delay, parents presented their children with either misinformation or correct information about the play event. Prior to a memory interview in Session 2, some misled children were given a developmentally appropriate logic-of-opposition instruction to not report information provided by their parents. Results indicated that children were misled by the incorrect information, but that the logic-of-opposition instruction aided in the children's retrieval of the original memory, particularly for the 6-year-olds. Implications of the results for memory malleability and social demand effects in children are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

Exploring the Value of the Substance Abuse Subtle Screening Inventory–3 for Predicting Attrition and Recidivism Among Perpetrators of Intimate Partner Violence

This study explored the potential value of the Substance Abuse Subtle Screening Inventory–3 (SASSI‐3; F. G. Miller & Lazowski, 1999 ) as a means of predicting program attrition and recidivism among perpetrators of intimate partner violence, concluding that the SASSI‐3 is not an adequate predictor.     

Humility,stressful life events,and psychological well-being: Findings from the landmark spirituality and health survey

A growing body of research suggests that people who are more humble tend to enjoy better physical and mental health than individuals who are less humble. The next step in moving this literature forward involves explaining and empirically demonstrating how the potentially beneficial effects of humility arise. The purpose of this study is to address this issue by seeing whether humility buffers the effects of stressful life events on four measures of well-being: happiness, life satisfaction, depressed affect, and generalized anxiety disorder. Data from a new nationwide survey (N = 3010) suggest that the magnitude of the negative relationship between stressful life events and all four measures of well-being is reduced among people who are more humble. The theoretical implications of these findings are discussed.     

Manualized Group Cognitive-Behavioral Therapy for Social Anxiety in At-Risk Mental State and First Episode Psychosis: A Pilot Study of Feasibility and Outcomes

Social anxiety has received scant attention in studies of schizophrenia and related psychoses. However, some data suggest it may be an obstacle to vocational and functional outcome. This pilot study investigated the feasibility of a group-based cognitive behavioral therapy (CBGT) to reduce social anxiety in those at risk for developing psychosis or in the early phase. Twenty-nine patients with first-episode psychosis (FEP) or at ultra high risk for developing psychosis or often referred to as at-risk mental state (ARMS) with comorbid social anxiety attended a CBGT intervention weekly for 14 weeks in 90-minute sessions. Baseline, post-treatment, and follow-up ratings of social anxiety were measured using the Social Interaction Anxiety Scale, the Social Phobia Inventory, and the Brief Social Phobia Scale. Psychotic symptoms and general psychopathology were also measured before and after the intervention. Results suggest that the proposed CBGT is feasible and beneficial for socially anxious patients at risk, or with experience of, psychosis. Participants significantly improved on three outcome measures of social anxiety after completing this intervention (all p’s < .002). Participants who completed treatment also showed a significant reduction on measures of depression and negative symptoms. Future research should examine the relative efficacy of this brief manualized CBGT intervention for the treatment of social anxiety and psychotic symptoms in a larger randomized controlled trial.     

Teaching and learning the esoteric: an insight into how reflection may be internalised with reference to the occupational therapy profession

This paper is concerned with the ways in which reflective practice is learnt, taught and assessed within the profession of occupational therapy. It utilises individual experiences of reflection of both students and staff members in university and practice placement settings. The discussion places reflection within learning a profession’s way of being and individual learner’s relation to this ‘sense of being’. It concludes that the ‘rote’ way in which reflection is currently used to demonstrate evidence of reflective practice is detrimental to the development of a reflective professional, in this instance, an occupational therapist.     

Peer review of teaching (PRoT) in higher education – a practitioner’s reflection

Peer review of teaching (PRoT) is recommended to both develop and assure the quality of teaching practices in Higher Education. An institutional implementation of a peer review process can be viewed as a genuine desire to improve teaching quality or as an instrument of accountability and performativity. There are many approaches to the peer review of teaching operating. This article documents the impact, advantages and disadvantages of direct participation in three peer review of teaching processes.     

Moral Evaluations of Lying for One's Own Group

This study investigated the development of moral judgments of blue lies, which occur when a speaker makes false statements to benefit a group of which he or she is a member. We investigated this issue in China, where there is substantial emphasis on the nature of children's associations with groups they belong to. Participants ranged in age from 9 to 17, and we asked them to evaluate lies that were told to benefit a team representing a speaker's class, school, or country. Judgments varied systematically as a function of age, with the 17‐year‐olds rating lying for any form of collective less negatively than did the younger age groups. In addition, across the age groups, children's affinity tended to shift from smaller groups to broader and more abstract collectives: 9‐ and 11‐year olds were least critical of blue lies told to benefit a speaker's class, 13‐year olds were least critical of blue lies told to benefit a speaker's school, and 17‐year olds were least critical of blue lies told to benefit a speaker's country. Copyright © 2015 John Wiley & Sons, Ltd.     

An unusual presentation of probable dementia: Rhyming,associations, and verbal disinhibition

We report a case of probable Alzheimer's disease who presented with the unusual feature of disinhibited rhyming. Core language skills were largely intact but generative language was characterized by semantic‐based associations, evident in tangential and associative content, and phonology‐based associations, evident in rhyming, in the context of prominent executive dysfunction. We suggest this pattern is underpinned by a failure to terminate or inhibit verbal associations resulting in a ‘loosening’ of associations at the level of conceptual preparation for spoken language.     

Children's Sensitivity to Ulterior Motives When Evaluating Prosocial Behavior

Reasoning about ulterior motives was investigated among children ages 6–10 years (total N = 119). In each of two studies, participants were told about children who offered gifts to peers who needed help. Each giver chose to present a gift in either a public setting, which is consistent with having an ulterior motive to enhance one's reputation, or in a private setting, which is not consistent with having an ulterior motive. In each study, the 6‐ to 7‐year olds showed no evidence of understanding that the public givers might have ulterior motives, but the 8‐ to 10‐year olds rated the private givers more favorably. In 3. , the older children were more likely than the younger children to refer to impression management when explaining their judgments of the givers. The younger children who mentioned impression management did so to justify a preference for public givers (e.g., by explaining that public givers are nicer because more of their peers will know that they are nice). Results from 4. suggest that developmental change in children's reasoning about intentions and social outcomes contributes to their understanding of ulterior motives.