A New Model for Social Justice Supervision

Social justice supervision honors the identities of the supervisee and the client, teaches social justice skills to the supervisee, and prioritizes social justice counseling outcomes in the supervisee's counseling work. The purpose of this article is to describe a comprehensive model for social justice supervision that mandates supervisor self‐evaluation, explores supervisees' identities and strengths, emphasizes the social justice needs of clients, and uses social justice outcomes for clients as a measure of counseling success. Implications are explored.     

Effects of environmental support on overt and covert visuospatial rehearsal

People can rehearse to-be-remembered locations either overtly, using eye movements, or covertly, using only shifts of spatial attention. The present study examined whether the effectiveness of these two strategies depends on environmental support for rehearsal. In Experiment 1, when environmental support (i.e., the array of possible locations) was present and participants could engage in overt rehearsal during retention intervals, longer intervals resulted in larger spans, whereas in Experiment 2, when support was present but participants could only engage in covert rehearsal, longer intervals resulted in smaller spans. When environmental support was absent, however, longer retention intervals resulted in smaller memory spans regardless of which rehearsal strategies were available. In Experiment 3, analyses of participants’ eye movements revealed that the presence of support increased participants’ fixations of to-be-remembered target locations more than fixations of non-targets, and that this was associated with better memory performance. Further, although the total time fixating targets increased, individual target fixations were actually briefer. Taken together, the present findings suggest that in the presence of environmental support, overt rehearsal is more effective than covert rehearsal at maintaining to-be-remembered locations in working memory, and that having more time for overt rehearsal can actually increase visuospatial memory spans.     

Deriving Training Strategies for Spatial Knowledge Acquisition From Behavioral,Cognitive, and Neural Foundations

While much has been made of the potential uses for virtual environment (VE) technologies as training aids, there are few guidelines and strategies to inform system development from the user’s perspective. Assumptions are that a human factors-based evaluation will ensure optimal performance, transferring training from virtual to real worlds; however, there are complex, yet unexplored, issues surrounding system optimization and employment. A comprehensive investigation into the foundations of training, traversing levels of performance analysis, from overt behavioral responses to the less explicit neuronal patterns, is proposed from which optimal training strategies can be inferred and system development guidelines deduced.     

DIFFERENTIAL RESPONSE PATTERNS TO THE CONTROL CONDITION BETWEEN TWO PROCEDURES TO ASSESS SOCIAL REINFORCERS FOR CHILDREN WITH AUTISM

Historically, reinforcer assessment procedures focus primarily on identifying nonsocial reinforcers (e.g., tangibles and edibles). Far less empirical attention has been allocated to the systematic identification of social consequences that function as reinforcers. This discrepancy is problematic given that social consequences are commonly incorporated into behavioral treatment programs without systematic evaluation of their efficacy. In this study, two methodologies (a single operant and a concurrent choice) were used to assess social reinforcers for children with autism. Results highlighted differences in response allocation to the control condition between procedures. Specifically, responding occurred in the control condition of the single‐operant procedure but not in the concurrent‐operant procedure. These differences highlight the need for further evaluation of procedures to assess social reinforcers. Copyright © 2013 John Wiley & Sons, Ltd.     

Trajectories of Cultural Identity Development of Young Immigrant People: The Impact of Family Practices

Drawing on socio-cultural and social representations theory this paper explores processes of cultural identity development in immigrant young people. Empirical data (that draws on the analysis of data from a much larger three-year research project) on experiences of Portuguese young people living in England, including the perspectives of their parents and teachers, is selectively used. Examples are used to explore processes of identity development through engagement in (i) situated activities (the doings), and (ii) symbolic activities (the meanings). It is argued that these activities involve complementary processes of mediation, which influence trajectories of identity development. This analytical distinction serves to illustrate that, for example, the situated activity of a young person translating for the family, on the one hand, involves the use of similar socio-cognitive resources as mediators (for instance, competency in the English and Portuguese language). On the other hand, translating as a symbolic activity, exposes different meanings of being Portuguese, which are used as resources in mediating cultural identity development. We explore how these different meanings are impacted by identities extended to the young person by significant others in relation to engagement with family practices.     

Age, variability, and speed: between-subjects diversity

Two independent data sets were selected to examine the interrelations among reaction time (RT), between-subject variability or diversity (SD), and age. In both data sets, a strong correlation between RT and SD was obtained. This strong correlation was not affected when age was controlled in a partial correlation analysis. On the other hand, a weaker but significant correlation was obtained between age and SD. This correlation was eliminated when RT was controlled in a partial correlation analysis. Our analyses of the two data sets also indicated that the relation between RT and SD is identical for both young and elderly groups. Thus, the greater diversity often observed in performances of older groups is a direct consequence of slowing, rather than an independent effect of advancing age.     

Molecular contingencies: reinforcement probability

Pigeons obtained food by responding in a discrete-trials two-choice probability-learning experiment involving temporal stimuli. A given response alternative, a left- or right-key peck, had 11 associated reinforcement probabilities within each session. Reinforcement probability for a choice was an increasing or a decreasing function of the time interval immediately preceding the choice. The 11 equiprobable temporal stimuli ranged from 1 to 11 sec in 1-sec classes. Preference tended to deviate from probability matching in the direction of maximizing; i.e., the percentage of choices of the preferred response alternative tended to exceed the probability of reinforcement for that alternative. This result was qualitatively consistent with probability-learning experiments using visual stimuli. The result is consistent with a molecular analysis of operant behavior and poses a difficulty for molar theories holding that local variations in reinforcement probability may safely be disregarded in the analysis of behavior maintained by operant paradigms.     

Effects of age and interpersonal contact on stereotyping of the elderly

The purpose of this study was to examine the relationship between the age of an individual, the type of contact an individual has with the elderly, the amount of knowledge an individual has about the elderly, and the extent that the individual stereotypes the elderly. In accordance with the Social Identity Theory and the Contact Hypothesis, stereotyping was predicted to be higher among individuals who did not identify with nor have contact with the elderly. Fifty young (18-25 years of age) and fifty elderly (64-79 years of age) participants completed surveys measuring their level of contact with the elderly, knowledge about aging (knowledge score), and tendency to stereotype the elderly (stereotype score). Results of this study indicated that regardless of age, participant knowledge of aging and application of aging stereotypes were affected by the quality of contact experienced. Although the young participants achieved significantly higher knowledge scores than the elderly participants, there was no significant age difference in stereotype scores for the young and elderly groups. However, as predicted, the young and elderly participants who experienced high levels of contact with the elderly achieved higher knowledge scores and lower stereotype scores. These scores were compared to the respective scores of the young and elderly participants experiencing low levels of contact with the elderly. Moreover, the elderly participants experiencing low levels of contact with the elderly achieved lower knowledge scores than any of the other groups. Elderly participants experiencing low levels of contact with other competent elderly individuals may be more susceptible to the negative effects of aging stereotypes and at risk for not identifying with their own social group.