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.     

Quantifying Structural and Non-structural Expectations in Relative Clause Processing

Information-theoretic complexity metrics, such as Surprisal (Hale, 2001; Levy, 2008) and Entropy Reduction (Hale, 2003), are linking hypotheses that bridge theorized expectations about sentences and observed processing difficulty in comprehension. These expectations can be viewed as syntactic derivations constrained by a grammar. However, this expectation-based view is not limited to syntactic information alone. The present study combines structural and non-structural information in unified models of word-by-word sentence processing difficulty. Using probabilistic minimalist grammars (Stabler, 1997), we extend expectation-based models to include frequency information about noun phrase animacy. Entropy reductions derived from these grammars faithfully reflect the asymmetry between subject and object relatives (Staub, 2010; Staub, Dillon, & Clifton, 2017), as well as the effect of animacy on the measured difficulty profile (Lowder & Gordon, 2012; Traxler, Morris, & Seely, 2002). Visualizing probability distributions on the remaining alternatives at particular parser states allows us to explore new, linguistically plausible interpretations for the observed processing asymmetries, including the way that expectations about the relativized argument influence the processing of particular types of relative clauses (Wagers & Pendleton, 2016).     

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.     

The Influence of Efficacy Beliefs on Teacher Performance and Student Success: Implications for Student Support Services

The influence of teachers’ efficacy beliefs on student achievement is well documented in educational literature. Efficacy beliefs are derived from sources of information teachers obtain from professional experiences. This article provides student support services personnel with an overview of efficacy beliefs and their impact on teachers’ thoughts, emotions, and behaviors. A cognitive behavioral framework, rational emotive behavior therapy, is used to conceptualize ways efficacy beliefs may hinder teacher performance and student success. Implications for student support services and research are provided.     

Psychological skills and mindfulness training effects on the psychological wellbeing of undergraduate music students: An exploratory study

This study explored the efficacy of psychological skills and mindfulness training intervention on the psychological wellbeing of undergraduate music students. Participants were undergraduate music students (n = 36) from the Department of Music at a South African university, 21 of whom were elected to take the psychological skills and mindfulness training intervention. Data on their self-reported psychological wellbeing, psychological skills, mindfulness and performance anxiety levels were collected pre-and post-intervention. The analysis applied non-parametric procedures to determine changes in students’ psychological wellbeing after the seven-week intervention programme. Findings suggest improvements in psychological wellbeing, psychological skills, mindfulness and performance anxiety with training. Psychological skills and mindfulness training may have benefits to the psychological wellbeing of music students.     

From Treasure to Trash: The Lingering Value of Technological Artifacts

Science and Engineering Ethics - Electronic waste (e-waste) is the fastest growing form of waste worldwide, associated with a range of environmental, health, and justice problems. Unfortunately,...     

Age and individual differences in visuospatial processing speed: Testing the magnification hypothesis

Forty young adults and 40 older adults performed seven visuospatial information processing tasks. Factor analyses of the response times (RTs) yielded a single principal component with a similar composition in both age samples. For both samples, regressing the mean RTs of fast and slow subgroups for the seven tasks (18 conditions) on the corresponding mean RTs for their age group accounted for 99% of the variance. Taken together, these findings suggest that individual differences in processing time were largely task independent. The magnification hypothesis, a simple mathematical model of the interaction between age and ability, is presented. This model correctly predicts the finding that in both the young and the older adult groups, individual differences increased systematically with task difficulty. The magnification hypothesis also explains the regression parameters describing individual differences among young adults and predicts correctly that equivalent parameters describe individual differences among older adults. According to the magnification hypothesis, the RTs of slower individuals are more affected by aging than those of faster individuals, and slower individuals may be more at risk with respect to other biological insults (e.g., changes in health status) as well.