Incidental learning in a multisensory environment across childhood

Multisensory information has been shown to modulate attention in infants and facilitate learning in adults, by enhancing the amodal properties of a stimulus. However, it remains unclear whether this translates to learning in a multisensory environment across middle childhood, and particularly in the case of incidental learning. One hundred and eighty‐one children aged between 6 and 10 years participated in this study using a novel Multisensory Attention Learning Task (MALT). Participants were asked to respond to the presence of a target stimulus whilst ignoring distractors. Correct target selection resulted in the movement of the target exemplar to either the upper left or right screen quadrant, according to category membership. Category membership was defined either by visual‐only, auditory‐only or multisensory information. As early as 6 years of age, children demonstrated greater performance on the incidental categorization task following exposure to multisensory audiovisual cues compared to unisensory information. These findings provide important insight into the use of multisensory information in learning, and particularly on incidental category learning. Implications for the deployment of multisensory learning tasks within education across development will be discussed.     

Childhood sexual abuse trauma-causing dynamics experienced by women survivors: A scoping literature review

This scoping literature review reports on the major themes to emerge from 23 retrospective studies on the trauma-causing dynamics experienced by women survivors of a historical childhood sexual abuse (CSA) trauma. We identified the studies from searching the following data bases for the period 1983–2016: EbscoHost (Academic Search Premiere, Africa-Wide Information, E-Journals, ERIC, PsycARTICLES, PsycINFO, SocINDEX), SAePublications, Science Direct, CrossRef (APA PsycNET), Google scholar (ResearchGate), PubMed Central, and Cochrane Reviews. For the selection criteria, we included empirical studies on self-reported trauma-causing dynamics experienced by women survivors, without restriction on method of study. Results from the thematic analysis of findings suggest the women survivors appear to be living with historical traumatic sexualisation, betrayal of trust, social stigmatisation, powerlessness, developmental arrest, and revictimisation. Historical traumas should be considered in counselling support interventions with women self-reporting CSA.     

Unimpaired attentional disengagement in toddlers with autism spectrum disorder

A prominent hypothesis holds that ‘sticky’ attention early in life in children with autism spectrum disorder (ASD) limits their ability to explore and learn about the world. Under this hypothesis, the core clinical symptoms of ASD – restricted interests, repetitive behaviors and impaired social/communication abilities – could all result from impaired attentional disengagement during development. However, the existence of disengagement deficits in children with ASD is controversial, and a recent study found no deficit in 5‐ to 12‐year‐olds with ASD. Nonetheless, the possibility remains that disengagement is impaired earlier in development in children with ASD, altering their developmental trajectory even if the attentional deficit itself is remediated or compensated for by the time children with ASD reach school age. Here, we tested this possibility by characterizing attentional disengagement in a group of toddlers just diagnosed with ASD (age 21 to 37 months). We found strikingly similar performance between the ASD and age‐matched typically developing (TD) toddlers, and no evidence of impaired attentional disengagement. These results show that even at a young age when the clinical symptoms of ASD are first emerging, disengagement abilities are intact. Sticky attention is not a fundamental characteristic of ASD, and probably does not play a causal role in its etiology.     

The Logical Problem and the Theoretician's Dilemma

The theory‐theory of human uniqueness posits that the capacity to theorize, in a way strongly analogous to theorizing in scientific practice, was a key innovation in the hominid lineage and was responsible for many of our unique cognitive traits. One of the central arguments that its proponents have used to support the claim that animals are not theorists, the logical problem, bears strong similarities to Hempel's theoretician's dilemma, which purports to show that theories are unnecessary. This similarity threatens to undermine both the claim that theorizing serves a unique, adaptive role in human cognition and our ability to test for the presence of theories. I examine two historical responses to the theoretician's dilemma and argue that they open up strategies for experimentally testing for theoretical ability in other animals.     

Typologies of Alcohol Dependence. From Jellinek to Genetics and Beyond

The goal of typology research is to identify subtypes of alcohol dependent (AD) patients sharing fundamental characteristics and try to match each subtype, with the most precise treatment strategy. This review provides a comprehensive history of the literature on alcohol dependent subtypes starting from the earliest attempt made by Jellinek. The binary models identified most closely with Cloninger and Babor as well as the successively more complex classifications are discussed. Typology classification potentially useful in guiding the treatment of AD patients, especially in the case of the serotonergic medications. Contrasting data suggests that other factors could influence the response to a medication and/or that more complex typologies should be identified. In summary, typology models may assist in the ascertainment criteria for clinical trials performed in behavioral and pharmacotherapeutic interventions. Greater emphasis, however, must be made to more clearly delineate this field of research, while moving toward more standardized typologies.     

Using the Interactive Systems Framework to Support a Quality Improvement Approach to Dissemination of Evidence-Based Strategies to Promote Early Detection of Breast Cancer: Planning a Comprehensive Dynamic Trial

Dissemination efforts must optimize interventions for new settings and populations. As such, dissemination research should incorporate principles of quality improvement. Comprehensive Dynamic Trial (CDT) designs examine how information gained during dissemination may be used to modify interventions and improve performance. Although CDT may offer distinct advantages over static designs, organizing the many necessary roles and activities is a significant challenge. In this article, we discuss use of the Interactive Systems Framework for Dissemination and Implementation to systematically implement a CDT. Specifically, we describe “Bronx ACCESS”, a program designed to disseminate evidence‐based strategies to promote adherence to mammography guidelines. In Bronx ACCESS, the Intervention Delivery System will elicit information needed to adapt strategies to specific settings and circumstances. The Intervention Synthesis and Translation System will use this information to test changes to strategies through “embedded experiments”. The Intervention Support System will build local capacities found to be necessary for intervention institutionalization. Simulation modeling will be used to integrate findings across systems. Results will inform on‐going policy debate about interventions needed to promote population‐level screening. More generally, this project is intended to advance understanding of research paradigms necessary to study dissemination. Special Issue: Advances in Bridging Research and Practice Using the Interactive System Framework for Dissemination and Implementation; Guest Editors: Abraham Wandersman, Paul Flaspohler, Catherine A. Lesesne, Richard Puddy; Action Editor: Emilie Phillips Smith