Mental Simulation as Substitute for Experience

People spend a considerable amount of their time mentally simulating experiences other than the one in which they are presently engaged, as a means of distraction, coping, or preparation for the future. In this integrative review, we examine four (non‐exhaustive) cases in which mentally simulating an experience serves a different function, as a substitute for the corresponding experience. In each case, mentally simulating an experience evokes similar cognitive, physiological, and/or behavioral consequences as having the corresponding experience in reality: (i) imagined experiences are attributed evidentiary value like physical evidence, (ii) mental practice instantiates the same performance benefits as physical practice, (iii) imagined consumption of a food reduces its actual consumption, and (iv) imagined goal achievement reduces motivation for actual goal achievement. We organize these cases under a common superordinate category and discuss their different methodological approaches and explanatory accounts. Our integration yields theoretical and practical insights into when and why mentally simulating an experience serves as its substitute.     

Obsessive-Compulsive Disorder: The Process of Parental Adaptation and Implications for Genetic Counseling

Obsessive-compulsive disorder (OCD) has primarily pediatric onset and well-documented unique impacts on family functioning. Limited research has assessed the understanding that parents of children with OCD have of the etiology of the condition, and there are no data regarding potential applications of genetic counseling for this population. We recruited 13 parents of 13 children diagnosed with OCD from the OCD Registry at British Columbia Children’s Hospital, and conducted qualitative semi-structured telephone interviews to explore participants’ experiences with their child’s OCD, causal attributions of OCD, and perceptions of two genetic counseling vignettes. Interviews were audio-recorded, transcribed, and analyzed using elements of grounded theory qualitative methodology. Analysis revealed key components and contextual elements of the process through which parents adapt to their child’s OCD. This adaptation process involved conceptualizing the meaning of OCD, navigating its impact on family dynamics, and developing effective illness management strategies. Adaptation took place against a backdrop of stigmatization and was shaped by participants’ family history of mental illness and their child’s specific manifestations of OCD. Parents perceived genetic counseling, as described in the vignettes, as being empowering, alleviating guilt and blame, and positively impacting treatment orientation. These data provide insight into the process of parental adaptation to pediatric OCD, and suggest that genetic counseling services for families affected by OCD may help facilitate adaptation to this illness.     

Behavior Analysts' Use of and Beliefs in Treatments for People with Autism: A 5‐Year Follow‐up

As autism prevalence rises, parents of children with autism rely upon professionals to recommend the most effective treatment for their children. Historically, these professionals have chosen a range of treatments from empirically supported to nonempirically supported treatments. This study replicated and extended that work by surveying Board Certified Behavior Analysts to determine what treatments they promoted and used. Results showed that although most respondents used evidence‐based, behavioral procedures, many did not. Influential stimuli most likely to contribute to behavior analysts' choices of treatments were beliefs in effectiveness, ease of implementation, and persuasion by others. Self‐reported reinforcers for treatment use included perceived observed success, praise from others, and financial gain. Behavior analysts continue to use a variety of nonscientifically supported treatments, including those that have been deemed ineffective and harmful to people with autism. Future training of Board Certified Behavior Analysts must stress adherence to the ethical code for certified behavior analysts, adherence to data‐based decision‐making, and strict fealty to the scientific process in which all behavior analysts have been trained. Copyright © 2016 John Wiley & Sons, Ltd.     

Fission May Kill You (But Not for the Reasons You Thought)

If a person, A, branches into B and C, then it is widely held that B and C are not identical to one another. Many think that this is because B and C have contradictory properties at the same time. In this paper, I show why this explanation cannot be right. I argue that contradictory properties at times are not necessary for non‐identity between descendants, and that contradictory properties at times are not sufficient for non‐identity. I also argue that the standard explanation cannot be salvaged by a shift to personal time. Appeals to a lack of continuity, or to the absence of unity of consciousness likewise fail. Rather, B and C are non‐identical simply because A branched into B and C. Why branching should be problematic for personal identity remains a deep puzzle though I offer some tentative suggestions.     

The ‘Magical’ Effect of Integration on Event Memory

Only a handful of studies have extended our understanding of retrieval induced forgetting (RIF) during development and even fewer have tested for RIF effects outside word‐list paradigms. The purpose of these experiments was to: (i) examine how partial retrieval of a witnessed event would impact subsequent retrieval of that event in school‐aged children; and (ii) examine the robustness of semantic integration as a boundary condition on RIF. Two experiments were conducted using the three traditional phases of the RIF paradigm: study phase, practice phase, and test phase. We found clear evidence of RIF in event memory. There was also evidence of the robust impact that integration instructions have on minimizing RIF. Integration appears to not only have a dampening effect on RIF, but integration instructions may also influence how children process all aspects of an experience, regardless of whether a person is passively or actively part of the experience.Copyright © 2016 John Wiley & Sons, Ltd.     

The Effects of Two Taped-Words Interventions on Sight-Word Reading in Students with Mental Retardation

Multiple-baseline and alternating treatments design elements were combined to evaluate the effects of two taped-words (TW) interventions (rapid-paced and slow-paced) on sight-word reading accuracy levels in elementary students with mental retardation. During rapid TW, one word was presented every second via tape recorder and students were instructed to read aloud along with the tape. During slow TW, words were presented every 5s. Both TW interventions increased word reading accuracy but differences in learning rates between the two TW interventions were inconsistent across participants. Although no firm conclusions can be drawn regarding which pace is more effective, results show that regardless of pace, this efficient, self-managed intervention can be used to increase sight-word reading in students with mental retardation.     

Effects of food deprivation on the performance of a two-turn task in a temporal circular maze

Ten hooded rats were trained to perform a two-turn task in a temporal circular maze. The effects of levels of food deprivation (2, 26, 50, 74, 98, 122 hr.) on performance were evaluated. It was found that the correct responses were not affected, but both running time and competing behaviour decreased significantly with increase in hours of food deprivation. In a second experiment 8 rats were trained in a similar way and after attaining a stable performance, were run for a further 4 sessions at 24 hr. deprivation, and then at 72 hr. deprivation. The results precluded the possibility that the results obtained in Experiment I were due to practice effects, and support the findings on the effects of deprivation.     

Supervising professionals involved in the psychological care of people infected with HIV/AIDS

The provision of psychological care for people with HIV/AIDS in the last decade has led to a demand for professional supervision of counsellors and other professionals who work with this patient group. While there are many similarities in the supervisory process with professionals working with patients with other medical and psychological problems, there are also unique and specific issues which stem from working with people with HIV/AIDS. Some of these are discussed in this paper. The supervisory process described relates to a systemic conceptual framework. Tasks in clinical supervision and dijiculties in supervision are highlighted. Suggestions are offered for setting up and developing supervision sessions in clinical practice.     

A comparison of adult males' and females' interactions with girls and boys

The verbal interactions of adult males and females with trained girl and boy confederates were compared in an unstructured and an immediately following structured situation. Women did not respond differently based on the child's gender in either situation, while men spoke more and used longer mean length of utterances with the boys than with the girls in the unstructured situation. In the structured situation males did not respond differently to girls and boys, speaking more to both than did females. Correlations between the number of words spoken in female-child pairs were higher, suggesting a greater reciprocity of interaction, than for male-child pairs in both situations. The results are seen as reflecting the outcome of differential sex-role socialization for men and women, especially with respect to children, with females socialized to relate with others and men to need to dominate others.