Brain training in older adults: evidence of transfer to memory span performance and pseudo-Matthew effects

In this study the effects of 'brain training' using the Nintendo DS Brain Training program were examined in two groups of older adults; the cognitive performance of an experimental group (n = 21) who were asked to use the Nintendo DS regularly over a 6-week period was compared with the control group (n = 20). Groups were matched on age (mean age = 74 years), education, computer experience, daily activities (time spent reading or watching television), and initial scores of Wechsler Adult Intelligence Scale. Analyses revealed that improvements were primarily in the Digit Span Test, specifically Digits Backwards. Although the Brain Training package appeared to have some efficacy, other factors such as perceived quality of life and perceived cognitive functioning were at least equally important in determining training outcomes. The implications of these findings for cognitive training are discussed.     

Relationships between cognition and literacy in children with attention-deficit/hyperactivity disorder: A systematic review and meta-analysis

Evidence suggests that cognitive and literacy difficulties are common for children with Attention-Deficit/Hyperactivity Disorder (ADHD). The current systematic review and meta-analysis investigated the relationship between cognition and literacy in children with ADHD. Ten thousand and thirty-eight articles were screened against the inclusion criteria and six eligible studies were retained for final review. Where two or more studies used comparable measures of cognition and literacy, a meta-analysis of the relationship between these measures was undertaken. A narrative synthesis of all included studies was also completed. There were medium effect sizes between working memory and aspects of reading, and small effect sizes between processing speed and reading. Inhibition and attention had differential relationships with aspects of literacy with varying effect sizes. This systematic review demonstrates differential relationships between aspects of literacy and cognition in children with ADHD. Further examination of these relationships is warranted to support intervention development.     

The Demandingness of Confucianism in the Case of Long-Term Caregiving 1

Trends of recent demographical development show that the world's population is aging at its fastest clip ever. In this paper, I ask whether adult children should support the life of their chronically ill parents as long as it takes, and I analyze the matter with regard to the doctrine of Confucianism.

As the virtue of filial piety plays a central role in the ethics of Confucianism, adult children will face stringent demands while giving care to their chronically ill parents. In this paper, I argue that because of the extreme moral demands Confucians impose on adult children, Confucianism is an objectionable moral theory. I also argue that if Confucianism allows these agents to opt out of the caregiving tasks, it may cause conflict with its own doctrines. For these reasons, I conclude that Confucianism cannot provide a defensible response to the problem of long-term caregiving.     

Investigating the Uniqueness and Usefulness of Proactive Personality in Organizational Research: A Meta-Analytic Review

Using meta-analysis (283 effect sizes from 122 studies), we extend prior qualitative and quantitative reviews of research on proactive personality in a number of meaningful ways. First, we examine the discriminant and incremental validity of proactive personality using meta-analytic regression analyses. Our results reveal that more than 50% of variance in proactive personality is unrelated to the Big Five personality traits collectively. Also, proactive personality accounts for unique variance in overall job performance, task performance, and organizational citizenship behaviors, even after controlling for the Big Five personality traits and general mental ability (for overall job performance and task performance). Moreover, we find no subgroup differences in proactive personality, highlighting its potential use in selection contexts. In conclusion, we discuss implications of our findings for research and practice.     

A derived transfer of simple discrimination and self-reported arousal functions in spider fearful and non-spider-fearful participants

Two experiments investigated the derived transfer of functions through equivalence relations established using a stimulus pairing observation procedure. In Experiment 1, participants were trained on a simple discrimination (A1+/A2-) and then a stimulus pairing observation procedure was used to establish 4 stimulus pairings (A1-B1, A2-B2, B1-C1, B2-C2). Subsequently, a transfer of the simple discrimination functions through equivalence relations was observed (e.g., C1+/C2-). These procedures were modified in Experiment 2, which demonstrated that spider-fearful and non-spider-fearful participants show differing levels of a transfer of self-reported arousal functions for stimuli used in equivalence relations with video-based material depicting scenes with spiders. The results demonstrate that the stimulus pairing observation procedure provides a viable alternative to matching-to-sample, and also offer tentative support for a derived-relations model of the acquisition of anxiety responses in at least one sub-clinical population.     

Acquired equivalence in human discrimination learning: the role of propositional knowledge

The current study investigated the role of propositional knowledge in human acquired equivalence effects. Across 5 experiments, human adults were trained to associate different visual stimuli. Subsequent procedures presented training that was either consistent or inconsistent with the previous associations. More accurate responding in the consistent versus inconsistent condition reflected an acquired equivalence effect. The results of Experiment 1 indicated that a previously reported divergence between verbal and associative processes was likely due to instructional control. Experiments 2-5 further examined the role of verbal processes and demonstrated that acquired equivalence may be produced with verbal instructions alone and critically through a combination of instructions and actual stimulus pairings. The current data not only challenge a purely associative account but actively support an interaction between verbal and associative processes in producing the acquired equivalence effect in humans.     

When Arousal Influences Ad Evaluation and Valence Does Not (and Vice Versa)

This research examines, across 2 studies, the interplay between the valence and arousal components of affective states and the affective tone of a target ad. In the first study, music was used to induce a pleasant or unpleasant mood, while controlling for arousal. Participants were subsequently exposed to an ad that either had a positive‐affective tone or was ambiguous in its affective tone. As predicted, the valence of the affective state colored the evaluation of the ad in a mood‐congruent direction, but this coloring effect occurred only when the ad had an ambiguous‐affective tone. In the second study, the target ad had a clear positive or negative affective tone, and the valence and arousal dimensions of the mood state were manipulated independently. As predicted, the arousal dimension, but not the valence dimension, influenced ad evaluation. Ad evaluations were more polarized in the direction of the ad's affective tone under high arousal than under low arousal. This effect was more pronounced for self‐referent evaluations (e.g., “I like the ad”) than for object‐referent evaluations (e.g., “The ad is good”), favoring an attributional explanation—the excitation transfer hypothesis—over an attention‐narrowing explanation—the dynamic complexity hypothesis. Taken together, the results of the 2 studies stress the important contingency of the affective tone of the ad, when examining the effects of the valence and arousal dimensions of a person's affective state on ad evaluation. The results also provide additional insights into how and when affect serves as information in judgment processes.     

What’s in a name? The role of graphics,functions, and their interrelationships in icon identification

Communication using icons is now commonplace. It is therefore important to understand the processes involved in icon comprehension and the stimulus cues that individuals utilize to facilitate identification. In this study, we examined predictors of icon identification as participants gained experience with icons over a series of learning trials. A dynamic pattern of findings emerged in which the primary predictors of identification changed as learning progressed. In early learning trials, semantic distance (the closeness of the relationship between icon and function) was the best predictor of performance, accounting for up to 55% of the variance observed, whereas familiarity with the function was more important in later trials. Other stimulus characteristics, such as our familiarity with the graphic in the icon and its concreteness, were also found to be important for icon design. The theoretical implications of these findings are discussed, with particular emphasis on the parallels with picture naming. The icon identification norms from this study may be downloaded from brm.psychonomic-journals .org/content/supplemental.     

Negative beliefs about low back pain are associated with persistent high intensity low back pain

While previous cross-sectional studies have found that negative beliefs about low back pain are associated with pain intensity, the relationship between back beliefs and persistent low back pain is not well understood. This cohort study aimed to examine the role of back beliefs in persistent low back pain in community-based individuals. A hundred and ninety-two participants from a previous musculoskeletal health study were invited to take part in a two-year follow-up study. Beliefs about back pain were assessed by the Back Beliefs Questionnaire (BBQ) at baseline and low back pain intensity was measured by the Chronic Pain Grade Questionnaire at baseline and follow-up. Of the 150 respondents (78.1%), 16 (10.7%) reported persistent high intensity low back pain, 12 (8.0%) developed high intensity low back pain, in 16 (10.7%) their high intensity low back pain resolved and 106 (70.7%) experienced no high intensity low back pain. While participants were generally positive about low back pain (BBQ mean (SD) = 30.2 (6.4)), those with persistent high intensity pain reported greater negativity (BBQ mean (SD) = 22.6 (4.9)). Negative beliefs about back pain were associated with persistent high intensity low back pain after adjusting for confounders (M (SE) = 23.5 (1.6) vs. >30.1 (1.7), p < .001). This study found negative back beliefs were associated with persistent high intensity low back pain over 2 years in community-based individuals. While further longitudinal studies are required, these findings suggest that targeting beliefs in programs designed to treat and prevent persistent high intensity low back pain may be important.