A Comparison of Taped Problems With and Without a Brief Post-Treatment Assessment on Multiplication Fluency

An adapted alternating treatments design was used to compare the effectiveness of a taped-problems (TP) intervention with TP and an additional immediate assessment (TP + AIA) on the multiplication fluency of six fifth-grade students. During TP, the students listened to a tape playing a series of multiplication problems and answers three times. Students were instructed to try to beat the tape by writing each answer before they heard it on the tape. The interval between each problem and answer was varied as the problems were repeated. For the TP + AIA condition, immediately after completing TP, students completed an extra assessment sheet consisting of the same problems heard on the tape. Results showed increases in math-fact fluency across both treatment sets of problems (TP and TP + AIA) and a control set of problems. However, results varied across students and only two of the students showed meaningful gains when the TP was supplemented with the AIA. Implications and directions for future research are discussed.     

Home,Bitter Sweet Home. A Psychoanalytic Reading

The paper offers a psychoanalytic reading of the popular TV series “Homeland.” The series’ manifest content centers on terrorism and counterterrorism. From a dynamic perspective, the viewer is invited to mistrust what is represented, and focus on the tension between what is projected on the screen and what remains hidden in the narrative’s intriguing subtexts. These are: the choreography of internal and external reality, a recurrent theme of longing for the absent, idealized pre-Oedipal father, and attempts to transform memories of horror.     

The consequences of a nurse's negative evaluation of a blood pressure reading. Implications for the etiology of white-coat hypertension

The aim of this study was to show how a nurses negative evaluation of a blood pressure (BP) reading can cause an increase in BP in the following reading. Twenty-five subjects with normal pressure who had been informed that they were to participate in an epidemiological BP study took part and they were divided into two groups. After taking the first BP reading, participants from the experimental group were informed that their pressure was normal but high for their age, whereas those in the control group were told that their pressure was normal for their age. The results showed that this comment caused a significant increase in the diastolic BP of the experimental group. The theoretical and clinical implications of this reaction are discussed in relation to the phenomenon known as White-Coat Hypertension from the perspective of the theory of incubation.     

Secondary control critiqued: is it secondary? is it control? Comment on Morling and Evered (2006)

In an insightful review on secondary control, B. Morling and S. Evered argued that the seminal article spawning the construct (F. Rothbaum, J. R. Weisz, & S. S. Snyder) contained the roots of two distinct conceptualizations focusing on "fit" and "control" and that distinguishing between them clarifies inconsistent research findings. They concluded that the best definition of secondary control focuses on fit. The author of the current commentary agrees with Morling and Evered's premises but draws the opposite conclusion. Herein, it is argued that (a) current control-focused definitions have more valid claims to the term secondary control, and (b) current incarnations that focus on "fit" are important, but they are not secondary and they are not control. Hence, fit-focused constructs should be liberated from the domain of control and studied in their own right, under their own more appropriate label, such as accommodative processes. Moreover, theoretical clarity and depth regarding the functions of fit-focused processes can be gained by examining these processes in relation to other underlying motives, such as belongingness or autonomy, to which they are more closely allied.     

Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover,Copy, and Compare Versus Taped Problems

An adapted alternating treatments design was used to evaluate and compare the effects of two procedures designed to enhance math fact accuracy and fluency in an elementary student with low cognitive functioning. Results showed that although the cover, copy, compare (CCC) and the taped problems (TP) procedures both increased the student's math fact accuracy and fluency, TP was more effective as it took less time to implement. Discussion focuses on the need to develop strategies and procedures that allow students to acquire basic computation skills in a manner that will facilitate, as opposed to hinder, subsequent levels of skill and concept development.     

The Reverse-Caricature Effect Revisited: Familiarization With Frontal Facial Caricatures Improves Veridical Face Recognition

Prior research suggests that recognition of a person's face can be facilitated by exaggerating the distinctive features of the face during training. We tested if this 'reverse-caricature effect' would be robust to procedural variations that created more difficult learning environments. Specifically, we examined whether the effect would emerge with frontal rather than three-quarter views, after very brief exposure to caricatures during the learning phase and after modest rotations of faces during the recognition phase. Results indicate that, even under these difficult training conditions, people are more accurate at recognizing unaltered faces if they are first familiarized with caricatures of the faces, rather than with the unaltered faces. These findings support the development of new training methods to improve face recognition.     

An assessment of response, direction and place learning by rats in a water T-maze

Behavioral data suggest that distinguishable orientations may be necessary for place learning even when distal cues define different start points in the room and a unique goal location. We examined whether changes in orientation are also important in place learning and navigation in a water T-maze. In Experiment 1, rats were trained to locate a hidden platform and given a no-platform probe trial after 16 and 64 trials with the maze moved to a new position. Direction and response strategies were more prevalent than a place strategy. In Experiment 2, acquisition of place, response and direction strategies was assessed in a water T-maze that was moved between two locations during training. Rats were impaired on the place task when the maze was translated (moved to the L or R) but were successful when the maze was rotated across trials. These data are consistent with findings from appetitive tasks.     

Participatory Organizational Change in Community-Based Health and Human Services: From Tokenism to Political Engagement

Community psychologists have long worked with community-based human service organizations to build participatory processes. These efforts largely aim at building participatory practices within the current individual-wellness paradigm of human services. To address collective wellness, human service organizations need to challenge their current paradigm, attend to the social justice needs of community, and engage community participation in a new way, and in doing so become more openly political. We use qualitative interviews, focus groups, organizational documents, and participant observation to present a comparative case study of two organizations involved in such a process through an action research project aimed at transforming the organizations’ managerial and practice paradigm from one based on first-order, ameliorative change to one that promotes second-order, transformative change via strength-based approaches, primary prevention, empowerment and participation, and focuses on changing community conditions. Four participatory tensions or dialectics are discussed: passive versus active participation, partners versus clients, surplus powerlessness versus collective efficacy, and reflection/learning versus action/doing.     

Absolute Versus Tentative Interpretations: Mediating Effects of Client Locus of Control

An analog design was used to investigate the mediating effects of client locus of control (i.e., an internal focus or external focus) on perceptions of counselor style of interpreting events (i.e., absolute or tentative interpretations) on measures of perceived session depth and smoothness, and perceived counselor expertness, attractiveness, and trustworthiness. One hundred and thirty-four undergraduate college students, crossed on level of locus of control, were randomly assigned to one of two treatment conditions, and then completed measures of perceived session depth and smoothness, as well as perceived counselor expertness, attractiveness, and trustworthiness. Results indicated a significant interaction effect on perceived counselor trustworthiness. Implications for college counselors are provided.