Extended practice of reciprocal wrist and arm movements of varying difficulties

An experiment was designed to determine the degree to which reciprocal aiming movements of the wrist and arm with various accuracy requirements (Fitts' tasks) are enhanced by extended practice. The vast majority of research on motor learning shows performance improvement over practice. However, literature examining the effect of practice on Fitts' task performance is limited and inconclusive. Participants were asked to flex/extend their limb/lever in the horizontal plane at the wrist (arm stabilized) or elbow joint (wrist stabilized) in an attempt to move back and forth between two targets as quickly and accurately as possible. The targets and current position of the limb were projected on the screen in front of the participant. Target width was manipulated with amplitude constant (16°) in order to create indexes of difficulty (ID) of 1.5, 3, 4.5, and 6. Contrary to the earlier reports, after 20 days of practice, we found minimal changes in movement time or the movement time-ID relationships for the arm and wrist over practice. However, the variability in the movement endpoints decreased over practice and wrist movements at ID=6 were characterized by shorter movement times and longer dwell times relative to arm movements with dwell time for the wrist increasing over practice. These data are consistent with the notion that Fitts' tasks provide a stable measure of perceptual-motor capabilities.     

What are Churches For? Toward an Ecclesiology of the Cross after Christendom1

Abstract : This essay applies pressure to Douglas John Hall's use of Luther's theologia crucis in his calls for the church to become an ecclesia crucis. In my analysis, the theology of the cross is best used not as a hermeneutical key for discerning Christendom's end and the church's new beginning, but as training in developing the capacity to discern both God and church as they hide under opposite signs. By drawing on Hall, two feminist Lutheran theologians, and Stanley Hauerwas, the essay suggests that the practices of the institutional church might be exactly what is needed for the formation of theologians of the cross.     

Elimination of position-biased responding in individuals with autism and intellectual disabilities

Five individuals with autism or other developmental disabilities participated in paired-stimulus preference assessments during repeated baseline probes. All subjects initially showed a pronounced bias by typically selecting the stimulus placed in either the left or right position. Biased responding for 3 subjects was eliminated when training trials were conducted in which a stimulus of known lesser quality was presented as one of the choices. Reinforcer-quality training was unsuccessful for 2 subjects, as was a condition in which reinforcer magnitude was modified to favor unbiased responding. These subjects' biased responding was eliminated only when a correction procedure (repetition of error trials) was implemented.     

The effects of Wechsler Intelligence Scale for Children-Fourth Edition cognitive abilities on math achievement

This study used structural equation modeling to examine the effect of Stratum III (i.e., general intelligence) and Stratum II (i.e., Comprehension-Knowledge, Fluid Reasoning, Short-Term Memory, Processing Speed, and Visual Processing) factors of the Cattell-Horn-Carroll (CHC) cognitive abilities, as operationalized by the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV; Wechsler, 2003a) subtests, on Quantitative Knowledge, as operationalized by the Wechsler Individual Achievement Test, Second Edition (WIAT-II; Wechsler, 2002) subtests. Participants came from the WISC-IV/WIAT-II linking sample (n=550). We compared models that predicted Quantitative Knowledge using only Stratum III factors, only Stratum II factors, and both Stratum III and Stratum II factors. Results indicated that the model with only the Stratum III factor predicting Quantitative Knowledge best fit the data.     

Erratum to: Toward an Evidence-Based System for Innovation Support for Implementing Innovations with Quality: Tools, Training, Technical Assistance, and Quality Assurance/Quality Improvement

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     

Toward an Evidence-Based System for Innovation Support for Implementing Innovations with Quality: Tools,Training, Technical Assistance,and Quality Assurance/Quality Improvement

An individual or organization that sets out to implement an innovation (e.g., a new technology, program, or policy) generally requires support. In the Interactive Systems Framework for Dissemination and Implementation, a Support System should work with Delivery Systems (national, state and/or local entities such as health and human service organizations, community-based organizations, schools) to enhance their capacity for quality implementation of innovations. The literature on the Support ystem has been under-researched and under-developed. This article begins to conceptualize theory, research, and action for an evidence-based system for innovation support (EBSIS). EBSIS describes key priorities for strengthening the science and practice of support. The major goal of EBSIS is to enhance the research and practice of support in order to build capacity in the Delivery System for implementing innovations with quality, and thereby, help the Delivery System achieve outcomes. EBSIS is guided by a logic model that includes four key support components: tools, training, technical assistance, and quality assurance/quality improvement. EBSIS uses the Getting To Outcomes approach to accountability to aid the identification and synthesis of concepts, tools, and evidence for support. We conclude with some discussion of the current status of EBSIS and possible next steps, including the development of collaborative researcher-practitioner-funder-consumer partnerships to accelerate accumulation of knowledge on the Support System.     

Individual differences in working memory capacity predict action monitoring and the error-related negativity

Neuroscience suggests that the anterior cingulate cortex (ACC) is responsible for conflict monitoring and the detection of errors in cognitive tasks, thereby contributing to the implementation of attentional control. Though individual differences in frontally mediated goal maintenance have clearly been shown to influence outward behavior in interference-rich contexts, it is unclear whether corresponding differences exist in neural responses that arise out of the ACC. To investigate this possibility, we conducted an electrophysiological study using a variant of the Simon Task, recording event-related potentials (ERPs) in healthy normal individuals with varying working memory capacity (high vs. low spans; a behavioral proxy for variability in goal maintenance). Primary analyses focused on the magnitude of the error-related negativity (ERN), a response-locked ERP component associated with the commission of errors thought to arise because of action monitoring in the ACC. Our results revealed that frontally mediated working memory capacity may alter error monitoring by the ACC, with high spans showing a greater ERN than low spans. These individual differences were also observed in the posterror positivity, a response-locked ERP component associated with updating cognitive strategies, suggesting greater awareness of errors with increased working memory capacity. These results are interpreted within 2-process models of attentional control, suggesting individuals with greater working memory capacity may better maintain task goals by more strongly biasing neural activity in frontal-executive networks.     

Mother-child interaction and resilience in children with early developmental risk

Although prenatal and genetic factors make strong contributions to the emergence of intellectual disability (ID), children's early environment may have the potential to alter developmental trajectories and to foster resilience in children with early risk. The present study examined mother-child interaction and the promotion of competence in 50 children with early developmental delays. Three related but distinct aspects of mother-child interaction were considered: maternal technical scaffolding, maternal positive sensitivity, and mother-child dyadic pleasure. Children were classified as exhibiting undifferentiated delays at age 3, based upon performance on developmental assessments and the absence of known genetic syndromes. Mother-child interaction was assessed at age 4 through observational ratings of structured laboratory tasks, and through naturalistic home observations. ID was identified at age 5 using the dual criteria of clinically significant delays in cognitive functioning and adaptive behavior. Maternal technical scaffolding and dyadic pleasure each uniquely predicted reduced likelihood of later ID, beyond the contributions of children's early developmental level and behavioral functioning. Follow-up analyses suggested that mother-child interaction was primarily important to resilience in the area of adaptive behavior, with scaffolding and dyadic pleasure differentially associated with particular subdomains. Implications for theories of intellectual disability and for family-based early intervention and prevention efforts are discussed.