Letters of Recommendation: Controversy and consensus from expert perspectives

Letters of recommendation (LORs) are a widely used selection tool with many issues associated with their use. To address some of these issues, 575 professionals in personnel‐related professions reported their experiences with LORs. We separated items into consensus, polarized, or neither categories. Experts reached consensus that letter inflation is a problem that may never be alleviated and that more weight is placed on letters written by someone the reader knows or from a prestigious institution or organization. Most items were polarized, suggesting substantial controversy in the field regarding LORs. Some items originally polarized reached consensus within profession (academic vs applied). Academic professionals reported using LORs more and placing more weight on their contents than applied professionals. Implications discussed include recommendations for future research and practice, such as the appropriate use of LORs, LOR formats, and training.     

When is an error not a prediction error? An electrophysiological investigation

A recent theory holds that the anterior cingulate cortex (ACC) uses reinforcement learning signals conveyed by the midbrain dopamine system to facilitate flexible action selection. According to this position, the impact of reward prediction error signals on ACC modulates the amplitude of a component of the event-related brain potential called the error-related negativity (ERN). The theory predicts that ERN amplitude is monotonically related to the expectedness of the event: It is larger for unexpected outcomes than for expected outcomes. However, a recent failure to confirm this prediction has called the theory into question. In the present article, we investigated this discrepancy in three trial-and-error learning experiments. All three experiments provided support for the theory, but the effect sizes were largest when an optimal response strategy could actually be learned. This observation suggests that ACC utilizes dopamine reward prediction error signals for adaptive decision making when the optimal behavior is, in fact, learnable.     

THREE VERSUS SIX REREADINGS OF PRACTICE PASSAGES

Although the literature clearly demonstrates that repeated readings result in immediate effects on students' performance on the intervention materials as well as long‐term benefits, data are less promising regarding its immediate generalization effects to similar materials. Using an alternating treatments design, the current study evaluated the effects of a multicomponent repeated reading intervention on generalization passages after students had read a passage three versus six times. Results indicated improvements in fluency as a result of both interventions, with slightly greater maintenance effects when students were given six opportunities to read passages.     

Temperament and its Relationship to Autistic Symptoms in a High-Risk Infant Sib Cohort

The present study prospectively investigated early temperamental profiles and their associations with autistic symptoms in high-risk infants (N = 138) with an older sibling with autistic spectrum disorder (ASD) and low-risk infants (N = 73) with no family history of ASD. Children who were diagnosed with ASD at 36 months were distinguished from non-ASD sibs and controls by a temperament profile marked by lower positive affect, higher negative affect and difficulty controlling attention and behavior, which we labeled Effortful Emotion Regulation. This profile also distinguished the non-ASD sib group from the control group. Children with ASD were distinguished from both of the other two groups by a temperament profile of low Behavioral Approach (lower sensitivity to “social” reward cues). Low levels of Behavioral Approach were associated with a higher number of ASD symptoms, even after taking into account IQ, sex and group membership. Finally, a cluster analysis revealed two ASD subgroups distinguished by number of ASD symptoms, IQ, age of diagnosis and scores on the Behavioral Approach profile. These findings suggest that temperament may be a useful framework for understanding the emergence of ASD early in life.     

ERPs studies of cognitive processing during sleep

In the last few decades, several works on cognitive processing during sleep have emerged. The study of cognitive processing with event related potentials (ERPs) during sleep is a topic of great interest, since ERPs allow the study of stimulation with passive paradigms (without conscious response or behavioural response), opening multiple research possibilities during different sleep phases. We review ERPs modulated by cognitive processes during sleep: N1, Mismatch Negativity (MMN), P2, P3, N400-like, N300-N550, among others. The review shows that there are different cognitive discriminations during sleep related to the frequency, intensity, duration, saliency, novelty, proportion of appearance, meaning, and even sentential integration of stimuli. The fascinating results of cognitive processing during sleep imply serious challenges for cognitive models. The studies of ERPs, together with techniques of neuroimaging, have demonstrated the existence of cognitive processing during sleep. A fundamental question to be considered is if these cognitive phenomena are similar to processing that occurs during wakefulness. Based on this question we discussed the existence of possible mechanisms associated with sleep, as well as the specific cognitive and neurophysiologic differences of wakefulness and sleep. Much knowledge is still required to even understand the conjunction of dramatic changes in cerebral dynamics and the occurrence of cognitive processes. We propose some insights based on ERPs research for further construction of theoretical models for integrating both cognitive processing and specific brain sleep dynamics.     

Differential reinforcement-of-low-rate procedures: A systematic replication with students with autism spectrum disorder

Becraft, Borrero, Davis, Mendres-Smith, and Castillo (2018) studied the effects of two different types of DRL schedules (full session and spaced responding) under 2 sets of stimulus conditions (with and without signals). Reduced rates of responding maintained under both types of DRL schedules, when signals were included. The present study represents a replication of procedures by Becraft et al. involving learners with autism spectrum disorder (ASD). The results replicated those of Becraft et al. in that responding in both full-session and spaced-responding DRL schedules was low, but not eliminated. These results provide preliminary evidence to suggest that children with ASD are responsive to signals in DRL arrangements, which may set the stage for evaluation of signaled DRL arrangements for socially significant response forms.     

Functional analysis and generalized treatment of disruptive behavior during dental exams

Patient disruption during dental visits can impede treatment and may result in invasive approaches to care. The current study evaluated the efficacy of graduated exposure with and without extinction to decrease disruption during dental treatment for 4 young men with autism spectrum disorder (ASD). Modified functional analyses confirmed that disruption was maintained by escape from dental demands for all four young men. Initial treatment consisted of graduated exposure, whereby exam steps were initially removed and then gradually reintroduced as disruption remained low; throughout this phase, disruption resulted in a break from the exam. During the subsequent treatment phase, graduated exposure procedures continued and extinction for disruption was added. Graduated exposure alone did not result in sufficient treatment effects; however, the addition of extinction resulted in greater reductions in disruption and increases in exam completion for all 4 young men, and treatment effects generalized to a dental clinic setting.     

Safe to sleep: Community-based caregiver training

Annually, thousands of infant deaths are classified as sudden unexpected infant deaths (SUIDs). In an effort to reduce the risk of SUIDs, the American Academy of Pediatrics has made a number of recommendations to educate caregivers, childcare providers, and healthcare professionals on safe infant sleep practices. The purpose of the current study was to extend the literature on safe infant sleep practices by teaching caregivers to arrange safe infant sleep environments using a mannequin and common infant items. We partnered with community-based agencies to evaluate the effectiveness of behavioral skills training delivered in a single training session as part of the ongoing pre- or postnatal care these agencies provided. Following training, all participants demonstrated a substantial change in responding and returned favorable social validity ratings. We discuss these outcomes in light of previous studies, limitations, and future directions.