Children's memories of experienced and nonexperienced events following repeated interviews

The present study compared 3- and 5-year-olds' reports of a true or false play interaction following repeated interviews. Final interviews were conducted either by the same researcher or by a new researcher. Age-related improvements in performance were evident. Also, 3-year-olds questioned repeatedly about an entirely false event made more errors in response to specific questions than 3-year-olds questioned repeatedly about false details of a true event. Five-year-olds who were questioned about the false event, however, were particularly accurate when answering questions about never-experienced body touch. Interviewer familiarity was associated with decreases in the amount of narrative detail 5-year-olds provided in free-recall and with increases in 3-year-olds' accuracy in response to direct questions. Both errors and response latency on a cognitive matching task were related to children's suggestibility.     

PC-PVT: A platform for psychomotor vigilance task testing,analysis, and prediction

Using a personal computer (PC) for simple visual reaction time testing is advantageous because of the relatively low hardware cost, user familiarity, and the relative ease of software development for specific neurobehavioral testing protocols. However, general-purpose computers are not designed with the millisecond-level accuracy of operation required for such applications. Software that does not control for the various sources of delay may return reaction time values that are substantially different from the true reaction times. We have developed and characterized a freely available system for PC-based simple visual reaction time testing that is analogous to the widely used psychomotor vigilance task (PVT). In addition, we have integrated individualized prediction algorithms for near-real-time neurobehavioral performance prediction. We characterized the precision and accuracy with which the system as a whole measures reaction times on a wide range of computer hardware configurations, comparing its performance with that of the “gold standard” PVT-192 device. We showed that the system is capable of measuring reaction times with an average delay of less than 10 ms, a margin of error that is comparable to that of the gold standard. The most critical aspect of hardware selection is the type of mouse used for response detection, with gaming mice showing a significant advantage over standard ones. The software is free to download from http://bhsai.org/downloads/pc-pvt/.     

Active Reading Procedures for Moderating the Effects of Poor Highlighting

We investigated two active reading techniques intended to eliminate the negative effect on reading comprehension of preexisting, inappropriate highlighting. College students read passages in three highlighting conditions: no highlighting, appropriate highlighting, and inappropriate highlighting. In Experiment 1, 30 students read the passages while using a finger as if it were a highlighter. In Experiment 2, another 30 students used blue highlighters while reading the passages. The results showed that both using a finger as a highlighter and using a blue highlighter eliminated previously documented negative effects of preexisting, inappropriate highlighting. Further, metacomprehension was poor in the presence of inappropriate highlighting.     

Experiential Activities in Family Therapy: Perceptions of Caregivers and Youth

Novel and creative therapeutic modalities have been developed in an effort to increase motivation in family therapy for adolescents and families. Many of these approaches incorporate experiential activities or “family play”, which provides a supplemental approach to traditional talk therapy. Incorporating experiential activities into family therapy sessions has been shown to increase engagement and enhance participation in therapy. Therefore, to understand how families view experiential activities within family therapy, we interviewed nineteen adolescents (age 12–17) and their parents/caregivers who were receiving family therapy augmented with experiential activities. We asked a series of open-ended questions to understand the families’ experiences concerning how they initially felt about participating in family therapy and their perceptions of the experiential activities. The activities involved experiential interactions and skill-building exercises that elicited active participation from all family members and encouraged further discussions. Topics of these activities focused on problem areas the family had identified, such as anger management, problem-solving, improving communication, substance use, expressing feelings, coping, etc. Results showed that most caregivers and youth found the experiential activities helpful in creating positive family interactions and developing communication skills. Caregivers and adolescents noted that the activities increased their desire to participate in family therapy sessions and they were more motivated to engage in the treatment process. Clinicians using the methods discussed in this intervention should be aware of the study’s limitations. Implications for clinical practice and research are discussed.