The Interactive Effects of Task and External Feedback on Practice Performance and Learning

The interactions of task and external feedback on practice performance and learning were examined. While external feedback was consistently beneficial to performance during practice, regardless of the availability of feedback from the task, it was detrimental to learning when the task provided little feedback. External feedback benefited learning only when feedback was also available from the task. In addition, task feedback benefited learning, partially due to its effects on error detection and correction skills. Results suggest the importance of examining the simultaneous provision of feedback from different sources, studying the role of task feedback in learning, and more cleanly assessing learning to avoid confounding it with transient performance improvements.     

Multivariate discriminant analysis of EEG power spectra in acute schizophrenic patients and healthy probands

The electroencephalogram (EEG) during information processing is influenced by specific changes in brain electrical activity. Based on the theory of a disturbed information processing in schizophrenics we analysed auditory stimulus induced EEG changes by Fast Fourier Transformation. The most important of the significant stimulation dependent EEG power changes were measured in the 0.5-3.5 Hz and 10-13.5 Hz frequency bands in the left parietal lead. In a multivariate analysis the separation of the subjects examined into acute schizophrenics and normals was incorrect in only 21% of the cases (resubstitution rate): using the pi-method an error of 31% was estimated.     

Use of the titles Ms., Miss,or Mrs.: Does it make a difference?

In a study of sexism and language 112 persons at a shopping mall were asked to read a paragraph about an achieving woman who was either given the title Miss, Mrs., or Ms., or not given a title. Persons receiving the paragraph with the Ms. title rated the woman as less honest. No effect of the title variation was obtained on a number of other rating dimensions. The results were interpreted as reflecting public acceptance of the use of the Ms. title.     

The deep student: A thematic analysis of counsellor educators' perceptions and experiences

What does it mean when we say a person is “deep” or has a lot of “depth?” We asked counsellor educators to describe the concept of personal depth, how it manifests in counsellors' work, and whether or not it could be trained. Twenty counsellor educators responded, and we analysed their responses using thematic analysis. We unearthed seven major themes of the construct: nondual consciousness, emotions, cognitions, interpersonal attributes, self-awareness, attitude and life experiences. Participants also provided suggestions for training students to cultivate personal depth. Finally, we introduce a depth wheel to conceptualise our results and provide implications for counselling and training.     

Influence of Sexually Degrading Music on Men's Perceptions of Women's Dating‐Relevant Cues

This study examined the influence of manipulated and naturalistic exposure to sexually degrading music on young men's perceptions of women's dating‐relevant affective cues. Three hundred ninety‐seven undergraduate heterosexual men completed an affect‐identification task in which they judged whether women communicated sexual interest, friendliness, sadness, or rejection. Either sexually degrading popular music, non‐sexually degrading popular music, or no music played on headphones. Participants completed questionnaires assessing music‐listening habits and rape‐supportive attitudes. Manipulated exposure to degrading music did not affect men's sensitivities to or biases for women's cues. In contrast, men who reported greater naturalistic exposure to rap and hip‐hop music and who endorsed more rape‐supportive attitudes were more likely to perceive women's positive affect as sexual interest, if the women were provocatively dressed. On balance, these findings are largely inconsistent with theoretical expectations regarding the deleterious effects of sexually degrading music on attitudes and concurrent social perception. Copyright © 2014 John Wiley & Sons, Ltd.     

Selection for Some,Facilitation for Others? Self-Control Theory and the Gang–Violence Relationship

Although self-control theory has been thought to be entirely consistent with the gang selection model, key theoretical predictions of the general theory imply gang selection effects for those with lower self-control and gang facilitation effects for those with higher self-control. This new hypothesis is tested among a large sample of jail inmates. Results indicate that self-control did not render the gang–violence relationship spurious for the sample as a whole. Gang membership had a significantly greater impact on violent crime among those with very high self-control, but there were still statistically significant gang facilitation effects for the other three self-control groups.     

BRIDGING THE DISCONNECTION BETWEEN APPLIED RESEARCH AND PRACTICE: A REVIEW OF TREATMENTS THAT WORK: EMPIRICALLY SUPPORTED STRATEGIES FOR MANAGING CHILD BEHAVIOR PROBLEMS BY ED CHRISTOPHERSEN AND SUSAN MORTWEET

In recent years, behavior analysts have lamented a disconnection between applied research and practice. In their book, Treatments That Work: Empirically Supported Strategies for Managing Child Behavior Problems, Christophersen and Mortweet (2001) have attempted to bridge this gap for medical and behavioral health providers alike by describing empirically supported treatments, derived from behavior therapy and its application, that are specifically designed for challenging problems commonly seen in typical children. The book is clearly intended for both primary care physicians and behavior therapists, and in this article, we review the extent to which the book meets the needs of each. Discussion centers on the extent to which the book can meet the need for both technical precision and conceptual breadth in training of behavior therapists. We conclude that, in making explicit the connections between research and practice, the authors have provided a useful clinical teaching tool and have also raised important questions about how best to establish collaborative relationships with physicians and promote the use of behavioral technology in primary care.     

A modest solution to the problem of religious disagreement

Many assume that the best, and perhaps only, way to address the so-called Problem of Evil (PoE) is to claim that God does not do evil, but that God merely allows evil. This assumption depends on two claims: (i) the doing-allowing distinction exists and (ii) the doing-allowing distinction is morally significant. In this paper I try to undermine both of these claims. Against (i) I argue that some of the most influential analyses of the doing-allowing distinction face grave difficulties and that these difficulties are only exacerbated when applied to God. Against (ii) I argue that broadly Kantian considerations give a better explanation of the moral differences in paradigm cases than the doing-allowing distinction and, when applied to God, effectively dissolve the moral significance of the doing-allowing distinction. The upshot of this is that those who claim God does evil are no worse off than those who claim God allows evil regarding the PoE.     

Understanding Why Workers Engage in Rude Behaviors: A Social Interactionist Perspective

Interpersonal deviance is a form of counterproductive workplace behavior that is directly harmful to other individuals within an organization (Bennett and Robinson 2000). We argue that an important piece to understanding why deviance occurs is to go straight to the source—by asking individuals why they did it. Using Felson and Tedeschi’s (1993) social interactionist perspective of aggression and violence as a theoretical frame, the purpose of the current study was to explore individuals’ justifications for engaging in interpersonal deviance. The sample for this study consisted of 291 full-time working individuals obtained through an online service. Constructs were measured through the use of a web-based survey. Iterative K-means cluster analyses revealed interesting patterns that demonstrate the differential importance of power, retaliation, and having “no reason” in the decision to be deviant.