Lower level mediation in multilevel models

Multilevel models are increasingly used to estimate models for hierarchical and repeated measures data. The authors discuss a model in which there is mediation at the lower level and the mediational links vary randomly across upper level units. One repeated measures example is a case in which a person's daily stressors affect his or her coping efforts, which affect his or her mood, and both links vary randomly across persons. Where there is mediation at the lower level and the mediational links vary randomly across upper level units, the formulas for the indirect effect and its standard error must be modified to include the covariance between the random effects. Because no standard method can estimate such a model, the authors developed an ad hoc method that is illustrated with real and simulated data. Limitations of this method and characteristics of an ideal method are discussed.     

Research on social class and intolerance in the context of American history and ideology

This article examines the trends reported in empirical investigations of the relationship between social class and intolerance over the last three decades in the light of American history and ideology. Two key studies are cited as landmark works: The Authoritarian Personality and Communism, Conformity, and Civil Liberties. The author notes that findings from both works, as well as conclusions drawn from related studies, have been interpreted as supporting an essentially negative view of the lower classes with regard to tolerance of nonconformity. A brief critique of research findings is presented.     

Treatment Fidelity of a Randomized Controlled Trial for Suicidal Risk

Treatment fidelity is a crucial consideration within randomized controlled trials (RCTs). The present study relies on data from a feasibility RCT conducted with 62 treatment-seeking suicidal college students. Issues of experimental fidelity were germane in this investigation because the same clinicians provided both the experimental (the Collaborative Assessment and Management of Suicidality—CAMS) and the control (treatment as usual—TAU) care. The first aim of the current study was to determine adherence to the CAMS model within the experimental (CAMS) and control (TAU) treatment conditions. A second exploratory aim was included to examine how treatment fidelity impacted treatment outcomes (i.e., depression, suicidal ideation, hopelessness, and potential treatment moderators). The CAMS Rating Scale (CRS.3-R) was used to determine treatment adherence to the CAMS model and to ensure between-group fidelity within the trial. The CRS.3-R was completed throughout the course of care based on reviews of a selected number of video recordings of both CAMS and TAU sessions to measure treatment fidelity. Mean CRS.3-R scores revealed differences across treatment conditions such that clinicians were successfully able to provide each treatment separately without contamination. Further, higher CRS.3-R scores in CAMS sessions resulted in decreased hopelessness over the treatment period. Higher CRS.3-R scores in TAU sessions resulted in an increased likelihood of suicidal ideation and less reduction in hopelessness over the treatment period. Overall, clinicians can serve as their own controls in a RCT and levels of adherence to the CAMS model have different effects on suicidal ideation and hopelessness.

     

Relationships between cognition and literacy in children with attention-deficit/hyperactivity disorder: A systematic review and meta-analysis

Evidence suggests that cognitive and literacy difficulties are common for children with Attention-Deficit/Hyperactivity Disorder (ADHD). The current systematic review and meta-analysis investigated the relationship between cognition and literacy in children with ADHD. Ten thousand and thirty-eight articles were screened against the inclusion criteria and six eligible studies were retained for final review. Where two or more studies used comparable measures of cognition and literacy, a meta-analysis of the relationship between these measures was undertaken. A narrative synthesis of all included studies was also completed. There were medium effect sizes between working memory and aspects of reading, and small effect sizes between processing speed and reading. Inhibition and attention had differential relationships with aspects of literacy with varying effect sizes. This systematic review demonstrates differential relationships between aspects of literacy and cognition in children with ADHD. Further examination of these relationships is warranted to support intervention development.     

Considering poststructuralist discursive community psychology

Although critical community psychology (CCP) has embraced several discursive paradigms (e.g., critical discourse analysis, discursive psychology, and Foucauldian discourse analysis), there remains little CCP work that attempts to conceive of CCP through a poststructuralist discursive lens, a lens that extends beyond, but certainly does not ignore, the analysis of data. In this study, we consider what we are calling poststructuralist discursive community psychology through a synthesis of poststructuralist discourse theory and CCP. Such a psychology is one that conceives of social phenomena, and indeed conceives of itself, through a poststructuralist understanding of discourse. We offer two pathways through which to consider poststructuralist discursive community psychology: re-envisioning community and discursive consciousness-raising. We conclude by considering some of the theoretical limitations of our discussion, as well as the areas that future work into poststructuralist discursive community psychology may enter into.     

Impaired conditional task performance in a high schizotypy population: relation to cognitive deficits

Cognitive impairments in schizophrenia have been characterized as reflecting a core deficit in the maintenance or use of task-setting cues to mediate appropriate ongoing behaviour. This analysis suggests that cognitive deficits in schizophrenia will be particularly evident when different task-setting cues dictate when different responses are required by the same stimuli. One simple task in which task-setting cues are required is a biconditional discrimination. Here we examined the performance of participants with high and low schizotypy scores (Mason, Claridge, & Jackson, 1995) on a biconditional discrimination and an otherwise equivalent, control discrimination that did not require the use of task-setting cues. Participants scoring highly on the Introvertive Anhedonia subscale (which has been allied to the negative and cognitive symptoms of schizophrenia) performed poorly on the biconditional, but not on the control, discrimination. No other subscales demonstrated a significant influence on either biconditional or control performance.     

Correlation and response relevance in sequence learning

We tested the effects of introducing a secondary sequence into the serial reaction time task. Specifically, we examined the role of correlated streams of information and response relevance. In the first experiment, the order of stimulus locations was correlated with the order of key press responses in the conventional way. A symbol-identity sequence, of a different length, was also present but no manual responses were made to it, and it was not correlated with any other stream of information. In the second experiment, two concurrent streams of location-based stimuli were presented. Both were sequenced but only one sequence required responses. Importantly, the sequences were either correlated with one another or not (same vs. different lengths). In the third experiment, the same design was used but with one sequence visual and the other auditory. In all three experiments, participants became sensitive to the sequence that required responses, and resultant knowledge was largely explicit. They were also sensitive to the sequence that did not require responses but only when it was correlated with the sequence that did, and here resultant knowledge was implicit. The findings suggest that the presence of a secondary sequence can affect learning, but only when stimuli in that sequence are integrated, through correlation, with responses made to the primary sequence.