The relationship between personal philosophy and effectiveness in counsellors

This study investigates the relationship between the effectiveness of counsellors and their personal philosophy, beliefs and attitudes. There is a review of the relevant literature concerning the qualities and attributes of effective counsellors, with a detailed examination of studies of counsellor philosophy. Two groups (n = 14 and n = 19) of counsellors on training courses were studied. Each participant wrote an account of a ‘Helping Relationship Incident’ which was rated on the 12 dimensions of counsellor ‘perceptual organization’ developed by Combs & Soper (1963). Course tutors gave ratings of the counselling effectiveness of their students. Rank order correlations between judgements of counsellor effectiveness and ratings of perceptual organization/philosophy were made. In both groups statistically significant results were found, adding weight to the hypothesis that a ‘person-centred’ perceptual organization or belief system is an important factor in counsellor effectiveness. The implications for counsellor selection and training are discussed, and suggestions are made for further research on this topic.     

Pictorial superiority effects in oldest-old people

We examined memory for pictures and words in middle-age (45-59 years), young-old (60-74 years), old-old (75-89 years), and the oldest-old adults (90-97 years) in the Louisiana Healthy Aging Study. Stimulus items were presented and retention was tested in a blocked order where half of the participants studied 16 simple line drawings and the other half studied matching words during acquisition. Free recall and recognition followed. In the next acquisition/test block a new set of items was used where the stimulus format was changed relative to the first block. Results yielded pictorial superiority effects in both retention measures for all age groups. Follow-up analyses of clustering in free recall revealed that a greater number of categories were accessed (which reflects participants' retrieval plan) and more items were recalled per category (which reflects participants' encoding strategy) when pictures served as stimuli compared to words. Cognitive status and working memory span were correlated with picture and word recall. Regression analyses confirmed that these individual difference variables accounted for significant age-related variance in recall. These data strongly suggest that the oldest-old can utilise nonverbal memory codes to support long-term retention as effectively as do younger adults.     

Posttraining activation of CB1 cannabinoid receptors in the CA1 region of the dorsal hippocampus impairs object recognition long-term memory

Evidence indicates that brain endocannabinoids are involved in memory processing. However, the participation of CB1 and CB2 cannabinoid receptors in recognition memory has not been yet conclusively determined. Therefore, we evaluated the effect of the posttraining activation of hippocampal cannabinoid receptors on the consolidation of object recognition memory. Rats with infusion cannulae stereotaxically aimed to the CA1 region of the dorsal hippocampus were trained in an object recognition learning task involving exposure to two different stimulus objects. Memory retention was assessed at different times after training. In the test sessions, one of the objects presented during training was replaced by a novel one. When infused in the CA1 region immediately after training, the non-selective cannabinoid receptor agonist WIN-55,212-2 and the endocannabinoid membrane transporter inhibitor VDM-11 blocked long-term memory retention in a dose-dependent manner without affecting short-term memory, exploratory behavior, anxiety state or the functionality of the hippocampus. The amnesic effect of WIN-55,212-2 and VDM-11 was not due to state-dependency and was completely reversed by co-infusion of the CB1 receptor antagonist AM-251 and mimicked by the CB1 receptor agonist ACEA but not by the CB2 receptor agonists JWH-015 and palmitoylethanolamide. Our data indicate that activation of hippocampal CB1 receptors early after training hampers consolidation of object recognition memory.     

Early individual differences in temperamental reactivity and regulation: implications for effortful control in early childhood

This longitudinal study tested the hypothesis that early temperament is associated with later effortful control. Fear reactivity and object orientation was assessed in a sample of 53 children at 8, 12, and 16 months during a stranger-approach paradigm and at 4.5 or 5.5 years on a battery of effortful control tasks. A latent growth curve analysis was used to model change in reactivity and object orientation across infancy and the prediction of each on later effortful control. Infants who increased in fear reactivity were significantly more likely to show poor performance on effortful control tasks in early childhood. Findings are discussed with respect to the importance of examining early temperamental precursors that contribute to the development of regulation.     

Phi-square Lexical Competition Database (Phi-Lex): An online tool for quantifying auditory and visual lexical competition

A widely agreed-upon feature of spoken word recognition is that multiple lexical candidates in memory are simultaneously activated in parallel when a listener hears a word, and that those candidates compete for recognition (Luce, Goldinger, Auer, & Vitevitch, Perception 62:615–625, 2000; Luce & Pisoni, Ear and Hearing 19:1–36, 1998; McClelland & Elman, Cognitive Psychology 18:1–86, 1986). Because the presence of those competitors influences word recognition, much research has sought to quantify the processes of lexical competition. Metrics that quantify lexical competition continuously are more effective predictors of auditory and visual (lipread) spoken word recognition than are the categorical metrics traditionally used (Feld & Sommers, Speech Communication 53:220–228, 2011; Strand & Sommers, Journal of the Acoustical Society of America 130:1663–1672, 2011). A limitation of the continuous metrics is that they are somewhat computationally cumbersome and require access to existing speech databases. This article describes the Phi-square Lexical Competition Database (Phi-Lex): an online, searchable database that provides access to multiple metrics of auditory and visual (lipread) lexical competition for English words, available at www.juliastrand.com/phi-lex.     

I don’t feel your pain (as much): The desensitizing effect of mind wandering on the perception of others’ discomfort

Mind wandering reduces both the sensory and cognitive processing of affectively neutral stimuli, but whether it also modulates the processing of affectively salient stimuli remains unclear. In particular, we examined whether mind wandering attenuates one’s sensitivity to observing mild pain in others. In the first experiment, we recorded event-related potentials (ERPs) as participants viewed images of hands in either painful or neutral situations, while being prompted at random intervals to report whether their thoughts were on task or mind wandering. We found that the brain’s later response to painful images was significantly reduced immediately preceding “mind-wandering” versus “on-task” reports, as measured via amplitude decreases in a frontal–central positivity beginning approximately 300 ms poststimulus. In a second, control experiment using behavioral measures, we wanted to confirm whether the subjective sense of pain observed in others does in fact decrease during mind wandering. Accordingly, we asked participants to rate how painful the hand images looked on a 5-point Likert scale, again while taking reports of their mind-wandering states at unpredictable intervals. Consistent with our ERP data, we found that the ratings for painful images were significantly reduced immediately preceding mind-wandering reports. Additional control analyses suggested that the effect could not simply be ascribed to general habituation in the affective response to painful images over time. Collectively, our findings demonstrate that mind wandering can directly modulate the cortical processing of affectively salient stimulus inputs, serving in this case to reduce sensitivity to the physical discomfort of others.     

Possibilities of Moral Progress in the Face of Evolution

Evolutionary accounts of the origin of human morality may be speculative to some extent, but they contain some very plausible claims, such as the claim that ethics evolved as a response to the demands of group living. Regarding the phenomenon of moral progress, it has been argued both that it is ruled out by an evolutionary approach, and that it can be explained by it. It has even been claimed that an evolutionary account has the potential to advance progress in the moral domain. This paper explores the complex relationship between evolutionary explanations of morality and the possibility of moral progress. It seeks to answer the question as to what these explanations are able to tell us about the possibility of moral progress and the ways in which such progress can be achieved. It is argued that evolutionary explanations can inform moral education and other forms of moral enhancement, and that increased evolutionary knowledge figures among the changes in the circumstances of morality that can lead to moral progress. Evolutionary explanations can show us certain limits to the possibility for humans of progressing morally as well as certain enabling conditions. It is argued that both aspects – enhancement and changes in the circumstances – are equally important for the achievement of moral progress. This is illustrated by means of two examples of areas in which moral progress seems possible: our relationship towards the distant poor and our relationship towards non-human animals.     

Research Participants’ Preferences for Hypothetical Secondary Results from Genomic Research

Secondary or incidental results can be identified in genomic research that increasingly uses whole exome/genome sequencing. Understanding research participants’ preferences for secondary results and what influences these decisions is important for patient education, counseling, and consent, and for the development of policies regarding return of secondary results. Two hundred nineteen research participants enrolled in genomic studies were surveyed regarding hypothetical preferences for specific types of secondary results, and these preferences were correlated with demographic information and psychosocial data. The majority of research participants (73%) indicated a preference to learn about all results offered, with no clear pattern regarding which results were not desired by the remaining participants. Participants who reported greater interest in genetic privacy were less likely to indicate a preference to learn all results, as were individuals who self-identified as Jewish. Although most research participants preferred to receive all secondary results offered, a significant subset preferred to exclude some results, suggesting that an all-or-none policy would not be ideal for all participants. The correlations between preferences to receive secondary results, religious identification, and privacy concerns demonstrate the need for culturally sensitive counseling and educational materials accessible to all education levels to allow participants to make the best choices for themselves.     

How you can help,without making a difference

There are many cases in which people collectively cause some morally significant outcome (such as a harmful or beneficial outcome) but no individual act seems to make a difference. The problem in such cases is that it seems each person can argue, ‘it makes no difference whether or not I do X, so I have no reason to do it.’ The challenge is to say where this argument goes wrong. My approach begins from the observation that underlying the problem and motivating the typical responses to it is a standard, intuitive assumption. The assumption is that if an act will not make a difference with respect to an outcome, then it cannot play a significant, non-superfluous role in bringing that outcome about. In other words, helping to bring about an outcome requires making a difference. I argue that the key to solving the problem is to reject this assumption. I develop an account of what it is to help to bring about an outcome, where this does not require making a difference, and I use this explain our reasons for action in the problem cases. This account also yields an error theory that explains why the standard assumption is so tempting, even though it is mistaken.