Putting a negative spin on it: Using a fidget spinner can impair memory for a video lecture

Fidget spinners have experienced a rapid rise in popularity, at least partially because they are marketed as attentional aides with the potential to enhance student learning. In the current study, college-aged students watched educational videos while either using a fidget spinner or not. Using a fidget spinner was associated with increased reports of attentional lapses, diminished judgments of learning, and impaired performance on a memory test for the material covered in the video. The adverse effect on learning was observed regardless of whether the use of fidget spinners was manipulated between-subjects (Experiment 1) or within-subjects (Experiment 2), and was observed even when the sample and analysis were limited to participants who came into the study with neutral or positive views on the use of fidget spinners. These results suggest that if fidget spinners are beneficial for learning, such benefits are relatively limited or at least do not extend to the conditions present in the current study.     

Psychological Model for Presymptomatic Test Interviews: Lessons Learned from Huntington Disease

This paper reflects on experience gained from presymptomatic testing for Huntington disease. An approach is presented which considers the role of the clinician and aims of the interview. Irrespective of the disease being tested for, it is suggested that the psychological aim of presymptomatic testing is to foster emotional insight and understanding that will help clients in their decision-making process about testing and their subsequent adjustment to the result. Based on these aims the process of presymptomatic testing, counseling is considered in terms of clarification, consideration, education, and reflection, followed by decision making. Practical approaches are discussed and illustrated with clinical examples.     

Randomized Controlled Trial of a Multilevel Intervention to Address Social Determinants of Refugee Mental Health

Understanding processes that support the well-being of the unprecedented numbers of forcibly displaced people throughout the world is essential. Growing evidence documents post-migration stressors related to marginalization as key social determinants of refugee mental health. The goal of this RCT was to rigorously test a social justice approach to reducing high rates of distress among refugees in the United States. The 6-month multilevel, strengths-based Refugee Well-being Project (RWP) intervention brought together university students enrolled in a 2-semester course and recently resettled refugees to engage in mutual learning and collaborative efforts to mobilize community resources and improve community and systems responsiveness to refugees. Data collected from 290 Afghan, Great Lakes African, Iraqi, and Syrian refugees at four time points over 12 months were used to test the effectiveness of RWP to reduce distress (depression and anxiety symptoms) and increase protective factors (English proficiency, social support, connection to home and American cultures). Intention-to-treat analyses using multilevel modeling revealed significant intervention effects for all hypothesized outcomes. Results provide evidence to support social justice approaches to improving refugee mental health. Findings have implications for refugees worldwide, and for other immigrant and marginalized populations who experience inequities in resources and disproportionate exposure to trauma/stress.     

A randomized clinical trial of three prompting systems to teach tact relations

Prompts are commonly used during discrete trial teaching for individuals diagnosed with autism spectrum disorder (ASD). Three commonly used prompting systems include constant time delay, most-to-least prompting, and flexible prompt fading. Most of the research demonstrating the effectiveness of these three prompting strategies have been completed through the use of single subject experimental designs. Some within the field of behaviorally based approaches to ASD interventions have called for more randomized clinical trials of these approaches. The purpose of the present study was to compare these 3 prompting systems to teach tact relations for 27 individuals diagnosed with ASD through a randomized clinical trial without a control group with respect to pre–post responding, generalization, sessions to mastery, and responding during teaching. Overall, minimal differences were observed across the 3 systems. The results are discussed with respect to future research and clinical application of the methods evaluated.     

Pity for economically disadvantaged groups motivates donation and ally collective action intentions

We argue that pity can motivate collective action intentions toward groups that are both politically and economically deprived. We tested this connection in four online surveys and an experiment. In Study 1 (N = 1,007), pity for the Roma in Hungary predicted collective action intentions, which was replicated in Study 2 in connection with refugees in Germany (N = 191) and in Hungary (N = 563). Study 3 (N = 475) demonstrated that for not economically but politically disadvantaged groups (e.g., sexual minorities), pity was not a predictor of ally action. In an experiment (Study 4, N = 447), pity was just as strong a predictor of collective action intentions as outrage on behalf of an economically and politically disadvantaged outgroup. Pity can be a mobilizing emotion when it comes to groups that are both economically and politically disadvantaged; however, outrage remains more important in the absence of economic hardship.     

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Motivation and Emotion - The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual...     

Effects of game‐based and standard executive control training on cognitive and academic abilities in elementary school children

Several studies indicate that executive functions (EF), such as working memory (WM), inhibition or flexibility can be improved by training and that these training‐related benefits in WM capacity generalize to reading and mathematical abilities. However, the results of these studies are inconsistent and most of them focused on WM training in children with learning difficulties. Evidence for typically developing children is rare and no study has investigated inhibition training or flexibility training. There is also a lack of studies taking motivational factors into account. Therefore, this study compared the effects of game‐based and standard training regimens targeting WM, inhibition, or flexibility in children. One hundred and fifty‐three typically developing elementary school students (mean age = 9.6 years, standard deviations  = 0.8) were investigated in an intervention design with a pretest, 21 sessions of training, a posttest and a follow‐up after three months. They were randomized into one of six training groups or a control group. We found training gains in all training groups and higher self‐reported motivation in the game‐based as compared to the standard training groups. Furthermore, there was domain‐specific transfer to untrained EF tasks across all training groups. We found greater performance improvements in reading ability (but not mathematics) in the game‐based flexibility training group and the game‐based inhibition training group as compared to the control group. Transfer effects were still significant at follow‐up. In sum, our findings provide first evidence for a systematic comparison of training on different domains of EF and their differential effects on academic abilities.     

Children's reading of words, pseudohomophones, and other nonwords

In Experiment 1 children aged 8-9 and 9-10 years were tested for neighbourhood and pseudohomophone effects in nonword reading. Neighbourhood effects ( N effects) were robust irrespective of group or type of nonword. Pseudohomophones were read more accurately than other nonwords but this finding was robust only for the younger 8-9-year-olds. High-frequency words were read more accurately than low-frequency words, but the reverse applied to pseudohomophones based on high- and low-frequency words, although this was not robust. Error rates for the 9-10-year-olds in Experiment 1 were low, and so it was difficult to interpret the lack of a pseudohomophone advantage for reading nonwords in this age group. Experiment 2 was therefore carried out, which consisted of a replication of the first study with a further group of 9- 10-year-olds, but pronunciation latencies were measured, as well as accuracy. All the effects obtained in Experiment 1 were replicated but, in addition, an advantage for pseudohomophones in terms of pronunciation latencies was observed. The implications for accounts of reading development are discussed.