Objections to personal counselling in schools

This paper seeks to identify some of the more compelling arguments put forward by those who oppose or criticise personal counselling in schools. These arguments cannot be dismissed lightly, and counsellors will have to give them serious consideration if a satisfactory resolution of the issues is to be achieved.     

A comparison of the key-peck and treadle-press operants in the pigeon: differential-reinforcement-of-low-rate schedule of reinforcement

Key pecking and treadle pressing in pigeons were compared under concurrent (key-treadle) and single-operant differential-reinforcement-of-low-rate schedules of food reinforcement ranging from 5 to 60 sec (concurrent procedure) or 5 to 120 sec (single-operant procedure). Under both procedures, the two operants followed the same general law: decreasing response rate and reinforcement rate and increasing number of responses per reinforcement as a function of increasing schedule interval. High correlations were found between key pecking and treadle pressing for the measures of response rate, reinforcement rate, and responses per reinforcement. Regression equations allowed the prediction of treadle pressing from key pecking. More bursting occurred in responding to the key, and key pecking showed a more precise temporal discrimination than treadle pressing. A test for sequential dependencies between key and treadle responses showed significant dependencies not only under the concurrent procedure but also in data created artificially by merging key and treadle sequences from different pigeons under the concurrent procedure and from the same pigeon under the single-operant procedure. It seems likely that the sequential dependencies found were due to the independent action of the schedule on each operant and that behavioral dependencies did not occur with the concurrent training procedure. The key-peck operant does not appear to have any special qualities that preclude its use in discovering general laws of behavior, at least under the differential-reinforcement-of-low-rate schedule. The usefulness of the key peck in other situations requires direct experimental study.     

Validation of the 2012 European Social Survey Measurement of Wellbeing in Seventeen European Countries

The measurement of wellbeing provides an important indicator of the welfare of nations and presents opportunities for policy making. Researchers generally share the view of wellbeing as a multidimensional concept. The 2012 European Social Survey (ESS) measurement of personal and social wellbeing, a combination of theoretical models and evidence from statistical analysis, is defined as a six-dimensional construct: evaluative wellbeing, emotional wellbeing, functioning, vitality, community wellbeing and supportive relationships. In this paper, the proposed theoretical structure is investigated and the psychometric properties of the measure are assessed for 17 European countries. This involved splitting each country’s sample randomly into halves and performing Exploratory Factor Analysis (EFA) on the first half-samples. EFA resulted in a four-factor solution for Germany, Netherlands, Portugal, Slovenia, Spain, Switzerland and the UK, a five-factor solution for Belgium, Finland, France, Ireland, Norway, Poland, Russian Federation and Sweden, and a six-factor solution for Denmark and Hungary. These results were supported by Confirmatory Factor Analysis (CFA) performed on the second half-samples. Subscales were constructed based on analysis of the total samples, applying a simple transformation in order to deal with the different number of response categories used for the wellbeing items. Reliabilities and internal consistencies were investigated. Although the definition of each subscale differs from the proposed structure and across countries, the analysis did produce reliable and valid summary measures (subscales) of wellbeing for informing social policy in each country.

     

Representation, space and Hollywood Squares: looking at things that aren't there anymore

It has been argued that the human cognitive system is capable of using spatial indexes or oculomotor coordinates to relieve working memory load (Ballard, D. H., Hayhoe, M. M., Pook, P. K., & Rao, R. P. N. (1997). Behavioral and Brain Sciences, 20(4), 723), track multiple moving items through occlusion (Scholl, D. J., & Pylyshyn, Z. W. (1999). Cognitive Psychology, 38, 259) or link incompatible cognitive and sensorimotor codes (Bridgeman, B., & Huemer, V. (1998). Consciousness and Cognition, 7, 454). Here we examine the use of such spatial information in memory for semantic information. Previous research has often focused on the role of task demands and the level of automaticity in the encoding of spatial location in memory tasks. We present five experiments where location is irrelevant to the task, and participants' encoding of spatial information is measured implicitly by their looking behavior during recall. In a paradigm developed from Spivey and Geng (Spivey, M. J., & Geng, J. (2000). submitted for publication), participants were presented with pieces of auditory, semantic information as part of an event occurring in one of four regions of a computer screen. In front of a blank grid, they were asked a question relating to one of those facts. Under certain conditions it was found that during the question period participants made significantly more saccades to the empty region of space where the semantic information had been previously presented. Our findings are discussed in relation to previous research on memory and spatial location, the dorsal and ventral streams of the visual system, and the notion of a cognitive-perceptual system using spatial indexes to exploit the stability of the external world.     

Children's working memory: investigating performance limitations in complex span tasks

Three experiments investigated the roles of resource-sharing and intrinsic memory demands in complex working memory span performance in 7- and 9-year-olds. In Experiment 1, the processing complexity of arithmetic operations was varied under conditions in which processing times were equivalent. Memory span did not differ as a function of processing complexity. In Experiment 2, complex memory span was assessed under three conditions designed to vary both processing and intrinsic storage demands: mental arithmetic (significant attentional demands-requires storage), odd/even judgments (significant attentional demands-no storage required), and articulatory suppression (minimal attentional demands--no storage required). The highest memory spans were found in the articulatory suppression task. Span was at an intermediate level with arithmetic processing and was lowest for processing involving odd/even judgments. This difference in memory span for processing tasks involving arithmetic processing and odd/even judgments was eliminated in Experiment 3 when the pacing requirements of the arithmetic and odd/even processing tasks were equated. The results are consistent with the view that complex memory span performance is disrupted by processing activities that divert attentional resources from storage.