The role of verbal short-term memory in task selection: How articulatory suppression influences task choice in voluntary task switching

The roles of verbal short-term memory (vSTM) in task selection and task performance processes were examined when individuals were asked to voluntarily choose which of two tasks to perform on each trial randomly. Consistent with previous voluntary task-switching (VTS) research, we hypothesized that vSTM would support random task selection by maintaining a sequence of previously executed tasks that would be used by a representativeness heuristic. Furthermore, because using a representativeness heuristic requires sufficient time for updating and comparison processes, we expected that vSTM would have a greater effect on task selection when more time was available. Participants completed VTS under concurrent articulatory suppression and foot tapping at short and long response-to-stimulus intervals (RSIs). Task selection in VTS was more repetitive under suppression than under foot tapping, but this effect did not vary with RSI, suggesting that vSTM does not maintain the sequence of executed tasks to guide task selection. Instead, vSTM is critical for maintaining the intended task and ensuring that it is carried out. In contrast to the finding that a working memory load impairs task performance, we found no difference in reaction times and no switch costs between suppression and foot-tapping conditions, suggesting that vSTM is not critical for task performance.     

Medical Genetics and Genetic Counseling in Chile

In the South American Republic of Chile genetic counseling is not currently recognized as an independent clinical discipline, and in general is provided by physicians with training in clinical genetics. At present only one genetic counselor and 28 clinical geneticists practice in this country of over 16 million inhabitants. Pediatric dysmorphology constitutes the primary area of practice in clinical genetics. Although the country has a universal health care system and an adequate level of health care, genetic conditions are not considered a health care priority and there is a lack of clinical and laboratory resources designated for clinical genetics services. Multiple educational, cultural and financial barriers exist to the growth and development of genetic counseling services in Chile. However, during the last 10 years increased awareness of the importance of identifying individuals at risk for inherited cancer syndromes led to growing interest in the practice of cancer genetics.     

Teachers' work engagement: Considering interaction with pupils and human resources practices as job resources

The goal of these 2 studies was to investigate whether teachers' work engagement is related to the extent to which they experience their interactions with pupils and human resource (HR) practices within their schools as motivating. Study 1 was a qualitative study, including document analysis and interviews with 23 respondents within 4 schools to give more insight into prevailing HR practices. Study 2 was a quantitative study, in which 342 teachers in 13 schools were surveyed. As expected, the interactions with pupils were positively related to work engagement. Furthermore, HR practices were positively related to vigor and dedication. Not in line with our expectations, HR practices weakened the relationship between the interaction with pupils and dedication.     

Early language development after peri-natal stroke

Early unilateral brain damage has different implications for language development than does similar damage in adults, given the plasticity of the developing brain. The goal of this study was to examine early markers of language and gesture at 12 and 24 months in children who had peri-natal right hemisphere (RH) or left hemisphere (LH) stroke (n = 71), compared with typically developing controls (n = 126). Parents completed the MacArthur-Bates Communicative Development Inventory (CDI): Words & Gestures (12 month data point), or the CDI: Words & Sentences (24 month data point). Statistical analyses were performed on percentile scores using analysis of variance techniques. At 12 months, there were no differences among groups for Words Understood, Phrases Understood or Words Produced. At 24 months, both lesion groups scored significantly lower than controls on Word Production, Irregular Words, and Mean Length of Sentences, but lesion groups did not differ from each other. In a longitudinal subset of participants, expressive vocabulary failed to progress as expected from 12 to 24 months in the stroke group, with no differences based on lesion side. Gesture and word production were dissociated in the left hemisphere subjects. Findings suggest that early language development after peri-natal stroke takes a different course from that of typical language development, perhaps reflecting brain reorganization secondary to plasticity in the developing brain.     

Gender differences in the mean level,variability, and profile shape of student achievement: Results from 41 countries

A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual differences in scores on the respective subdomains (e.g., quantity). Alternatively, a fully hierarchical conceptualization of achievement can be represented by a nested-factor model in which individual differences in subdomain-specific scores are explained by both general student achievement and specific mathematics achievement. The authors applied both models to study the gender similarity hypothesis, the greater male variability hypothesis, and the masking hypothesis, which predicts that gender differences in general student achievement mask gender differences in both the means and the variability of specific mathematics achievement. Representative data were obtained from 275,369 15-year-old students in 41 countries. The results supported these hypotheses in most countries, demonstrating that a fully hierarchical conceptualization of achievement in terms of the nested-factor model significantly contributes to a better understanding of gender differences in the mean level, variability, and shape of students' achievement profiles.     

Problem-oriented sessions: Presentation of a method for therapeutic work within a narrow time frame

Abstract

A method of problem-orientation has been developed as a delimited psychotherapeutic procedure comprising four sessions with a psychotherapist. The distinguishing feature of this method is the distinct time frame, within which the therapist grasps the patient's current situation and difficulties. The sessions are disengaged from considerations about the need for further treatment. The therapist appeals to die reflective part of the patient and attempts to awaken their curiosity about themselves in order to explore inner associations concerning core problems. The four problem-oriented sessions are offered during the initial telephone contact to the person who wishes to gain a greater understanding of their own part in their difficulties and who is able, already in the introductory telephone conversation, to embark upon an exploratory dialogue about these problems. The sessions are strongly characterized by this short-term perspective; the intensity increases and attention is sharpened. The stance adopted by the therapist during die sessions is one of balancing a non-appraising, empathic and confirmatory listening aimed at making connections with reality and a faith in the patient's resources and capacity to maintain a sense of responsibility for their life; an approach which limits the patient's tendency to regress. Transference is not interpreted explicitly but is used by the therapist to understand the patient. Supervision is an important and essential component, whereby the therapist receives help in increasing understanding of that which is played out during the sessions and also of their own counter-transference. This understanding constitutes the foundation of the therapist's tentative formulations of that which is central in the patient's problems.     

Early Reminiscing in Cultural Contexts: Cultural Models,Maternal Reminiscing Styles,and Children's Memories

The present study examined conversations of 164 mothers from seven different cultural contexts when reminiscing with their 3-year-old children. We chose samples based on their sociodemographic profiles, which represented three different cultural models: (1) autonomy (urban middle-class families from Western societies), (2) relatedness (rural farming families from non-Western societies), and (3) autonomy-relatedness (urban middle-class families from non-Western societies). The results showed that mothers from the autonomous contexts predominantly adopted an elaborative-evaluative reminiscing style (variable-oriented approach) and pattern (person-oriented approach). Mothers from the relational contexts mainly adopted a repetitive reminiscing style and pattern. There was greater heterogeneity for style variables among mothers from autonomous-relational contexts; in addition, the person-oriented approach revealed that the majority of mothers from autonomous-relational contexts showed hybrid style patterns. Thus, the cultural models, and their respective orientations towards autonomy and relatedness, were reflected in the way mothers reminisced with their children. The children's provision of memory elaborations was high in the autonomous contexts, low in the relational contexts, and moderate in the autonomous-relational contexts. Across contexts, maternal evaluations prompted children to contribute memory elaborations. Maternal elaborations were an additional predictor for children's memory, but only for families from the relational cultural model.     

Role of the hippocampus and orbitofrontal cortex during the disambiguation of social cues in working memory

Human social interactions are complex behaviors requiring the concerted effort of multiple neural systems to track and monitor the individuals around us. Cognitively, adjusting our behavior on the basis of changing social cues such as facial expressions relies on working memory and the ability to disambiguate, or separate, the representations of overlapping stimuli resulting from viewing the same individual with different facial expressions. We conducted an fMRI experiment examining the brain regions contributing to the encoding, maintenance, and retrieval of overlapping identity information during working memory using a delayed match-to-sample task. In the overlapping condition, two faces from the same individual with different facial expressions were presented at sample. In the nonoverlapping condition, the two sample faces were from two different individuals with different expressions. fMRI activity was assessed by contrasting the overlapping and nonoverlapping conditions at sample, delay, and test. The lateral orbitofrontal cortex showed increased fMRI signal in the overlapping condition in all three phases of the delayed match-to-sample task and increased functional connectivity with the hippocampus when encoding overlapping stimuli. The hippocampus showed increased fMRI signal at test. These data suggest that lateral orbitofrontal cortex helps encode and maintain representations of overlapping stimuli in working memory, whereas the orbitofrontal cortex and hippocampus contribute to the successful retrieval of overlapping stimuli. We suggest that the lateral orbitofrontal cortex and hippocampus play a role in encoding, maintaining, and retrieving social cues, especially when multiple interactions with an individual need to be disambiguated in a rapidly changing social context in order to make appropriate social responses.     

Patients’ intention to speak up for health care providers’ hand hygiene in inpatient diabetic foot wound treatment: a cross-sectional survey in diabetes outpatient centres in Lower Saxony,Germany*

Hand hygiene in wound care by health care providers (HCPs) is a key principle in treating hospitalized patients with diabetic foot infections. This study aimed to estimate the extent to which patients with type-2-diabetes (T2D) intend to speak up for HCPs’ hand hygiene during inpatient foot treatment, test whether this motivation increases given the hospital would invite patients to speak up, and identify associations with socio-demographics, knowledge of hand hygiene requirements, and diabetes-related factors. A questionnaire-survey was conducted in eight diabetes outpatient centres in Lower Saxony/Germany. Intentions to speak up (without and with institutional encouragement) and knowledge about hand hygiene during foot-care were assessed. Analyses of variance were conducted, partly as repeated measures-models with intention-items as within-subject factor. N = 473 patients participated (response = 77.4%). N = 177 (41%) strongly intended to speak up. Institutional encouragement was associated with an increased rate of strong (54% vs. 41%; p < .001) and higher mean intention (M = 3.9 vs. 3.4 with vs. without encouragement [5-point-scales]; F(1, 434)?=?41.5, p < .001). In patients without diabetic foot syndrome, this effect was limited to those with at least medium school education (F(2, 292)?=?4.4, p = .013) and knowledge on HCPs’ hand hygiene (F(2, 294)?=?3.1, p = .047). In conclusion, a majority of T2D-patients in diabetes outpatient centres intend to speak for HCPs’ hand hygiene in inpatient foot treatment, and are receptive to institutional encouragement. However, this presupposes at least medium education and knowledge about hand hygiene, emphasizing that patient empowerment begins with knowledge.     

A motivational perspective on punishment in social dilemmas

In social dilemma situations, individuals benefit from uncooperative behaviour while exploiting resources of the collective. One prominent solution to prevent uncooperative behaviour and to increase cooperation is to establish a sanction system in that private resources are invested by individuals to punish uncooperative interaction partners. The present review is intended to provide an overview concerning motivational determinants of punishment in social dilemma situations. Specifically, we (a) outline that fairness concerns and revenge motivate individuals to punish uncooperative other individuals, (b) show that this is done especially when they possess the basic motivational orientation of a prevention focus. We (c) illustrate that individuals do not punish to acquire a good reputation in the eyes of others, and (d) elaborate on whether individuals punish to regulate satisfaction. Finally, we present empirically neglected motivational factors in studies on punishment in social dilemmas and discuss limitations and possible future directions in this field of research.