How do Relationship Stability and Quality Affect Wellbeing?: Romantic Relationship Trajectories,Depressive Symptoms,and Life Satisfaction across 30 Years

Lifecourse theory scholars focus on how individuals traverse social roles, such as marriage, parenthood, and employment, in similar and different ways across their lives. This study examined one specific role trajectory: romantic relationships. This study examined men’s and women’s (N?=?3617) relationship status and quality across approximately 30 years. Using second-order latent class analysis, results showed four predominant relationship role trajectories: (a) Multiple Transitions, (b) Stable Marriage with High Conflict, (c) Stable Marriage with High Satisfaction, and (d) Marriage to Divorce/cohabitation. These relationship role trajectories differed on two aspects of quality of life: life satisfaction and depressive symptoms. Individuals in the Multiple Transitions trajectory consistently reported poorest quality of life; however, those in the Multiple Transitions and Stable Marriage with High Conflict trajectories were the only that reported decreases in depressive symptoms over 30 years. Relationship satisfaction poorly differentiated the trajectories compared to relationship conflict and stability.     

Special Considerations in the Adaptation of Cognitive Behavioral Therapy for Insomnia With Active-Duty U.S. Army Personnel

Insomnia is highly prevalent among active-duty military service members. Cognitive Behavioral Therapy for Insomnia (CBT-I) is a well-established and effective treatment; however, research and treatment recommendations have primarily focused on civilian or veteran populations. A multitude of military-specific factors directly impact service members’ sleep and the subsequent treatment recommendations. This article provides treatment considerations for the use of CBT-I with active-duty U.S. Army personnel. First, an overview of the theoretical model of insomnia, including military-specific predisposing, precipitating, and perpetuating factors, is presented, followed by a review of common comorbid conditions among service members with insomnia. Finally, discussion focuses on considerations and strategies for implementing components of CBT-I with service members, managing sleep during deployments, and adjusting sleep to accommodate overnight duties. Additional training resources and supplemental video examples (with actors) are provided.     

Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress

Children who experience severe early life stress show persistent deficits in many aspects of cognitive and social adaptation. Early stress might be associated with these broad changes in functioning because it impairs general learning mechanisms. To explore this possibility, we examined whether individuals who experienced abusive caregiving in childhood had difficulties with instrumental learning and/or cognitive flexibility as adolescents. Fifty‐three 14–17‐year‐old adolescents (31 exposed to high levels of childhood stress, 22 control) completed an fMRI task that required them to first learn associations in the environment and then update those pairings. Adolescents with histories of early life stress eventually learned to pair stimuli with both positive and negative outcomes, but did so more slowly than their peers. Furthermore, these stress‐exposed adolescents showed markedly impaired cognitive flexibility; they were less able than their peers to update those pairings when the contingencies changed. These learning problems were reflected in abnormal activity in learning‐ and attention‐related brain circuitry. Both altered patterns of learning and neural activation were associated with the severity of lifetime stress that the adolescents had experienced. Taken together, the results of this experiment suggest that basic learning processes are impaired in adolescents exposed to early life stress. These general learning mechanisms may help explain the emergence of social problems observed in these individuals.     

Curiosity‐based learning in infants: a neurocomputational approach

Infants are curious learners who drive their own cognitive development by imposing structure on their learning environment as they explore. Understanding the mechanisms by which infants structure their own learning is therefore critical to our understanding of development. Here we propose an explicit mechanism for intrinsically motivated information selection that maximizes learning. We first present a neurocomputational model of infant visual category learning, capturing existing empirical data on the role of environmental complexity on learning. Next we “set the model free”, allowing it to select its own stimuli based on a formalization of curiosity and three alternative selection mechanisms. We demonstrate that maximal learning emerges when the model is able to maximize stimulus novelty relative to its internal states, depending on the interaction across learning between the structure of the environment and the plasticity in the learner itself. We discuss the implications of this new curiosity mechanism for both existing computational models of reinforcement learning and for our understanding of this fundamental mechanism in early development.     

So many lifetimes locked inside: reflecting on the use of music and songs to enhance learning through emotional and social connection in Trainee Clinical Psychologists

Music is universal; it can provide a common language that speaks from the heart enabling others to connect with the private felt experiences of others regardless of differences within or between people. This ability to empathise with, and understand, the position of others from differing backgrounds is an important competency within the therapeutic work of Clinical Psychologists. There are many facets to diversity just as there are many facets to music. Diversity in music genres can reflect diversity in people. Indeed, there is music to cater for all tastes, cultural/ethnic backgrounds, gender, age and generations with listening often being guided by individual preferences. In the United Kingdom training to become a Clinical Psychologist consists of a university-based 3-year full time professional research doctorate funded through the National Health Service. Trainees work on placements 3 days a week and attend university for academic and research teaching 2 days a week. As part of the academic programme, Trainees undertake experiential learning through workshops and methods such as Problem-Based Learning (PBL). One of the PBL exercises is based on a typical referral within an Adult Mental Health (AMH) service. For the AMH PBL exercise music is used to enhance trainees’ ability to connect emotionally with the personhood of referrals, consider associated complexities, and to reflect on personal and professional boundaries and reflective practice during training and beyond. This paper reflects on the utility of music and songs to enhance the learning experience.     

Beyond Consent: Building Trusting Relationships With Diverse Populations in Precision Medicine Research

With the growth of precision medicine research on health data and biospecimens, research institutions will need to build and maintain long-term, trusting relationships with patient-participants. While trust is important for all research relationships, the longitudinal nature of precision medicine research raises particular challenges for facilitating trust when the specifics of future studies are unknown. Based on focus groups with racially and ethnically diverse patients, we describe several factors that influence patient trust and potential institutional approaches to building trustworthiness. Drawing on these findings, we suggest several considerations for research institutions seeking to cultivate long-term, trusting relationships with patients: (1) Address the role of history and experience on trust, (2) engage concerns about potential group harm, (3) address cultural values and communication barriers, and (4) integrate patient values and expectations into oversight and governance structures.     

A review of social disinhibition after traumatic brain injury

Acquired social disinhibition refers to a debilitating behavioural syndrome commonly reported after a severe traumatic brain injury (TBI) and is characterized by inappropriate social behaviour, often described as immaturity and insensitivity towards others. These behaviours can have enduring effects on the social capability of the individual and their relationships with others. However, research into socially disinhibited behaviour after TBI has been thwarted by a lack of consensus in the literature on definition and measurement. This review provides an overview of our current understanding of the definition, measurement, prevalence, associated outcomes, neuropathology, and underlying mechanisms of social disinhibition after TBI. In addition, suggestions are made for future research to further our understanding of this syndrome with the eventual aim of rehabilitating problematic behaviours. It is concluded that an improved understanding of what causes disinhibited behaviour after TBI will be necessary for the development of effective treatment strategies aimed at the rehabilitation of underlying impairments.     

Practice reduces set-specific capture costs only superficially

Contingent attentional capture costs are doubled or tripled under certain conditions when multiple attentional sets guide visual search (e.g., “search for green letters” and “search for orange letters”). Such “set-specific” capture occurs when a potential target that matches one attentional set (e.g., a green stimulus) impairs the ability to identify a temporally proximal target that matches another attentional set (e.g., an orange stimulus). In the present study, we examined whether these severe set-specific capture effects could be attenuated through training. In Experiment 1, half of participants experienced training consisting of mostly trials involving a set switch from distractor to target, while the other half experienced training consisting of mostly trials in which a set switch was not required. Upon test, participants trained on set switches produced greatly reduced set-specific capture effects compared to their own pretraining levels and compared to participants trained on trials without a set switch. However, in Experiments 2 and 3, we found that these training effects did not transfer to a new color context or even a single new target color, indicating that they were specific and involved low-level associative learning. We concluded that set-specific capture is pervasive and largely immutable, even with practice.

     

The interim test effect: Testing prior material can facilitate the learning of new material

A wealth of prior research has shown that testing can improve subsequent learning of the initially tested material. In contrast, only one recent study has shown that an interim test over prior material can improve learning of subsequent new material (i.e., an interim-test effect). Five experiments replicated and extended this initial work by exploring the extent to which interim test effects generalize to complex text material. Participants were prompted to recall each section of an expository text before moving on to study the next section, or were only prompted to recall after the final section. In all experiments, recall of the final, target section was greater when prior sections had received interim tests versus no interim tests. Experiment 3 established that the effect was due to interim testing in particular rather than to intervening activity in general. Experiment 4 established that the effect was not due to test expectancy differences. In contrast to prior research, Experiment 4 also provided evidence that the effect is not due to release from proactive interference. We discuss other possible mechanisms underlying interim-test effects with text, including shifting to more effective encoding strategies.