Assessing executive functions in traumatic brain injury: an exploratory study of the Executive Interview

Executive dysfunction is a frequent sequela of traumatic brain injury. Two correlational studies using samples of inpatients and outpatients diagnosed with traumatic brain injury were undertaken to evaluate the validity of a bedside screening test of executive functioning, the 1992 Executive Interview EXIT 25 by Royall, Mahurin, and Gray. In the first study of 23 inpatients receiving rehabilitation, the EXIT 25 was strongly related to both the Mini-Mental State Examination and the Modified Mini-Mental State Examination. In the second study of 20 outpatients, the EXIT 25 correlated with other executive function measures and with ratings of functional disability at discharge, although a ceiling effect raised questions about its utility for patients with mild to moderate disability. Further study of the EXIT 25 is justified with a larger sample of inpatients, although caution should be exercised when using the EXIT 25 in mildly impaired outpatients.     

Emotional Schemas and Self-Help: Homework Compliance and Obsessive-Compulsive Disorder

Many patients will either refuse to enter treatment or will drop out of treatment where exposure and response prevention (ERP) are employed. Patients may have a number of “good reasons” for noncompliance with ERP. For example, they may view their intrusions as conveying responsibility, reflecting higher threat, as personally relevant, and as requiring perfect and certain solutions. Inducing anxiety, from this perspective, only exacerbates the “problem.” Moreover, patients may employ beliefs about emotion and anxiety that conflict with exposure—such as the belief that anxiety should always be avoided or decreased because it is assumed to rise indefinitely and cause psychological harm. Homework or between-session self-help necessarily involves exposure with increased anxiety and discomfort. In the current case study, both meta-cognitive and meta-emotional conceptualization and strategies were employed in the treatment of a previously treatment-resistant case of OCD, and homework compliance was improved through the use of an emotional schema approach.     

Cognitive Load Theory,Element Interactivity,and the Testing and Reverse Testing Effects

Summary: The testing effect arises when learners who are tested rather than relearning material obtain superior scores on a final test than those who relearn. Based on cognitive load theory, six experiments examined whether the effect was evident under low or high element interactivity (a measure of complexity) conditions. Students learning to write types of text were participants. In all experiments, effects on a final common test of two presentations were compared with a single presentation followed by a preliminary test. The testing effect on immediate tests was larger and more likely using lower element interactivity materials. A reverse testing effect was likely on immediate tests tapping higher element interactivity material but possibly eliminated by using a delayed test. Copyright © 2017 John Wiley & Sons, Ltd.     

The Influence of Community Violence on the Functioning of Women Experiencing Domestic Violence

The relationships among women’s experiences of domestic violence, community violence, and their mental health functioning were explored (N = 94). Social contagion theory was used to argue for the link between community violence and family violence. Results revealed that women’s experiences of domestic violence were not related to community violence. Furthermore, women’s mental health functioning was solely associated with their experiences of domestic violence, not with community violence. Results are discussed in terms of an ecological model of domestic violence and future directions for exploring linkages between neighborhood characteristics and individual experiences.     

Winning the Future: An Investigation into the Creativity Capacity Across the Levels of Education in Ireland

This research investigated the creativity capacity across the levels of education in Ireland, involving 702 participants. Creative capacity was investigated through a comparative analysis of creativity quotient (CQ). A divergent thinking task comprising the how many uses activity was assessed using the criteria for determining CQ; fluency, flexibility, and product. Convergent thinking tasks comprised of graphic problems. A comparative analysis occurred between the divergent and convergent thinking activities. It is necessary that creativity is promoted throughout education systems to ensure that students maintain and develop their creative capacities into adulthood. Education systems need to foster independent thinking, creativity, and innovation. This article investigates students’ creative capacity spanning 3 levels of education. The interdisciplinary and progressive graduate attributes from the levels of education were identified and synthesized toward developing collaborative progressive creativity across the levels of education for future success. Finally, this articles outlines, in the Irish context, the uniqueness with regard to the ability to sustain creative capacity (divergent and convergent thinking) at each level of education, and the degree to which this effort is supported by administration, teachers, and a common cultural interpretation of the nature of education.     

When auditory presentations should and should not be a component of multimedia instruction

Based on cognitive load theory, two experiments investigated the conditions under which audiovisual‐based instruction may be an effective or an ineffective instructional technique. Results from Experiment 1 indicated that visual with audio presentations were superior to equivalent visual‐only presentations. In this experiment, neither the auditory nor the visual material could be understood in isolation. Both sources of information were interrelated and were essential to render the material intelligible. In contrast, Experiment 2 demonstrated that a non‐essential explanatory text, presented aurally with similar written text contained in a diagram, hindered learning. This result was obtained because when compared to a diagram only format, the aural material was unnecessary and therefore created a redundancy effect. Differences between groups were stronger when information was high in complexity. It was concluded that the effectiveness of multimedia instruction depends very much on how and when auditory information is used. Copyright © 2003 John Wiley & Sons, Ltd.