Comparing instructor-led,video-model,and no-instruction control tutorials for creating single-subject graphs in Microsoft Excel: A systematic replication and extension

Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.     

Maintenance rehearsal: the key to the role attention plays in storage and forgetting

Research with the maintenance-rehearsal paradigm, in which word pairs are rehearsed as distractor material during a series of digit recall trials, has previously indicated that low frequency and new word pairs capture attention to a greater degree than high frequency and old word pairs. This impacts delayed recognition of the pairs and interferes with immediate digit recall. The effect on immediate digit recall may provide the missing converging evidence for the role of attention in memory. In the current study, 3 experiments were conducted to further investigate the role of attention capture and novelty in storage and forgetting. In addition to the previously established effects, the novelty of switching rehearsal between 2 pairs was found to impair both digit recall and memory for the first pair. The attentional effects we obtained were dependent upon participant expectation, and forgetting appears to be due to interference with consolidation rather than decay or traditional associative interference. Finally, the attentional effects we observed in associative recognition were primarily reflected in a lowering of the false alarm rate with increases in the strength of the parent pairs. Although dual-process models can accommodate this finding on the assumption that recollection is invoked at test alongside familiarity, we showed that the level of recall in this paradigm is so small that recollection can be ruled out. Accordingly, our results are challenging for the existing models of associative recognition to accommodate.     

Transposed-letter priming effect in Hebrew in the same-different task

We investigated the interaction between morphological structure and transposed-letter priming using the same-different task with Hebrew, a Semitic language in which morphology has been shown to play a key role in visual word recognition. In contrast to the results observed with lexical decision (e.g., Velan & Frost, 2009, 2011), a transposed-letter priming effect was observed irrespective of the morphological structure of the words. We take these results to suggest that morphological decomposition occurs only in the service of lexical access. We discuss further a unique feature of written Arabic, another Semitic language, to explain the apparent conflict between our findings and those reported by Perea, Abu Mallouh, García-Orza, and Carreiras (2010).     

Evidence for the Syndrome of Nonverbal Learning Disabilities in Children with Brain Tumors

This study examined the predicted utility of the Nonverbal Learning Disabilities syndrome (NLD) (Rourke, 1995) for characterizing neurocognitive and psychosocial outcomes in 123 children with brain tumors. Children with brain tumors were found to be at high risk of having a specific academic deficit, particularly in arithmetic. Children with arithmetic deficit evidenced a higher rate of impairment on nonverbal tasks than on verbal tasks, whereas children with reading deficit evidenced a higher rate of impairment on verbal tasks than on nonverbal tasks. However, significant differences between children with arithmetic and reading deficits were not found for all of the component features of the NLD syndrome, and arithmetic deficit was not related to treatment with irradiation.     

Spatial affect learning restricted in major depression relative to anxiety disorders and healthy controls

Detecting and learning the location of unpleasant or pleasant scenarios, or spatial affect learning, is an essential skill that safeguards well-being (Crawford & Cacioppo, 2002). Potentially altered by psychiatric illness, this skill has yet to be measured in adults with and without major depressive disorder (MDD) and anxiety disorders (AD). This study enrolled 199 adults diagnosed with MDD and AD (n=53), MDD (n=47), AD (n=54), and no disorders (n=45). Measures included clinical interviews, self-reports, and a validated spatial affect task using affective pictures (IAPS; Lang, Bradley, & Cuthbert, 2005). Participants with MDD showed impaired spatial affect learning of negative stimuli and irrelevant learning of pleasant pictures compared with non-depressed adults. Adults with MDD may use a “GOOD is UP” heuristic reflected by their impaired learning of the opposite correlation (i.e., “BAD is UP”) and performance in the pleasant version of the task.     

A Case-Control Study of Psychosocial and Aerobic Exercise Factors in Women With Symptoms of Depression

The study is an examination of specific aspects of psychosocial constructs and health-promoting behavior that may be related to symptoms of depression. The authors used a case-control design to investigate possible differences between provisional social support, hardiness dimensions, and exercise behavior and related perceptions in a sample of 94 White, middle-aged women with and without symptoms of depression. The results indicated that women with symptoms of depression have significantly fewer (p < .001) specific forms of social support resources (i.e., reassurance of worth, social integration, guidance, and attachment) and significantly lower (p < .0001) perceptions of control and commitment in their lives. The results also indicated no difference in perceptions and behaviors related to physical activity between women with and without symptoms of depression. Those results suggest that provisional social support, as well as specific dimensions of hardiness, should be the focus of interventions for women with symptoms of depression.     

Performance on a Following Tracking Task (Modified Sam Two-Hand Coordination Test) as a Function of Radius of Control Cranks

The influence of two deindividuating variables, altered responsibility and coaction in groups, on one's tendency to deliver noxious or helpful stimulation impulsively and in a cyclical pattern to a target person was investigated in a laboratory experiment with use of 96 male and female junior college students. Analysis of variance revealed that, as hypothesized, Ss who coacted in groups of three and who had the responsibility for their behavior removed delivered noxious (but not helpful) stimuli more impulsively than Ss who worked alone and were made to feel responsible (p < .01). Ss responded in a more cyclical pattern when delivering aversive tones than when delivering facilitating tones (p < .005). A marginally significant finding was that Ss in groups responded in a more cyclical pattern than Ss alone only when the response was seen as aversive. It was concluded that the probability of impulsive and cyclical aggression may be increased by altered responsibility and coaction.     

'Courage Not Under Fire': Realism,Anti-realism,and the Epistemological Virtues

This article offers a critical perspective on two lines of thought in recent epistemology and philosophy of science, namely Michael Dummett?s anti-realist approach to issues of truth, meaning, and knowledge and Bas van Fraassen?s influential programme of ?constructive empiricism?. While not denying the salient differences between them (the one a metaphysical doctrine premised on logicolinguistic considerations, the other a thesis primarily concerned with the scope and limits of empirical inquiry) it shows how they converge on a sceptical outlook concerning the realist claim that truth might always transcend the restrictions of some given (or indeed some future best-possible) state of knowledge. The author puts the case that such sceptical arguments, if followed through consistently, must involve giving up all claim to account for our knowledge of the growth of scientific knowledge. He also takes issue with Dummett?s idea of truth as nothing more than a matter of ?warranted assertibility? and with van Fraassen?s likewise verificationist conception of empirical warrant as the most we can have by way of epistemic justification. Thus it is wrong to suppose that the realist is merely indulging in a display of ?courage not under fire? when she assumes ontological commitments in excess of the observational data. This disavowal of realism in favour of a theory which ?saves the (empirical) appearances? has a less-than-distinguished prehistory in the range of compromise strategies adopted by upholders of a dominant metaphysics or world-view, starting out with the orthodox Catholic attempt to defuse the implications of the heliocentric hypothesis advanced by Copernicus and Galileo. Such theological motives are nowadays not so prominent although ? it is suggested ? they do emerge at certain points in Dummett?s writing. More constructively, this article presents a case for objectivism with regard to scientific truth and also for inference to the best causal explanation ? on both the micro- and the macrophysical scale ? as the only approach with an adequate claim to make sense of the history of advancements in scientific knowledge to date.