Transfer of skill engendered by complex task training under conditions of variable priority

We explored the theoretical underpinnings of a commonly used training strategy by examining issues of training and transfer of skill in the context of a complex video game (Space Fortress, Donchin, 1989). Participants trained using one of two training regimens: Full Emphasis Training (FET) or Variable Priority Training (VPT). Transfer of training was assessed with a large battery of cognitive and psychomotor tasks ranging from basic laboratory paradigms measuring reasoning, memory, and attention to complex real-world simulations. Consistent with previous studies, VPT accelerated learning and maximized task mastery. However, the hypothesis that VPT would result in broader transfer of training received limited support. Rather, transfer was most evident in tasks that were most similar to the Space Fortress game itself. Results are discussed in terms of potential limitations of the VPT approach.     

Révéler son humanité ? L’autorévélation du thérapeute à la lumière de la recherche empirique

Self-disclosure, which consists in revealing personal information about oneself to one's client, could be a beneficial therapeutic technique. There are yet many definitions of this concept. However, empirical research shows that self-disclosure may be favourably perceived by clients and that it could influence how they perceive their therapist. Moreover, it could positively influence treatment outcome. Self-disclosure about immediate feelings in the therapy and about the therapist–client relationship would be particularly effective in resolving problematic events by enabling feelings to be expressed and accepted and by providing clients with interpersonnal learning. Several authors finally advise using this technique infrequently, about moderately intimate but relevant themes in relation to the therapy, examining each client's specific needs, and always with the intention of helping them or improving the therapeutic relationship.     

Rank on Emotional Intelligence,Unlearning and Self-Leadership

Propelled from the inner circle after publishing The Trauma of Birth (1924), Otto Rank jettisoned Freud's science of knowing because it denied the intelligence of the emotions. Transforming therapy from knowing to being-in-relationship, Rank invented modern object-relations theory, which advocates continual learning, unlearning and relearning: that is, cutting the chains that bind us to the past. Separating, no matter how anxiety-provoking, from outworn phases of life, including previously taken-for-granted ideologies and internalized others, is essential for self-leadership. In 1926, Rank coined the terms “here-and-now” and “pre-Oedipal.” By 1926, Rank had formulated a model of “creative willing”—self-leadership infused with the intelligence of the emotions—as the optimal way of being-in-relationship with others.     

Genetic Counselors’ Views and Experiences with the Clinical Integration of Genome Sequencing

In recent years, new sequencing technologies known as next generation sequencing (NGS) have provided scientists the ability to rapidly sequence all known coding as well as non-coding sequences in the human genome. As the two emerging approaches, whole exome (WES) and whole genome (WGS) sequencing, have started to be integrated in the clinical arena, we sought to survey health care professionals who are likely to be involved in the implementation process now and/or in the future (e.g., genetic counselors, geneticists and nurse practitioners). Two hundred twenty-one genetic counselors— one third of whom currently offer WES/WGS—participated in an anonymous online survey. The aims of the survey were first, to identify barriers to the implementation of WES/WGS, as perceived by survey participants; second, to provide the first systematic report of current practices regarding the integration of WES/WGS in clinic and/or research across the US and Canada and to illuminate the roles and challenges of genetic counselors participating in this process; and third to evaluate the impact of WES/WGS on patient care. Our results showed that genetic counseling practices with respect to WES/WGS are consistent with the criteria set forth in the ACMG 2012 policy statement, which highlights indications for testing, reporting, and pre/post test considerations. Our respondents described challenges related to offering WES/WGS, which included billing issues, the duration and content of the consent process, result interpretation and disclosure of incidental findings and variants of unknown significance. In addition, respondents indicated that specialty area (i.e., prenatal and cancer), lack of clinical utility of WES/WGS and concerns about interpretation of test results were factors that prevented them from offering this technology to patients. Finally, study participants identified the aspects of their professional training which have been most beneficial in aiding with the integration of WES/WGS into the clinical setting (molecular/clinical genetics, counseling and bioethics) and suggested that counseling aids (to assist them when explaining aspects of these tests to patients) and webinars focused on WES/WGS (for genetic counselors and other health care professionals) would be useful educational tools. Future research should permit us to further enhance our knowledge of pitfalls and benefits associated with the introduction of these powerful technologies in patient care and to further explore the roles and opportunities for genetic counselors in this rapidly evolving field.     

A Normative Study of an Auditory Projective Technique

The purpose of this study is to provide normative data for the sound effect sequences of the Braverman-Chevigny Auditory Projective Test. The test was administered to 149 college undergraduates in a group setting, who were asked to compose stories to the seven sound sequences. Stories were coded in terms of tone, outcome, number of characters, theme, and identification of “hero.” The stories were predominantly negative in tone, with outcomes generally neutral or unsuccessful. Interscorer reliabilities were all significant beyond the .001 level.     

Oculomotor consequences of abrupt object onsets and offsets: onsets dominate oculomotor capture

Previous research has shown that the appearance of an object (onset) and the disappearance of an object (offset) have the ability to influence the allocation of covert attention. To determine whether both onsets and offsets have the ability to influence eye movements, a series of experiments was conducted in which participants had to make goal-directed eye movements to a color singleton target in the presence of an irrelevant onset/offset. In accord with previous research, onsets had the ability to capture the eyes. The offset of an object demonstrated little or no ability to interrupt goal-directed eye movements to the target. Two experiments in which the effects of onsets and offsets on covert attention were examined suggest that offsets do not capture the eyes, because they have a lesser ability to capture covert attention than do onsets. A number of other studies that have shown strong effects of offsets on attention have used offsets that were uncorrelated with target position (i.e., nonpredictive), whereas we used onsets and offsets that never served as targets (i.e., antipredictive). The present results are consistent with a new-object theory of attentional capture in which onsets receive attentional priority over other types of changes in the visual environment.