Semantic and associative factors in probability learning with words

Using a probability-learning technique with a single word as the cue and with the probability of a given event following this word fixed at .80, it was found (1) that neither high nor low associates to the original word and (2) that neither synonyms nor antonyms showed differential learning curves subsequent to original learning when the probability for the following event was shifted to .20. In a second study when feedback, in the form of knowledge of results, was withheld, there was a clear-cut similarity of predictions to the originally trained word and the synonyms of both high and low association value and a dissimilarity of these words to a set of antonyms of both high and low association value. Two additional studies confirmed the importance of the semantic dimension as compared with association value as traditionally measured.     

Deaf signers and serial recall in the visual modality: Memory for signs,fingerspelling, and print

This study investigated serial recall by congenitally, profoundly deaf signers for visually specified linguistic information presented in their primary language, American Sign Language (ASL), and in printed or fingerspelled English. There were three main findings. First, differences in the serial-position curves across these conditions distinguished the changing-state stimuli from the static stimuli. These differences were a recency advantage and a primacy disadvantage for the ASL signs and fingerspelled English words, relative to the printed English words. Second, the deaf subjects, who were college students and graduates, used a sign-based code to recall ASL signs, but not to recall English words; this result suggests that well-educated deaf signers do not translate into their primary language when the information to be recalled is in English. Finally, mean recall of the deaf subjects for ordered lists of ASL signs and fingerspelled and printed English words was significantly less than that of hearing control subjects for the printed words; this difference may be explained by the particular efficacy of a speech-based code used by hearing individuals for retention of ordered linguistic information and by the relatively limited speech experience of congenitally, profoundly deaf individuals.     

COURTSHIP BEHAVIORS, RELATIONSHIP VIOLENCE, AND BREAKUP PERSISTENCE IN COLLEGE MEN AND WOMEN

This study assessed college men's ( n = 85) and women's ( n = 215) courtship persistence behaviors (approach, surveillance, intimidation, mild aggression), which have been linked to stalking, and examined their relations to initial courtship interest, relationship development, and future violence and persistence, while also exploring the role of gender in these relations. Findings showed individuals performed surveillance when initially more interested than the other. Whereas approach behaviors were positively associated with relationship establishment, surveillance and intimidation were negatively associated. As predicted, results showed continuity in persistence and violence over the course of dating relationships. For both genders, courtship mild aggression predicted relationship violence, and persistence behaviors predicted similar persistence at breakup. Early behaviors may foreshadow violence and stalking-related behaviors in both men and women.     

The experience of being envied at work: How being envied shapes employee feelings and motivation

We develop and test a theoretical framework delineating the dual affective and motivational experiences arising from perceptions of being envied in the workplace. We theorize that being envied can be pleasantly or unpleasantly experienced with opposite downstream effects on motivation and job performance. We test our model in two field studies using a sample of government employees (Study 1) and a sample of employees in the financial industry (Study 2). Our results indicate that being envied can elicit unpleasant mood and anxiety that influence work engagement and job performance in negative ways. In addition, we found that positive emotional experiences from being envied bolster work engagement and performance through positive mood but not pride. Implications of our findings are discussed.     

A Comparative Effectiveness Study of Two High-Frequency Word Interventions: Traditional Drill and WordSheets

Traditional drill and practice (TDP) has been shown to be both effective and efficient for increasing word recognition. WordSheets (WS) is a novel drill procedure similar to TDP with two key differences: (a) WS increases opportunities to respond, which may increase efficiency and (b) WS present instructional stimuli in a context that more closely resembles actual reading passages, which may enhance generalization to connected text. The study sought to compare the effectiveness and efficiency of TDP and WS in a sample of first-grade students (n = 27) identified by their teachers as struggling readers. Results indicated that, although WS led to significantly more opportunities to respond, it was both less effective and efficient than TDP with regard to cumulative retention. However, there were no significant differences across interventions in regard to the maintenance or generalization of treatment gains. Limitations and implications of the current study for school-based professionals are discussed.     

Tumor Screening in Beckwith-Wiedemann Syndrome: Parental Perspectives

Children with Beckwith-Wiedemann Syndrome (BWS) and Isolated Hemihypertrophy (IHH) are at an increased risk for developing tumors. Tumor screening in this population is currently being reassessed by several groups and the effect on patients and patient-families has been argued both as a reason to screen and not to screen. Parental perspectives on this topic have never been systematically addressed for the BWS population. Here, we conducted a parent-based survey to evaluate knowledge and attitudes toward tumor screening in patients affected by BWS/IHH. A total of 261 surveys were completed. Overall, parents reported that screening decreased their worry and did not feel that screening increased worry or created a burden. This effect was observed across various demographic variables and other factors examined. Almost all significant differences observed could be attributed to parental knowledge of tumor risk. Parents who correctly identified their child’s tumor risk were more likely to agree with stratified screening recommendations according to BWS type and risk, and were less likely to feel worried if recommendations were changed. These results highlight the need to educate families about their child’s genetic type and tumor risk in order to facilitate an informed decision about tumor screening.     

Perspectives on Factors Impacting Youth’s Reentry into Residential Care: An Exploratory Study

Multiple placements in therapeutic residential care is expensive, and is associated with poor outcomes; thus, identifying barriers to successful reintegration into the home and community school settings is essential for developing appropriate post-discharge supports, and reducing societal costs. Participants were seven youth (four female; three White/Caucasian, one Black/African American, one Hispanic/Latino, two multi-racial) recently readmitted to a therapeutic residential care program and five of their primary caregivers (four female; four White/Caucasian, one Black/African American). Through semi-structured interviews with caregivers and youth, this exploratory study investigated (1) the perceptions of preparedness for the youth’s successful transition from therapeutic residential care to the home setting, (2) the post-discharge factors that contributed to the youth’s return to care, and (3) the lessons learned about the youth’s transition from therapeutic residential care to home. The results of this exploratory, qualitative study revealed rich information about youth and their caregivers’ perspectives about their experiences prior to returning to care, such as the importance of healthy relationships (family and peers), transition planning, and post-discharge supports at the individual, family, and school levels.     

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.