An eye for relations: eye-tracking indicates long-term negative effects of operational thinking on understanding of math equivalence

Prior knowledge in the domain of mathematics can sometimes interfere with learning and performance in that domain. One of the best examples of this phenomenon is in students’ difficulties solving equations with operations on both sides of the equal sign. Elementary school children in the U.S. typically acquire incorrect, operational schemata rather than correct, relational schemata for interpreting equations. Researchers have argued that these operational schemata are never unlearned and can continue to affect performance for years to come, even after relational schemata are learned. In the present study, we investigated whether and how operational schemata negatively affect undergraduates’ performance on equations. We monitored the eye movements of 64 undergraduate students while they solved a set of equations that are typically used to assess children’s adherence to operational schemata (e.g., 3 + 4 + 5 = 3 + __). Participants did not perform at ceiling on these equations, particularly when under time pressure. Converging evidence from performance and eye movements showed that operational schemata are sometimes activated instead of relational schemata. Eye movement patterns reflective of the activation of relational schemata were specifically lacking when participants solved equations by adding up all the numbers or adding the numbers before the equal sign, but not when they used other types of incorrect strategies. These findings demonstrate that the negative effects of acquiring operational schemata extend far beyond elementary school.     

Remembering change: The critical role of recursive remindings in proactive effects of memory

In three experiments, we examined the role of the detection and recollection of change in proactive effects of memory in a classic A–B, A–D paradigm. Participants studied two lists of word pairs that included pairs repeated across lists (A–B, A–B), pairs with the same cue but a changed response (A–B, A–D) in the second list, and control pairs (A–B, C–D). The results revealed that performance on A–B, A–D pairs reflected a mixture of facilitation and interference effects. Proactive facilitation occurred when changes in responses were detected and recollected, whereas proactive interference occurred when change was not detected or when it was not recollected. We describe detecting change as involving recursive remindings that result in memory for the List 1 response being embedded in the representation of memory for the List 2 response. These embedded representations preserve the temporal order of the responses. Our findings highlight the importance of detection and recollection of change for proactive effects of memory.     

Lashing Out after Stewing over Public Insults: The Effects of Public Provocation,Provocation Intensity,and Rumination on Triggered Displaced Aggression

Four studies present the first evidence showing that public (vs. private) provocation augments triggered displaced aggression by increasing the perceived intensity of the provocation. This effect is shown to be independent of face‐saving motivation. Following a public or private provocation, Study 1 participants were induced to ruminate or were distracted for 20 min. They then had an opportunity to aggress against another person who either acted in a neutral or mildly annoying fashion (viz. triggering event). As expected, the magnitude of the greater displaced aggression of those who ruminated before the triggering event compared with those distracted was greater under public than private provocation. Study 2 replicated the findings of Study 1 and confirmed that public provocations are experienced as more intense. Studies 3 and 4 both manipulated provocation intensity directly to show that it mediated the moderating effect of public/private provocation found in Study 1. The greater intensity of a public provocation increases reactivity to a subsequent trigger, which in turn, augments triggered displaced aggression. Aggr. Behav. 39:13‐29, 2013. © 2012 Wiley Periodicals, Inc.     

Women's views about intimate examinations and sexually inappropriate practices by their general practitioners

Abstract

The aim of this survey of 472 adult women was to assess women patients' feelings about intimate examinations and their perceptions and experiences of sexually inappropriate medical practice. Two-thirds of women preferred a women doctor for intimate examinations. Slightly more than two-thirds found intimate examinations embarrassing and stressful, and strongly expressed the need for information and on-task, health-related comments during these examinations. General personal comments or non-medical touching were not particularly welcomed, even for the purpose of comforting the patient. There was a range of views about patients' personal relationships with doctors, with the lines between acceptable and unacceptable behaviour somewhat ambiguous. A small but significant number of women perceived that they had been sexually harassed (5%) or abused (3%) by a doctor, with this experience more common for non-English speaking women. Results were discussed in terms of implications for improved doctor practice, particularly during intimate examinations and with vulnerable patients.     

Refocusing on the Learning in “Integration of Faith and Learning"

The purpose of this study was to assess student perceptions of the faith-learning integration process in instructional methods courses taught by a single professor. Thirty-one students were asked by the professor to complete an open-ended questionnaire at the end of their course experience. Results indicated that students in this study described or defined the integration of faith and learning in ways reflective of the content of the courses, which was teaching methods. While not all students said integration of faith and learning occurred in the classes, all students did provide examples of integrative moments. Most students described faith-learning integration in terms of teacher actions rather than student actions. Thus, it appears that these students were describing integration of faith and teaching more so than integration of faith and learning.     

Competing for Reality

In this article, we will apply aspects of Rychlak's philosophy of science to some of the most important issues in psychology today (issues of brain versus behavior, genetic destiny, the nature of scientific investigation, ecopsychology, and artificial intelligence). In our discussion of these issues, we attempt to show the ways that an appreciation of Rychlak's views can help conceptualize the bases of the disagreements in the field as well as explain why so many psychologists tend to “talk past” as opposed to “talk to” one another. We believe that a greater appreciation of Rychlak's major theses could allow psychologists to respect the work of others instead of trying to assert politically their favorite truth claims.     

The relationship between forgiveness and history of suicide attempt

The sentiment of forgiveness in relationship to suicide attempts/completions has been mostly examined through studies of suicide notes and the experiences of survivors and therapists – not attempters. In a cross-sectional sample of 304 consecutive primary care patients, we examined sentiments about forgiveness using the Forgiveness Scale, comparing those individuals with versus without past suicide attempts. According to findings, individuals with past suicide attempts (N?=?55; 19.1%) evidenced significantly lower composite scores on the Forgiveness Scale. As for individual items, compared to participants without past suicide attempts, those with past suicide attempts were significantly less believing of forgiveness by others, were less likely to forgive themselves, and to a lesser degree, were less forgiving of others. There were no between-group differences with regard to confession of wrongdoing or existential forgiveness by God. Findings may offer some salient avenues of therapeutic inquiry and endeavour in the psychological healing of individuals with past suicide attempts.