The role of shape recognition in figure/ground perception in infancy

In this study we sought to determine whether infants, like adults, utilize previous experience to guide figure/ground processing. After familiarization to a shape, 5-month-olds preferentially attended to the side of an ambiguous figure/ground test stimulus corresponding to that shape, suggesting that they were viewing that portion as the figure. Infants’ failure to exhibit this preference in a control condition in which both sides of the test stimulus were displayed as figures indicated that the results in the experimental condition were not due to a preference between two figure shapes. These findings demonstrate for the first time that figure/ground processing in infancy is sensitive to top-down influence. Thus, a critical aspect of figure/ground processing is functional early in life.     

Development of allocentric spatial recall from new viewpoints in virtual reality

Using landmarks and other scene features to recall locations from new viewpoints is a critical skill in spatial cognition. In an immersive virtual reality task, we asked children 3.5–4.5 years old to remember the location of a target using various cues. On some trials they could use information from their own self‐motion. On some trials they could use a view match. In the very hardest kind of trial, they were ‘teleported’ to a new viewpoint and could only use an allocentric spatial representation. This approach provides a strict test for allocentric coding (without either a matching viewpoint or self‐motion information) while avoiding additional task demands in previous studies (it does not require them to deal with a small table‐top environment or to manage stronger cue conflicts). Both the younger and older groups were able to point back at the target location better than chance when they could use view matching and/or self‐motion, but allocentric recall was only seen in the older group (4.0–4.5). In addition, we only obtained evidence for a specific kind of allocentric recall in the older group: they tracked one major axis of the space significantly above chance, r(158) = .28, but not the other, r(158) = ?.01. We conclude that there is a major qualitative change in coding for spatial recall around the fourth birthday, potentially followed by further development towards fully flexible recall from new viewpoints.     

Incidental learning in a multisensory environment across childhood

Multisensory information has been shown to modulate attention in infants and facilitate learning in adults, by enhancing the amodal properties of a stimulus. However, it remains unclear whether this translates to learning in a multisensory environment across middle childhood, and particularly in the case of incidental learning. One hundred and eighty‐one children aged between 6 and 10 years participated in this study using a novel Multisensory Attention Learning Task (MALT). Participants were asked to respond to the presence of a target stimulus whilst ignoring distractors. Correct target selection resulted in the movement of the target exemplar to either the upper left or right screen quadrant, according to category membership. Category membership was defined either by visual‐only, auditory‐only or multisensory information. As early as 6 years of age, children demonstrated greater performance on the incidental categorization task following exposure to multisensory audiovisual cues compared to unisensory information. These findings provide important insight into the use of multisensory information in learning, and particularly on incidental category learning. Implications for the deployment of multisensory learning tasks within education across development will be discussed.     

Emotion differentiation and its relation with emotional well-being in adolescents

Emotion differentiation (ED) refers to the precision with which people can identify and distinguish their emotions and has been associated with well-being in adults. This study investigated ED and its relation with emotional well-being (i.e. depressive symptoms, positivity and negativity intensity and propensity, implicit theories of emotions) in adolescents. We used an experience sampling method with 72 participants (M_age?=?14.00, 71% girls) to assess adolescents’ positive and negative emotions at different time points over the course of two weekends and a baseline questionnaire to assess emotional well-being. Differentiating negative emotions was related to less negativity intensity and propensity, and to the belief that emotions are malleable. Differentiating positive emotions was not related to any of the assessed well-being variables. Together, these results suggest that a detailed awareness of one’s negative emotional states is an important dimension of well-being, also in adolescence.     

Promoting Wellness in Refugee Populations

Refugee populations experience risk factors that may influence their wellness. As the number of refugees continues to rise, it is important for professional counselors, counselor educators, and counselors‐in‐training to be aware of techniques for supporting wellness in this population. This article addresses risk factors to refugee wellness within the indivisible self model of wellness (Myers & Sweeney, 2004 ) and highlights current wellness trends and the importance of a prevention‐based treatment paradigm for helpers working with refugee populations.     

Does Engaging in a Group-Based Intervention Increase Parental Self-efficacy in Parents of Preschool Children? A Systematic Review of the Current Literature

As the preschool years are a formative period for long-term physical and mental health, this period is recognised as an important window for early effective intervention. Parenting behaviour is a key factor to target in order to optimise child development. Group-based interventions for parents are considered efficient and cost effective methods of early intervention and have been found to improve child behaviour and adjustment. Self-efficacy is key to behaviour change and as such parental self-efficacy should be a consideration in interventions aimed at influencing parenting behaviour. Therefore, the purpose of this systematic review was to examine the impact of group-based early interventions for parents of preschool children on parental self-efficacy. Nine databases were searched (ASSIA, CINAHL, EMBASE, Maternity and Infant Care, Ovid Medline, PsycINFO, Pubmed, Science Direct and Web of Science). Studies were included if they were a randomised controlled trial of a group-based intervention for parents of preschool children and measured change in parental self-efficacy. Fifteen studies were identified. Although changes in parental self-efficacy following a group-based intervention were noted in the majority of studies reviewed, the methodological quality of the studies included in the review means these findings have to be interpreted with caution; only seven studies were rated to be methodologically adequate. Further research is needed to understand the mechanisms by which these interventions may improve parental self-efficacy. Studies specifically examining the impact of such interventions on paternal self-efficacy are also warranted.     

A reappraisal of successive negative contrast in two populations of domestic dogs

When an anticipated food reward is unexpectedly reduced in quality or quantity, many mammals show a successive negative contrast (SNC) effect, i.e. a reduction in instrumental or consummatory responses below the level shown by control animals that have only ever received the lower-value reward. SNC effects are believed to reflect an aversive emotional state, caused by the discrepancy between the expected and the actual reward. Furthermore, how animals respond to such discrepancy has been suggested to be a sign of animals’ background mood state. However, the occurrence and interpretation of SNC effects are not unequivocal, and there is a relative lack of studies conducted outside of laboratory conditions. Here, we tested two populations of domestic dogs (24 owned pet dogs and 21 dogs from rescue kennels) in a SNC paradigm following the methodology by Bentosela et al. (J Comp Psychol 123:125–130, 2009), using a design that allowed a within-, as well as a between-, subjects analysis. We found no evidence of a SNC effect in either population using a within- or between-subjects design. Indeed, the within-subjects analysis revealed a reverse SNC effect, with subjects in the shifted condition showing a significantly higher level of response, even after they received an unexpected reduction in reward quality. Using a within-, rather than a between-, subjects design may be beneficial in studies of SNC due to higher sensitivity and statistical power; however, order effects on subject performance need to be considered. These results suggest that this particular SNC paradigm may not be sufficiently robust to replicate easily in a range of environmental contexts and populations.     

The Experience of Deployment for Partners of Military Personnel: A Qualitative Meta-Synthesis

It is well acknowledged that deployment can have a significant impact on military personnel; however, the effect on their partners who remain on the homefront is less researched. This meta-synthesis aimed to explore the experience of deployment for partners of military personnel to provide a greater understanding of the challenges and responses involved for them. Noblit and Hare's (1988) meta-ethnographic approach was adopted to synthesize 11 qualitative studies that met the inclusion and exclusion criteria. The five core concepts to emerge from the meta-synthesis were the multitude of emotions; methods of coping; communication with their partner; relentless responsibilities; and positive outcomes. These findings provide a developed understanding of how challenges of deployment are managed, including negative outcomes and protective psychological responses and behaviors. The limitations of these findings are discussed, as are clinical implications and recommendations for future research.     

Event-related potentials reveal the relations between feature representations at different levels of abstraction

In this paper, we use behavioural methods and event-related potentials (ERPs) to explore the relations between informational and instantiated features, as well as the relation between feature abstraction and rule type. Participants are trained to categorize two species of fictitious animals and then identify perceptually novel exemplars. Critically, two groups are given a perfectly predictive counting rule that, according to Hannah and Brooks (2009. Featuring familiarity: How a familiar feature instantiation influences categorization. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 63, 263–275. Retrieved from http://doi.org/10.1037/a0017919), should orient them to using abstract informational features when categorizing the novel transfer items. A third group is taught a feature list rule, which should orient them to using detailed instantiated features. One counting-rule group were taught their rule before any exposure to the actual stimuli, and the other immediately after training, having learned the instantiations first. The feature-list group were also taught their rule after training. The ERP results suggest that at test, the two counting-rule groups processed items differently, despite their identical rule. This not only supports the distinction that informational and instantiated features are qualitatively different feature representations, but also implies that rules can readily operate over concrete inputs, in contradiction to traditional approaches that assume that rules necessarily act on abstract inputs.