Visual attention as a predictor of on-road driving performance of older drivers

With increasing numbers of older drivers on Australian roads, it is important to determine the functional abilities most closely related to driving ability among older adults. To this end, 90 drivers aged from 60 to 91 completed a battery of psychological, visual, physical and cognitive tests, and a standardised on-road driving test. A computerised test of visual attention, devised specifically for the study, was the best predictor of on-road driving performance. Other abilities that made independent contributions to the prediction of driving performance were contrast sensitivity and visuospatial memory. These functional abilities provided a better prediction of driving performance than chronological age, reinforcing the argument that drivers should only have their driving tested when their functional abilities decline, rather than when they reach a particular age.     

Visual temporal processing in dyslexia and the magnocellular deficit theory: the need for speed?

A controversial question in reading research is whether dyslexia is associated with impairments in the magnocellular system and, if so, how these low-level visual impairments might affect reading acquisition. This study used a novel chromatic flicker perception task to specifically explore temporal aspects of magnocellular functioning in 40 children with dyslexia and 42 age-matched controls (aged 7-11). The relationship between magnocellular temporal resolution and higher-level aspects of visual temporal processing including inspection time, single and dual-target (attentional blink) RSVP performance, go/no-go reaction time, and rapid naming was also assessed. The Dyslexia group exhibited significant deficits in magnocellular temporal resolution compared with controls, but the two groups did not differ in parvocellular temporal resolution. Despite the significant group differences, associations between magnocellular temporal resolution and reading ability were relatively weak, and links between low-level temporal resolution and reading ability did not appear specific to the magnocellular system. Factor analyses revealed that a collective Perceptual Speed factor, involving both low-level and higher-level visual temporal processing measures, accounted for unique variance in reading ability independently of phonological processing, rapid naming, and general ability.     

Undermatching and contrast within components of multiple schedules

Six multiple variable-interval schedules each comprised one variable-interval sixty second component and an alternated component which was varied. Four pigeons' responses were recorded in five successive subintervals of each component. Response rate changes across subintervals revealed instances of local contrast and small local induction effects in the changed component. In the constant component, smaller local contrast and larger local induction effects obtained. Accordingly, the magnitude of behavioral contrast, defined as an inverse relation between response rate in the constant component and reinforcement rate in the changed component, did not change reliably across subintervals of the constant component. Ratios of response rates in initial subintervals were highly sensitive to reinforcement ratios. Sensitivity decreased sharply over the first two-fifths of the components and remained constant for the remainder. The results demonstrated that changes in multiple schedule sensitivity are a function of time since the alternation of successive components.     

Mirrors, Clocks, Maps, and Music: A South African Response to Family Therapy Supervision/Training

Once upon a time a training unit embarked upon a Journey. The Journey was to encompass a year's training and supervision in family therapy. Bags were packed to the brim with theory and training methods. One day the Unit left the bags behind to see what would happen if they travelled light and let the students bring their own luggage to the examination. Students were expected to describe their relationships with the interviewed families, and their training through a story. The great exam day came. Inspired students used innovative ideas and metaphors to describe the Journey. This article tells the story about these stories and the Unit's learning from them.     

A comparison of flooding and thought stopping in the treatment of obsessional neurosis

Flooding in vivo and thought stopping were compared in patients with obsessional neurosis, in a cross-over design. It was hypothesized that the two techniques would have different effects on symptomatology. However, although both seemed to be effective treatments, there were no significant differences between them. Reasons for this finding are discussed. There was, however, a slight tendency for flooding to produce more overall improvement, and a greater reduction in avoidance behaviour. There was also a tendency for the first treatment to produce more effect. A worthwhile clinical finding was that a fair amount of improvement occurred after only eight out-patient sessions.     

Successive independence of multiple-schedule component performances

In three experiments, pigeons' responses were reinforced on two keys in each component of a series of multiple-schedule conditions. In each series, concurrent variable-interval schedules were constant in one component and were varied over conditions in the other component. In the first experiment both components arranged the same, constant total number of reinforcers, in the second the two components arranged constant but different totals, and in the third experiment the total was varied in one component and remained constant in the other. Relative reinforcer rate during the varied component was manipulated over conditions in all three experiments. In all these experiments, response and time allocation in the constant component were invariant when reinforcer ratios varied in the other component, demonstrating independence of behavior allocation in a multiple-schedule component from the relative reinforcer rate for the same alternatives in another component. In the two experiments which maintained constant reinforcer totals in components, sensitivity to reinforcement in the multiple schedules was the same as that in the concurrent schedules arranged during the varied component, with multiple-schedule bias in the experiment in which the totals were unequal.     

Comparison of reading and listening-reading techniques for administration of PIAT Reading Comprehension subtest: justification for the bypass approach

The Peabody Individual Achievement Test (PIAT) Reading Comprehension subtest was administered to a group of 23 learning disabled children in Grades 5 through 7 who had been classified by the clinical Lexical Paradigm as good readers or poor readers. Using standardized test administration, 14 poor readers scored substantially below the 9 good readers; however, when the child was allowed to listen and read silently while the test item was read aloud, poor readers showed marked improvement in performance compared to only moderate improvement shown by the good readers. This difference in improvement between the groups was significant and resulted in poor readers achieving performance similar to that of the good readers administered the test in the standard manner.     

The content and processes of autobiographical reasoning in narrative identity

Building on research that focuses on individual differences in the narration of important life events, this study examined the content of self-event connections and thematic coherence in relation to the processes of autobiographical reasoning. Autobiographical reasoning was defined as making connections between the past and the self, the effort reported in making those connections and the emotional evaluation of the connections. Personality differences at the levels of traits and ego development were examined in relation to autobiographical reasoning. One hundred and nineteen younger and older adults completed a self-defining memory interview. Self-event connections reported in the interviews were coded as being about dispositions, values, outlook, and personal growth. Connections were then coded for the degree of cognitive effort required to make the connection and the emotional evaluation of the connection. Finally, the entire interview was coded for the presence or absence of a theme. Results showed that cognitive effort and evaluation differed across type of connection, and ego development and traits moderated some of these results. Further, across connections, there were individual differences in cognitive effort and evaluation, as well as in the reports of a themes across memories. Results are discussed in terms of individual differences in the construction of narrative identity.     

Local contrast in behavior allocation during multiple-schedule components

Allocation of responses between two keys was studied during two alternating multiple-schedule components. Responses were recorded in successive quarters of each component. Variable-interval reinforcer schedules on the two keys were constant throughout the experiment for one (constant) component and were varied over conditions on one key for the other, producing changes in reinforcer ratios for the varied component. Behavior allocation for the first quarter of the constant component was inversely related to varied-component reinforcer ratios, a form of local contrast, but this relationship was not observed later in the component. During the first quarter of the varied component, slopes of matching lines were high and decreased later in the component. It is argued that this form of local contrast cannot be explained in terms of reallocation of extraneous reinforcers between components, and that the matching law for concurrent operants does not capture some sources of control over behavior allocation. A simple extension of the matching law is offered that adequately describes behavior changes during both components. A version of this formulation can predict contrast effects in absolute response rates.