Evaluation of a participatory,competency‐based model of staff training in a community habilitative setting

This study evaluated a participatory model of staff training within a community habilitative setting for adults with developmental disabilities. The objectives were to formulate an approach to training that was not time intensive, included multiple instructional methods, and incorporated all levels of staff involvement. Senior administrative, middle‐level supervisory, and direct‐care personnel comprised a committee that designed and implemented a training program that targeted performance and verbal report competencies required by ‘on‐line’ staff. Training consisted of corrective feedback, modeling, rehearsal, and practice procedures that were carried out with three individuals in a multiple baseline design across sets of target competencies. The training program was effective in establishing staff competencies although individual learning effects were revealed. The implications of these findings for the design of staff training programs within human service agencies are discussed. Copyright © 2001 John Wiley & Sons, Ltd.     

Source misattributions may increase the accuracy of source judgments

Misattribution of remembered information from one source to another is commonly associated with false memories, but we demonstrate that it also may underlie memories that accord with past events. Participants imagined drawings of objects in four different locations. For each, a drawing of a similarly shaped object was seen in the same location, a different location, or not seen. When tested on memory for objects' origin (seen/imagined) and location, more false "seen" responses, but also more correct location responses, were given to imagined objects if a similar object had been seen, versus not seen, in the same location. We argue that misattribution of feature information (e.g., shape, location) from seen objects to similar imagined ones increased false memories of seeing objects but also increased correct location memories, provided the misattributed location matched the imagined objects' location. Thus, consistent with the source-monitoring framework, imperfect source-attribution processes underlie false and true memories.     

Using Popular Films to Enhance Classroom Learning: The Good, the Bad, and the Interesting

ABSTRACT— Popular history films sometimes contain major historical inaccuracies. Two experiments investigated how watching such films influences people's ability to remember associated texts. Subjects watched film clips and studied texts about various historical topics. Whereas the texts contained only correct information, the film clips contained both correct information (consistent with the text) and misinformation (contradicted by the text). Before watching each clip, subjects received a specific warning, a general warning, or no warning about the misinformation. One week later, they returned for a cued-recall test about the texts. Watching a film clip increased correct recall of consistent information relative to recall of the same information when subjects did not see the clip. However, when the information in the film contradicted the text, subjects often (falsely) recalled misinformation from the film. The specific warning substantially reduced this misinformation effect. Teachers should use popular history films with caution and should warn students about major inaccuracies in the films.     

Policy Responses to Honor-Based Violence: A Cultural or National Problem?

The UK government has consistently sidelined honor-based violence from mainstream political discourse and has chosen to present the issue as a problem that is embedded in the culture of minority communities. This inevitably leads to a sense of heightened cultural sensitivity and the pressure to be viewed as culturally competent. It is argued that for honor-based violence to be managed effectively, it must first be dissociated from culture and from mainstream domestic violence discourse and recognized as a national problem that requires serious and specific policy intervention. Although it is acknowledged that all policy responses to complex social problems should reflect multicultural sensitivity, we argue in this critical review that this should not become an excuse for nonintervention.     

The Relationship Between Leadership Behaviors and Group Cohesion in Team Sports

The relationship between leadership behaviors and team cohesion among baseball and softball players at two school levels was analyzed in relation to predictions based on Chelladurai and Carron's (1978) Multidimensional Model of Leadership (MML). Athletes (n = 307) completed the perceived and preferred versions of the Leadership Scale for Sports (LSS) and the Group Environment Questionnaire (GEQ). Athletes' coaches (n = 23) completed the self-perceived version of the LSS. Task and social cohesion were assessed in relation to the scales of the three individual versions of the LSS and in relation to two types of discrepancy scores: value and perceptual. Although the concept of discrepancy is prominent in MML theory, the perceptual discrepancy score represents an innovation. Results indicated that, in general, team cohesion was most strongly related to the perceived LSS version and the perceptual discrepancy scores.     

Making remembering more memorable*

Memory retrieval is a cognitive operation that itself can be remembered or forgotten, with potentially important consequences. To study memory for prior remembering, we had participants first study target words (e.g., bark) alongside semantically related cue words (e.g., dog). Then, on Test 1, participants retrieved targets in response to either the study cue or a changed cue that was semantically related to a homograph of the target (e.g., birch). Finally, on Test 2, participants retrieved all targets in response to the original study cues, and participants judged whether targets were previously retrieved on Test 1. As in previous research, cue change on Test 1 rendered target retrievals less memorable, suggesting context changes harm memory for prior remembering. We hypothesised that the negative effect of context change could be ameliorated by reminding participants of the original study cues during Test 1. We had participants either retrieve (Experiments 1 and 3, Ns?=?46 and 62) or view (Experiment 2, N?=?118) the study cue following each target retrieval. Reminding significantly reduced the negative effect of cue change, with self-generation being especially potent. This indicates that reminding can make remembering more memorable in the face of context change.     

Intention to respond in a special way offers some protection against forgetting associations

In a continuous memory-updating paradigm, subjects studied name-color associations and were tested later for the color associate given the name. The default color response was made in one location, but on predesignated trials the response was required to be made in a special location. Memory for the color associated with a given name was assessed after short and long retention intervals when both default and special responses were required. Separate measures were examined of memory for the intention to respond in a particular way (default or special) and of memory for the color associations paired with the names. Memory for color associates was better overall with short than with long retention intervals and was better when special (rather than default) responses were required, especially at the long retention interval. These results imply that the requirement to respond in a special way protects associations from loss due to forgetting.     

Development of aptitude at altitude

Millions of people currently live at altitudes in excess of 2500 metres, where oxygen supply is limited, but very little is known about the development of brain and behavioural function under such hypoxic conditions. We describe the physiological, cognitive and behavioural profile of a large cohort of infants (6–12 months), children (6–10 years) and adolescents (13–16 years) who were born and are living at three altitude locations in Bolivia (～500 m, ～2500 m and ～3700 m). Level of haemoglobin oxygen saturation and end‐tidal carbon dioxide were significantly lower in all age groups living above 2500 metres, confirming the presence of hypoxia and hypocapnia, but without any detectable detriment to health. Infant measures of neurodevelopment and behaviour yielded comparable results across altitude groups. Neuropsychological assessment in children and adolescent groups indicated a minor reduction in psychomotor speed with increasing altitude, with no effect of age. This may result from slowing of underlying brain activity in parallel with reduced cerebral metabolism and blood flow, evidenced here by reduced cerebral blood flow velocity, particularly in the basilar artery, in children and adolescents. The proportion of European, Native American and African genetic admixture was comparable across altitude groups, suggesting that adaptation to high altitude in these children occurred in response to chronic hypoxic exposure irrespective of ethnic origin. Thus, psychomotor slowing is proposed to be an adaptive rather than a deficient trait, perhaps enabling accuracy of mental activity in hypoxic conditions.