A mental practice superiority effect: less retroactive interference and more transfer than physical practice

Two experiments explored the benefits to retention and transfer conferred by mental practice. During familiarization, participants typed 4-digit numbers and took an immediate typing test on both old and new numbers. Participants then typed old 4-digit numbers, either physically or mentally, with either a different response configuration or the opposite hand from that used during familiarization. On a delayed test, participants physically typed both old and new numbers with the same response configuration and hand used during familiarization. Mental practice led to less retroactive interference and more transfer than did physical practice, supporting the hypothesis that mental practice strengthens an abstract representation that does not involve specific effectors.     

Cognitive complications moderate the speed‐accuracy tradeoff in data entry: a cognitive antidote to inhibition

Three experiments explored a speed‐accuracy tradeoff reflecting decreasing response times (RTs) and increasing errors across trials in a data entry task. In Experiment 1, cognitive and motoric stressors were independently added to data entry, with the combination of stressors yielding the greatest decline in accuracy across blocks. Experiment 2 compared mental multiplication and simple data entry and manipulated the provision of feedback. Accuracy improved with both mental multiplication and feedback. Experiment 3 varied only the concluding keystroke; this extra requirement led to overall improvements in accuracy. In each experiment, RTs improved across trials. These results suggest that cognitive complications can serve as antidotes to inhibitory effects and can overcome the decline in accuracy due to continuous work on data entry. Copyright © 2007 John Wiley & Sons, Ltd.     

Differentiation of Self and Spirituality: Empirical Explorations

This study explored the relationships between an individual's interpersonal functioning, perceived spirituality, and selected spiritual practices. Using Bowen's family systems theory, the authors proposed that an individual's level of spiritual development and level of differentiation are correlated and that certain spiritual practices are predictive of both of these levels. The results of this study showed a positive correlation between differentiation and a general report of spirituality. Spiritual practices also predicted individuals' level of spiritual development. A common underlying concept, self‐regulation, may explain the correlation between differentiation and spiritual development. Likewise, spiritual practices may support change in both areas.     

Pushing the limits of imagination: mental practice for learning sequences

In 2 experiments, the efficacy of motor imagery for learning to type number sequences was examined. Adults practiced typing 4-digit numbers. Then, during subsequent training, they either typed in the same or a different location, imagined typing, merely looked at each number, or performed an irrelevant task. Repetition priming (faster responses for old relative to new numbers) was observed on an immediate test and after a 3-month delay for participants who imagined typing. Improvement across the delay in typing old and new numbers was found for the imagined and actual typing conditions but not for the other conditions. The findings suggest that imagery can be used to acquire and retain representations of sequences and to improve general typing skill.     

The effects of memory set size and information structure on learning and retention

Two experiments examined the effects of memory set size and information structure on learning and retention. Participants learned 48 (small set) or 144 (large set) facts about individuals, and were tested over 48 facts. The test facts included either 4 facts about 12 individuals (12-person condition) or 12 facts about 4 individuals (4-person condition). During learning, there was an advantage for the small-set group in the 4-person condition, but a disadvantage in the 12-person condition. During testing, there was an advantage for the 4-person condition relative to the 12-person condition for the small-set group, even when the conditions were equated in terms of name exposure. The results support a mental model account of memory representation and retrieval.     

Rethinking the scientist-practitioner model: On the necessary complementarity of the natural and human science dimensions

Although the dominant scientist–practitioner model has considerable professional support, it remains the case that there is a fundamental mismatch between its conceptualisation of the practitioner as a laboratory scientist in a clinical setting and the actual requirements for good counselling practice. In particular, there is mismatch between the kind of knowledge generated in the laboratory setting and the epistemic requirements of the therapeutic situation; and between the (detached, impersonal) kind of decision-making engaged in by the laboratory scientist and the (interpersonal, interactive) kind engaged in by the practitioner. Moreover, being structural in character, these limitations cannot be rectified by piecemeal modifications of the standard model, such as those envisaged on the ‘local clinical scientist model’. Nor can the recent push towards ‘evidence-based practice’ suffice as a corrective because the core problem simply replicates itself on that level. Instead, since they derive from an unduly restrictive conception of what constitutes scientific inquiry, they require endorsement of the equal partnership of the human science template as a corrective. Moreover, far from compromising its scientific commitments, this actively facilitates rethinking the integration of science and practice in the service of the effective practice of care.     

Dialectical Behavior Therapy Skills for Families of Individuals With Behavioral Disorders: Initial Feasibility and Outcomes

Family members of individuals with behavioral disorders are a valuable source of logistical and emotional support for patients. Family members may take on tremendous financial and/or psychological responsibility to care for their loved ones, which can result in poor psychological outcomes for the family and, in turn, impede the recovery of the patient. Dialectical Behavior Therapy (DBT) skills training is an effective treatment that has been utilized with numerous populations, including family members of individuals with behavioral problems, and has shown efficacy in improving various interpersonal outcomes; however, no study has examined feasibility and outcomes of delivering all four unabridged DBT skills modules to this population. Twenty participants attended weekly DBT skills classes for 6 months, where they acquired skills in mindfulness, emotion regulation, interpersonal effectiveness, and distress tolerance. There were significant pre-post improvements for emotion dysregulation, stress reactivity, and various interpersonal outcomes; there were no significant changes in depression or anxiety. These results suggest that DBT skills may be effective at improving broad clinical domains in a sample of family members of individuals with behavioral problems. This research is the first step in demonstrating that DBT skills might benefit family members of patients with heterogeneous mental health problems and, therefore, fits in to the field’s growing interest in cost-effective transdiagnostic interventions.     

Comparison of behavioral intervention and sensory integration therapy on challenging behavior of children with autism

The current study used an AB crossover design to directly compare the effects of sensory integration therapy (SIT) and behavioral intervention (BI) on the challenging behavior of 10 participants with autism spectrum disorder. During the intervention phase, all participants received both treatments. Follow‐up probes were conducted 1 month following intervention for 4 participants implementing the more effective intervention. The results showed that BI successfully reduced challenging behavior to low‐ or near‐zero levels. In contrast, SIT resulted in higher and more variable rates of challenging behavior. One exception was noted for Participant 4 who engaged in a decreased level of challenging behavior during SIT. The findings are discussed in relation to implication for practice and future research.