Metacognitive control in self-regulated learning: Conditions affecting the choice of restudying versus retrieval practice

In two experiments, learners studied word pairs one or two times and took a final cued recall test. They studied each pair upon its initial presentation and decided whether they would restudy it later, take a practice test on it later (retrieval practice), or forego all further practice with the pair. Whether learners preferred restudying or testing depended upon conditions. Regardless of whether practice tests were followed by feedback, they chose to take practice tests relatively more often when items were easy and the lag or spacing interval between the first and second occurrence was short, whereas they chose to restudy relatively more when items were hard and the lag was long. That is, they preferred testing under conditions in which successful retrieval on the practice test was likely. In Experiment 2, we varied the number of points each item was worth if recalled on the final test. A high point value led to a marked increase in both the preference for testing when the lag was short and the preference for restudying when the lag was long. Results support the hypothesis that learners appreciate at some level that retrieval practice can be a more effective learning strategy than restudying. However, they appear to believe that successful retrieval is necessary to reap the benefits of retrieval practice. As a consequence, their tendency to choose testing is influenced by conditions (item difficulty and spacing interval) that affect the likelihood of successful practice-test retrieval.     

A progressive model for teaching children with autism to follow gaze shift

Gunby, Rapp, Bottoni, Marchese and Wu (2017) taught three children with autism spectrum disorder to follow an instructor's gaze shift to select a specific item; however, Gunby et al. used different types of prompts with each participant. To address this limitation, we used a progressive training model for increasing gaze shift for three children with autism spectrum disorder. Results show that each participant learned to follow an adult's shift in gaze to make a correct selection. In addition, two participants displayed the skill in response to a parent's gaze shift and with only social consequences; however, the third participant required verbal instruction and tangible reinforcement to demonstrate the skill outside of training sessions.     

Parenting and Adolescent Grandiose Narcissism: Mediation through Independent Self-Construal and Need for Positive Approval

While particular parenting styles and parenting qualities have been linked to adolescent narcissistic tendencies, their association is likely indirect. Parents aim to indoctrinate adolescents with dispositional tendencies, such as self-confidence independence and a focus on peer acceptance, which incidentally manifest in narcissism. The authors investigated whether mothers' and fathers' positive parenting and lax discipline were linked indirectly to adolescent grandiose narcissism through a need for positive approval and independent self-construal. Adolescents (n = 460; 58.5% girls; age range = 15–18 years) completed several measures online. Structural equation modeling revealed that maternal positive parenting and discipline were indirectly linked to grandiose narcissism through adolescents' need for positive approval. Fathers' positive parenting was linked directly and partially through independent self-construal to grandiose narcissism. Fathers' discipline remained directly associated with adolescent grandiose narcissism. Discussion focuses on the nuanced association between parenting and grandiose narcissism in adolescents and the implications for upholding behavioral standards.     

The Role of Religious Coping and Resilience in Individuals With Dissociative Identity Disorder

Survivors with dissociative identity disorder (DID) often report a history of traumatic events in their lives. Past studies indicated a link between trauma, resilience, and spiritual coping in both positive and negative aspects of a survivor's life. This article includes a review of existing literature salient to these constructs in relation to i ndividuals with DID, as well as results from a study examining the relationships between these constructs and individuals with DID (N = 52). Implications are discussed based on the findings for counselors treating individuals with DID.     

Heroin Use among Adolescents: A Multi-Theoretical Examination

Criminological examination of substance use is common in the extant literature; however, little research has examined heroin use among adolescents. Recent trends in drug use indicate a rise of heroin among adolescents indicating a need to provide theoretical explanations of this phenomenon. This study examines the efficacy of social learning theory and social bond theory to explain heroin use. The study uses a nationally representative sample of adolescents from the Monitoring the Future Survey (N = 2,465). The results support the central arguments from social structure social learning theory. First, the results show that social structure components have links with heroin use. Second, the results show that social learning theory mediates the effect of social structure measures on heroin use. The results are discussed.