Evaluation of Peer Training for Teaching Abduction Prevention Skills

Child abduction is a serious problem, with approximately 100 children killed each year by nonfamily abductors. Training programs to teach children the correct skills to use if they ever come into contact with a stranger can be effective when they incorporate behavioral skills training (BST) and in-situ training (IST) into their protocol. However, these methods can be rather time and energy consuming. The current study evaluated the effectiveness and efficiency of a peer tutoring approach to teaching abduction prevention skills. Peer trainers implemented BST sessions and IST sessions with their younger peers. Children successfully acquired the target safety behaviors taught by the peer trainers, and use of the skills generalized to their natural environment.     

Illness perceptions in dialysis patients and their association with quality of life

The present study explored illness perceptions of end stage renal disease (ESRD) patients on both haemodialysis (HD) and peritoneal dialysis (PD) treatment, and their associations with quality of life. Leventhal's self-regulation model (SRM) was used as a theoretical framework. Illness perceptions and quality of life were assessed with the IPQ-R and the SF-36 in 91 HD and 42 PD patients participating in the NECOSAD-study. Compared to HD patients, PD patients experienced more personal control and had a better understanding of the illness. Illness perceptions explained from 17 to 51% of the variance in quality of life scores. Perception of more symptoms, more consequences and lower personal control were associated with lower well-being. The concept of illness perceptions is useful in understanding the impact of ESRD and of dialysis treatment on quality of life. Interventions aimed at providing more knowledge about ESRD and dialysis, and provision of skills to coping with the illness and its consequences may improve quality of life in dialysis patients.     

Communicating BRCA1/2 genetic test results within the family: A qualitative analysis

Genetic testing for BRCA1/2 mutations associated with hereditary breast and ovarian cancer reveals significant risk information about one's chances of developing cancer. It is important to study communication processes in families where members are undergoing genetic testing because the information received is crucial not just to the individual concerned but also to other members of the biological family. This study investigates family communication of BRCA1/2 test results from both the informants’ and recipients’ perspectives. A total of 10 female patients and 22 of their relatives were interviewed. Patients’ and their relatives described feelings of responsibility for sharing genetic information within the family to enable others to reduce their risks of developing cancer. However, there were limits to an individuals’ responsibility once key family members had been informed, who then had to take responsibility for continuing dissemination of information. Whilst there was an implicit responsibility to inform the family of a mutation, information was edited or withheld in the best interest of relatives, dependent upon their perceived emotional readiness, resilience and current life stage and circumstances. The pre-existing family culture and the impact previous cancer diagnoses had upon the family also influenced the process of communication. Findings are discussed in relation to extant literature and implications for clinical practice are considered.     

Adult Age‐Related Differences in the Misinformation Effect for Context‐Consistent and Context‐Inconsistent Objects

The present study examined age‐related differences in the misinformation effect for objects that were consistent or inconsistent with their environmental settings. Young and older adults viewed one of two slide sequences, each containing context‐consistent items (e.g., a blender in a kitchen setting or a saw in a woodshop setting) and context‐inconsistent items (a saw in a kitchen setting or a blender in a woodshop setting). After receiving misinformation through post‐event narratives, participants received tests of yes/no recognition requiring remember/know judgments (Experiments 1–3) and source monitoring (Experiments 2 and 3) for slide details. Although age‐related differences in the misinformation effect were nonreliable, older adults tended to report misinformation as remembered more often than young adults, and source monitoring tests reduced the misinformation effect for both age groups. Misinformation effects were equivalent or larger for inconsistent objects than for consistent objects. Theoretical and practical implications of these results are discussed. Copyright © 2013 John Wiley & Sons, Ltd.     

What’s the object of object working memory in infancy? Unraveling ‘what’ and ‘how many’

Infants have a bandwidth-limited object working memory (WM) that can both individuate and identify objects in a scene, (answering ‘how many?’ or ‘what?’, respectively). Studies of infants’ WM for objects have typically looked for limits on either ‘how many’ or ‘what’, yielding different estimates of infant capacity. Infants can keep track of about three individuals (regardless of identity), but appear to be much more limited in the number of specific identities they can recall. Why are the limits on ‘how many’ and ‘what’ different? Are the limits entirely separate, do they interact, or are they simply two different aspects of the same underlying limit?We sought to unravel these limits in a series of experiments which tested 9- and 12-month-olds’ WM for object identities under varying degrees of difficulty. In a violation-of-expectation looking-time task, we hid objects one at a time behind separate screens, and then probed infants’ WM for the shape identity of the penultimate object in the sequence. We manipulated the difficulty of the task by varying both the number of objects in hiding locations and the number of means by which infants could detect a shape change to the probed object. We found that 9-month-olds’ WM for identities was limited by the number of hiding locations: when the probed object was one of two objects hidden (one in each of two locations), 9-month-olds succeeded, and they did so even though they were given only one means to detect the change. However, when the probed object was one of three objects hidden (one in each of three locations), they failed, even when they were given two means to detect the shape change. Twelve-month-olds, by contrast, succeeded at the most difficult task level.Results show that WM for ‘how many’ and for ‘what’ are not entirely separate. Individuated objects are tracked relatively cheaply. Maintaining bindings between indexed objects and identifying featural information incurs a greater attentional/memory cost. This cost reduces with development. We conclude that infant WM supports a small number of featureless object representations that index the current locations of objects. These can have featural information bound to them, but only at substantial cost.     

To master or perform? Exploring relations between achievement goals and conceptual change learning

Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think‐aloud protocol. Sample and Method. Seventy‐three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think‐aloud protocols while reading Newtonian physics texts. Results. A mastery‐approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance‐approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance‐avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery‐approach goals and conceptual change. Conclusions. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change.     

Observing Preschoolers’ Social-Emotional Behavior: Structure,Foundations, and Prediction of Early School Success

Social-emotional behavior of 352 3- and 4-year-olds attending private childcare and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test–retest reliability, and stability of both versions; and, using the shortened measure, to examine (b) age, gender, and risk status differences in social-emotional behaviors; (c) contributions of emotion knowledge and executive function to social-emotional behaviors; and (d) contributions of social-emotional behaviors to early school adjustment and kindergarten academic success. Results show that reliability of MPAC-R/S was as good, or better, than the MPAC-R. MPAC-R/S structure, at both times of observation, included emotionally negative/aggressive, emotionally regulated/prosocial, and emotionally positive/productive behaviors; MPAC-R structure was similar but less replicable over time. Age, gender, and risk differences were found. Children's emotion knowledge contributed to later emotionally regulated/prosocial behavior. Finally, preschool emotionally negative/aggressive behaviors were associated with concurrent and kindergarten school success, and there was evidence of social-emotional behavior mediating relations between emotion knowledge or executive function, and school outcomes. The importance of portable, empirically supported observation measures of social-emotional behaviors is discussed along with possible applications, teacher utilization, and implementation barriers.     

The effect of passive heat stress on distress andself-control in male smokers and non-smokers

In the current study, we tested the effects of core body temperature increases (e.g. heat stress) on affect, self-reported physical discomfort, and subsequent self-control in male smokers and nonsmokers using a novel passive heat stress paradigm, within a distress tolerance framework. Twenty-eight men (14 smokers), completed both heat stress and control sessions in randomized order. Results revealed that increases in core body temperature were associated with increased anxiety, irritability, and body discomfort as well as decreased happiness, with stronger effects for smokers. Smokers and nonsmokers both evidenced less self-control during the heat session and did not differ on this measure, nor on a measure of interoceptive sensitivity. The current study indicates that heat stress is a viable method for studying distress tolerance in men, and suggests the value in examining dynamic changes in self-control as a function of distress. Implications will be discussed for distress tolerance in general and smokers in specific.     

Development and Validation of the Counterfactual Thinking for Negative Events Scale

We examined the psychometric properties of the newly created Counterfactual Thinking for Negative Events Scale (CTNES) in two studies involving university undergraduates. In Study 1 (N = 634), factor analysis revealed four subscales that correspond with various types of counterfactual thinking: Nonreferent Downward, Other-Referent Upward, Self-Referent Upward, and Nonreferent Upward. The subscales were largely orthogonal and had adequate internal consistency and test–retest reliability. The CTNES subscales were positively correlated with a traditional method of assessing counterfactual thinking and were related as expected to contextual aspects of the negative event, negative affect, and cognitive style. In Study 2 (N = 208), we further examined the validity of the scale and demonstrated that the subscales were sensitive to an experimental manipulation concerning the type of negative event participants recalled. Moreover, the CTNES subscales correlated in the expected direction with measures of coping and cognitive style.     

Neglected and Rejected Children: A Social-Skills Model

This study examined the hypothesis that rejected children's inability to interact successfully with their peers stems from misperception of nonverbal communication cues, whereas neglected children have the necessary perceptual skills and their inability arises because they are unable to use them. Comparisons were made among 5- and 9-year-old neglected, rejected, and control children (six groups, N = 15 per group) on four tasks: affective empathy, cognitive empathy, decoding of facial expressions of emotion, and decoding of emotional situations. The results, which were consistent with the hypothesis, are interpreted in a social-skills model based on the work of Argyle and Powers.