Segmenting dynamic human action via statistical structure

Human social, cognitive, and linguistic functioning depends on skills for rapidly processing action. Identifying distinct acts within the dynamic motion flow is one basic component of action processing; for example, skill at segmenting action is foundational to action categorization, verb learning, and comprehension of novel action sequences. Yet little is currently known about mechanisms that may subserve action segmentation. The present research documents that adults can register statistical regularities providing clues to action segmentation. This finding provides new evidence that structural knowledge gained by mechanisms such as statistical learning can play a role in action segmentation, and highlights a striking parallel between processing of action and processing in other domains, such as language.     

Training and transfer effects in task switching

Performance on task switching, a paradigm commonly used to measure executive function, has been shown to improve with practice. However, no study has tested whether these benefits are specific to the tasks learned or are transferable to new situations. We report evidence of transferable improvement in a cued, randomly switching paradigm as measured by mixing cost, but we report no consistent improvement for switch cost. Improvement in mixing costs arises from a relative reduction in time to perform both switch and nonswitch trials that immediately follow switch trials, implicating the ability to recover from unexpected switches as the source of improvement. These results add to a growing number of studies demonstrating generalizable improvement with training on executive processing.     

Flavor preferences produced by backward pairing with wheel running

In 3 experiments rats given 8 sessions of preexposure to wheel running acquired a preference for a flavor that was given immediately after each of 4 subsequent sessions of wheel running. Such flavor preference was less likely when rats were given the same conditioning procedure but without preexposure to wheels (Experiment 1) or when access to flavor was delayed by 30 min following a wheel session (Experiment 2). When rats were given a flavor before each wheel session, the resulting conditioned aversion was greater in rats that had no prior exposure to wheel running (Experiment 3). These results show that whether an aversion or preference for a flavor is produced by wheel running depends on an interaction between prior wheel experience and the sequence of events.     

Children's Emotional Security in the Interparental Relationship

ABSTRACT— In response to the societal premium placed on understanding the difficulties faced by children from high-conflict homes, emotional security theory aims to understand precisely how and why interparental discord is associated with children's psychological problems. One of its main premises is that interparental discord increases children's vulnerability to mental illness by undermining their sense of safety or security in the context of the interparental relationship. In this article, we highlight the main assumptions of a new ethological formulation of emotional security theory and its predictions and findings regarding the organization, precursors, and consequences of individual differences in children's emotional insecurity. We conclude with a synopsis of the value of the new formulation for future work.     

Failures to see: attentive blank stares revealed by change blindness

Change blindness illustrates a remarkable limitation in visual processing by demonstrating that substantial changes in a visual scene can go undetected. Because these changes can ultimately be detected using top-down driven search processes, many theories assign a central role to spatial attention in overcoming change blindness. Surprisingly, it has been reported that change blindness can occur during blink-contingent changes even when observers fixate the changing location [O'Regan, J. K., Deubel, H., Clark, J. J., & Rensink, R. A. (2000). Picture changes during blinks: Looking without seeing and seeing without looking. Visual Cognition, 7, 191-212]. However, eye blinks produce a transient disruption of vision that is independent of any associated changes in the retinal image. We determined whether these 'attentive blank stares' could occur in the absence of blink-mediated visual suppression. Using a flicker change-blindness paradigm we confirm that despite direct attentive fixations, obvious scene changes often remain undetected. We conclude that change detection involves object or feature based attentional mechanisms, which can be 'misdirected' despite the allocation of spatial attention to the position of the change.     

Videogame Addiction and its Treatment

For many, the concept of videogame addiction seems far-fetched, particularly if their concepts and definitions of addiction involve the taking of drugs. This paper overviews the small, but growing area of videogame addiction and then examines the treatment options available for those affected by excessive videogame playing. An overview of the available empirical literature appears to indicate that adverse effects are likely to affect only a relatively small subgroup of players and that frequent players are the most at-risk for developing problems. Worldwide, there are relatively few practitioners that specialise in the treatment of videogame addiction and this may be because there are so few players who are genuinely addicted to playing videogames. However, the Internet may be facilitating excessive online game playing as evidenced by the increasing number of specialist addiction treatment clinics for online videogame addiction. This paper overviews the various approaches that have been used as an intervention in treating videogame addicts, including online support groups, 12-step programmes, behavioural and cognitive-behavioural therapies, and motivational interviewing.     

Elucidating the Relation of Hoarding to Obsessive Compulsive Disorder and Impulse Control Disorders

Hoarding has historically been conceptualized as a symptom of Obsessive Compulsive Disorder (OCD); however, data demonstrate important differences between hoarding and OC symptoms (for discussion, see Grisham et al. Anxiety Disorders, 19, 767‑779. 2005). Hoarding has also been observed in disorders besides OCD, including specific Impulse Control Disorders (ICDs; e.g., kleptomania, trichotillomania, pathological gambling, compulsive buying). Therefore, the current study tested the hypothesis that hoarding would be as strongly related to symptoms of ICDs as it is to OCD and that these relationships would be medium to strong in magnitude. Results from an undergraduate sample showed hoarding behaviors were strongly related to symptoms of OCD, moderately related to symptoms of compulsive buying, and more modestly related to symptoms of pathological gambling, trichotillomania, and kleptomania. Finally, findings suggest indecisiveness may be a particularly important underlying feature in hoarding behaviors. These results support the consideration of hoarding outside the confines of OCD.

Applying a Randomized Interdependent Group Contingency Component to Classwide Peer Tutoring for Multiplication Fact Fluency

Researchers have documented the positive effects of classwide peer tutoring on academic performance, engagement, and other social behaviors of students with and without disabilities. Commonly, in classwide peer tutoring, students are paired and the class is divided in half. Points are awarded for tutoring behavior and academic responding during the tutoring session. At the end of the session, the half of the class with the most points earns a reward. In the current study, a fifth-grade teacher implemented classwide peer tutoring for multiplication facts. Instead of the traditional reinforcement system, a randomized classwide interdependent group contingency was implemented. Applying a multiple-probe design across problem sets, students demonstrated increased multiplication fact fluency across three problem sets. Discussion focuses on applied implications for contingency management when implementing classwide peer tutoring programs.