Speechreading skill and visual movement sensitivity are related in deaf speechreaders

Individual speechreading abilities have been linked with a range of cognitive and language-processing factors. The role of specifically visual abilities in relation to the processing of visible speech is less studied. Here we report that the detection of coherent visible motion in random-dot kinematogram displays is related to speechreading skill in deaf, but not in hearing, speechreaders. A control task requiring the detection of visual form showed no such relationship. Additionally, people born deaf were better speechreaders than hearing people on a new test of silent speechreading.     

Are you looking at me? Eye gaze and person perception

Previous research has highlighted the pivotal role played by gaze detection and interpretation in the development of social cognition. Extending work of this kind, the present research investigated the effects of eye gaze on basic aspects of the person–perception process, namely, person construal and the extraction of category–related knowledge from semantic memory. It was anticipated that gaze direction would moderate the efficiency of the mental operations through which these social–cognitive products are generated. Specifically, eye gaze was expected to influence both the speed with which targets could be categorized as men and women and the rate at which associated stereotypic material could be accessed from semantic memory. The results of two experiments supported these predictions: Targets with nondeviated (i.e., direct) eye gaze elicited facilitated categorical responses. The implications of these findings for recent treatments of person perception are considered.     

No effects of transcranial direct current stimulation on visual evoked potential and peak gamma frequency

Cognitive Processing - Evidence suggests that the visual evoked potential (VEP) and gamma oscillations elicited by visual stimuli reflect the balance of excitatory and inhibitory (E-I) cortical...     

Supervising Cognitive-Behavioral Psychotherapy: Pressing Needs,Impressing Possibilities

While accounts of the practice of cognitive behavioral therapy (CBT) supervision have been available over the past 15 years and have demonstrated consistency in terms of an overall model specifying the structure, process and content of supervision sessions, a number of gaps can be identified in the literature on the clinical supervision of CBT. Comprehensive consensus statements of the competencies underlying clinical supervision have been developed both in the United States (Falender et al., J Clin Psychol, 60, 771–785, 2004) and in the United Kingdom (Roth and Pilling, IAPT supervision competencies framework, University College London, 1992), but there has been a lack of attention to relevant theory and to procedural detail. As a consequence, the literature on CBT supervision has only recently begun to assimilate concepts from the wider supervision field (e.g. developmental models), and there is as yet no manual that would allow supervisors to make explicit determinations of competency. Furthermore, supervision in general continues to suffer both from the absence of compelling empirical support demonstrating its effectiveness in improving clinical outcomes, and there is a lack of explicitly-defined supervisory procedures that can be reliably observed and measured. Unfortunately, this combination of factors hampers the development of CBT supervision (e.g. it complicates efforts to provide a standardized framework for training in supervision). As an important starting point in ‘treating’ the underdeveloped state of CBT supervision, we outline a formulation of its current condition, then suggest some promising interventions.     

Directed remembering: Subliminal cues alter nonconscious memory strategies

Much research on memory function has focused on changes in recognition performance brought about by differences in the processes engaged during encoding. In most of this work, participants either receive explicit instructions to remember particular items or they perform orienting (i.e., encoding) tasks that support different levels of memory performance. In daily life, however, the retention or dismissal of information often occurs without conscious intent, thereby suggesting an alternative, nonconscious route through which purposive remembering and forgetting can occur. Based on this line of reasoning, we speculated that recognition performance in a standard item-based forgetting paradigm may be moderated by subliminal cues that trigger the automatic activation of different mnemonic strategies. We report the results of two experiments that supported this prediction. In each experiment, the basic item-based forgetting effect was replicated, but via the subliminal presentation of “remember” and “forget” cues. In addition, cue-dependent differences in memory performance were traced to the operation of a covert rehearsal mechanism during encoding. We consider the implications of these findings for the non-conscious operation of memory processes in everyday life.     

Protection of Children from Physical Maltreatment in Canada: An Evaluation of the Supreme Court's Definition of Reasonable Force

In 2004, the Supreme Court of Canada set out seven criteria to distinguish reasonable from abusive corrective force with children. We tested the validity of those criteria by mapping them onto a nationally representative data set of substantiated cases of physical abuse. The court's criteria defining reasonable force actually characterized the majority of cases of child physical maltreatment in Canada. These cases were more likely to be characterized by the use of spanking in the family than by each of the criteria set out by the Supreme Court. One in five cases was not characterized by any of the court's criteria, and virtually none were characterized by all of them. The findings provide stronger support for abolishing physical punishment than for legal attempts to narrow its definition.     

Development of motion processing in children with autism

Recent findings suggest that children with autism may be impaired in the perception of biological motion from moving point-light displays. Some children with autism also have abnormally high motion coherence thresholds. In the current study we tested a group of children with autism and a group of typically developing children aged 5 to 12 years of age on several motion perception tasks, in order to establish the specificity of the biological motion deficit in relation to other visual discrimination skills. The first task required the recognition of biological from scrambled motion. Three quasi-psychophysical tasks then established individual thresholds for the detection of biological motion in dynamic noise, of motion coherence and of form-from-motion. Lastly, individual thresholds for a task of static perception--contour integration (Gabor displays)--were also obtained. Compared to controls, children with autism were particularly impaired in processing biological motion in relation to any developmental measure (chronological or mental age). In contrast, there was some developmental overlap in ability to process other types of visual motion between typically developing children and the children with autism, and evidence of developmental change in both groups. Finally, Gabor display thresholds appeared to develop typically in children with autism.     

Attention and expertise in multiple target tracking

An experiment is reported examining the role of attention and expertise in multiple target tracking. It compares the ability of professional radar operators (experts) and undergraduate students (novices) to acquire and track subsets of randomly moving targets amongst distractors, and respond appropriately to a probe. Participants undertook this tracking task alone then, subsequently, in conjunction with a second, digit categorization task. For half the participants, the second task commenced prior to the tracking task's target acquisition phase, for the remainder after. Results suggest experts are better than novices across all conditions. Further, a comparison of results between the two dual task conditions indicates that attentional resources make a contribution to target tracking in both novices and experts, but only appear to make a contribution to target acquisition in novices. The results have implications for theories of multiple target tracking; the selection of radar operators; and the monitoring of their training. Copyright © 2004 John Wiley & Sons, Ltd.     

Back to basics: a componential analysis of the original cognitive interview mnemonics with three age groups

A large body of research now exists which demonstrates that the cognitive interview (CI) increases the reporting of correct recall from various population groups. It is now necessary to determine from both a theoretical and an applied perspective which of the CI techniques, or combination of techniques are largely responsible for this CI superiority effect. The two aims of this study were (1) to examine the relative effectiveness of each of the four original CI mnemonics and (2) to assess their efficacy as a function of age. A total of 125 participants; 34 first‐year undergraduate students, 44 children aged 8–9 years and 47 children aged 5–6 years viewed a video‐recording of an accident. Forty‐eight hours later each participant was individually interviewed and randomly assigned to one of six instruction groups; (1) context reinstatement, (2) change perspective, (3) change order, (4) report everything, (5) report everything + context reinstatement combination (RE + CR), or (6) a control instruction to ‘try again’. Each of the individual CI mnemonics were found to be of equal benefit and to occasion no more recall than the ‘try again’ control. However, the RE + CR combination resulted in significantly more correct recall compared to the individual mnemonics. There was no effect of age group on the efficacy of the various instructions. Copyright © 2002 John Wiley & Sons, Ltd.