The Effect of Rational Emotive Behaviour Therapy on Post-Traumatic Depression in Flood Victims

Journal of Rational-Emotive & Cognitive-Behavior Therapy - Posttraumatic depression is often observed among flood victims all over the world including Nigeria. People who survived the...     

The Effect of Retention Interval Task Difficulty on Young Children's Prospective Memory: Testing the Intention Monitoring Hypothesis

The current study examined the impact of retention interval task difficulty on 4- and 5-year-olds’ prospective memory (PM) to test the hypothesis that children periodically monitor their intentions during the retention interval and that disrupting this monitoring may result in poorer PM performance. In addition, relations among PM, working memory, theory of mind (ToM), and 2 types of planning were investigated. Children (N = 64) were randomly assigned to an easy or difficult filler task during the retention interval prior to the PM task. Five-year-olds outperformed 4-year-olds on the PM task, and children receiving the easy filler task outperformed those receiving the difficult filler task. Further, working memory, planning, and ToM were positively associated with PM for children receiving the difficult filler task but not for children receiving the easy filler task. Findings are interpreted with respect to the predictions of the intention monitoring hypothesis as well as the multiprocess framework of PM.     

Primary care screening and risk factors for postnatal depression in Zimbabwe: A scoping review of literature

Postnatal depression (PND) exerts a significant burden on the global public health system, globally affecting approximately 10 to 20% of women. Despite the recently reported high prevalence of PND in Zimbabwe, it is rarely diagnosed or appropriately managed in primary care settings. This review scopes evidence on PND from studies on screening for PND and the associated risk factors conducted in Zimbabwe over the past 20 years. We searched electronic databases for published articles and checked reference lists of studies relating to depression among women in Zimbabwe. We used the following key words: postnatal, depression, women, screening, risk-factors, and Zimbabwe. A total of 14 studies were retrieved as follows: postnatal depression (4), postnatal mental disorders (1), mental disorders among pregnant women (1), and depression and women in general (8). Reported prevalence of PND ranged from 16% to 34.2%. Studies on PND enrolled women from urban and peri-urban settings. Significant risk factors for PND identified among women in Zimbabwe included multi parity, having a spouse who was older than 35years, poorer relations with spouses or partners, having had experienced an adverse event, being unemployed, and having had experienced intimate partner violence. Psychosocial factors are implicated in PND occurrence among Zimbabwean women. There is need to explore the burden of PND among rural communities.     

Are math readiness and personality predictive of first-year retention in engineering?

On the basis of J. G. Borkowski, L. K. Chan, and N. Muthukrishna's model of academic success (2000), the present authors hypothesized that freshman retention in an engineering program would be related to not only basic aptitude but also affective factors. Participants were 129 college freshmen with engineering as their stated major. Aptitude was measured by SAT verbal and math scores, high school grade-point average (GPA), and an assessment of calculus readiness. Affective factors were assessed by the NEO-Five Factor Inventory (FFI; P. I. Costa & R. R. McCrae, 2007), and the Nowicki-Duke Locus of Control (LOC) scale (S. Nowicki & M. Duke, 1974). A binary logistic regression analysis found that calculus readiness and high school GPA were predictive of retention. Scores on the Neuroticism and Openness subscales from the NEO-FFI and LOC were correlated with retention status, but Openness was the only affective factor with a significant unique effect in the binary logistic regression. Results of the study lend modest support to Borkowski's model.     

About the Contributors

Biography

About the Contributors     

I'm sitting here feeling aphasic! A study of recurrent perseverative errors elicited in unimpaired speakers

In this study, the recurrent perseverative errors produced by 44 speakers without impairment were examined in picture naming and reading aloud tasks under a fast response deadline. The proportion of perseverative relative to non-perseverative errors was greater in picture naming, the more error-prone task, than in reading aloud. Additionally, although perseverative errors were less likely to be related to the target than non-perseverative errors, the overall distribution of perseverative and non-perseverative errors in each task was similar. It is concluded that the perseverative errors produced by the participants reflected both the degree and level at which language processing efficiency was reduced in each task. This is consistent with a more recent account of perseveration as a result of normally existing persistent activation overcoming weakened activation of a target at any level of language processing. These results are compared with recent studies of recurrent perseverative errors produced by people with aphasia in light of the cognitive neuropsychological assumption that speakers with and without impairment utilise a common language processing system.     

Gender and gender role differences in student–teachers’ commitment to teaching

Low commitment to teaching amongst teachers is a problem facing the teaching profession in many countries. Gender might be an important factor in explaining what kinds of prospective teachers are attracted to teaching. This empirical study examined the relationship between student–teachers’ gender, gender roles and commitment to teaching within the context of a large, university-based teacher education program in Tanzania. A self-report questionnaire was administered, comprising commitment to teaching items, gender as a demographic variable and items from Bem sex role inventory (BSRI). Cluster analysis on the masculine and feminine scale of the BSRI indicated three clusters: (1) highly androgynous students with high scores on both masculine and feminine scales, (2) medium androgynous students with relatively high scores on both masculine and feminine scales, and (3) low androgynous students with low scores in relation to the other two groups on both masculine and feminine scales of the BSRI. More female than male student–teachers reported to be highly androgynous. Covariance analysis showed that gender roles were significantly related to commitment to teaching and to intention to enter the teaching profession. Highly androgynous student–teachers reported significantly more commitment to teaching and higher intentions to enter the teaching profession compared to medium and low androgynous student–teachers. No significant relationships were found between gender, on the one hand, and commitment to teaching and the intention to enter the teaching profession, on the other hand. Findings are discussed in the context of teacher and teacher education in Tanzania.     

On the use of wireless response systems in experimental psychology: Implications for the behavioral researcher

A method of data collection is presented that unites the efficiency of mass testing with the ease of instant electronic data collection that is typical of computer-based experiments run on individual participants. A wireless response system (WRS), originally designed as a teaching tool, is used to replicate three classic and robust effects from the memory literature (effects of false memory, levels of processing, and word frequency). It is shown that for these types of experimental designs, data can be collected more efficiently (in both time and effort) with the WRS method than through traditional mass- and individual-testing methods alone. The advantages and limitations of WRSs for use in mass electronic data collection are discussed.     

An investigation of the neural correlates of attention and effector switching using ERPs

Event-related brain potentials (ERPs) were used to examine the neural correlates of attention and effector switching when one or both types of switches were performed on a given trial. The response time data revealed that switch costs tended to increase from attention switches to effector switches to attention1effector switches. For right-hand responses, attention switching was associated with a parietal slow wave and effector switching was associated with a central readiness potential. For left-hand responses, attention switching was associated with a parietal slow wave, and effector switching was associated with a parietal slow wave and a readiness potential. These data suggest that the independence of the neural systems supporting attention and effector switching may be limited to instances where the dominant hemisphere controls the response.