Does input influence uptake? Links between maternal talk,processing speed and vocabulary size in Spanish‐learning children

It is well established that variation in caregivers’ speech is associated with language outcomes, yet little is known about the learning principles that mediate these effects. This longitudinal study (n = 27) explores whether Spanish‐learning children's early experiences with language predict efficiency in real‐time comprehension and vocabulary learning. Measures of mothers’ speech at 18 months were examined in relation to children's speech processing efficiency and reported vocabulary at 18 and 24 months. Children of mothers who provided more input at 18 months knew more words and were faster in word recognition at 24 months. Moreover, multiple regression analyses indicated that the influences of caregiver speech on speed of word recognition and vocabulary were largely overlapping. This study provides the first evidence that input shapes children's lexical processing efficiency and that vocabulary growth and increasing facility in spoken word comprehension work together to support the uptake of the information that rich input affords the young language learner.     

The Differential Outcomes Procedure Can Interfere or Enhance Operant Rule Learning

The differential outcomes effect--the enhancement of learning and memory performance by correlating distinct reinforcers with to-be-remembered events (sample stimuli)--has been stated to be one of the most robust phenomena in learning psychology. However, in this paper we demonstrate that the correlation between unique samples and unique reinforcers can either interfere with or enhance learning a spatial matching-rule, dependent on whether these two processes are trained concurrently or sequentially. If the Pavlovian conditioning (unique sample-reward pairings) occurs before the matching rule is learned (sequentially), the conditioned expectations of unique rewards will enhance the acquisition of the spatial matching-rule in rats (the differential outcomes effect will be observed). However, if rats are required to learn the Pavlovian associations and the matching-rule concurrently, they are impaired in acquiring the spatial matching-rule. Thus, employing the differential outcomes procedure can either enhance or detract from learning and remembering the task rule-dependent on the nature of the task and order of training. These data suggest that under some circumstances learning Pavlovian associations can compete with the formation of instrumental behavior.     

Efficacy of cognitive training programs based on new software technologies in patients with Alzheimer-type dementia

The study aims to assess the efficacy of the Big Brain Academy (BBA), a computerized cognitive training program (CT) based on video games, compared to the Integrated Psychostimulation Program (IPP), a classical CT tool for patients with Alzheimer's disease (AD). A total of 45 patients with AD at the mild stage were randomly assigned to three experimental conditions. Two treatment groups were established, in which patients received either a stimulation program with BBA (EABB) or a traditional stimulation program (EAPI), based on paper-and-pencil tasks, for twelve weeks. A third group, the control group (EANT), did not receive any treatment during this period. The differential effectiveness of the programs was evaluated through pre-post design, considering neuropsychological, behavioral, and functional standard measures as outcome variables. The EABB group showed significantly slower rates of cognitive decline compared to the EAPI and EANT groups. Furthermore, the EABB group reported significantly greater decrease in depressive symptoms in comparison with the EAPI and EANT groups. The BBA program was more effective than IPP to reduce cognitive decline and depressive symptoms in patients with AD.     

Training method dramatically affects the acquisition of a place response in rats with neurotoxic lesions of the hippocampus.

A considerable number of studies have demonstrated that hippocampal damage impairs the acquisition of a place response in rats. In Experiment 1, using a four-arm plus-shaped maze, we replicated this finding. Experiment 2 showed, however, that hippocampally damaged rats can learn a place response just as well as control rats when, during the training, a salient intramaze landmark indicates the position of the goal (the west arm). After reaching criterion, the hippocampal and control groups performed the task with the same degree of mastery during a transfer test in which the intramaze signal used during the acquisition was removed. In Experiment 3, the intramaze cue was substituted by an egocentric cue. The results revealed that both control and lesioned subjects learned the spatial problem well. However, a transfer test showed that control rats learned the task using a place response strategy but hippocampally lesioned animals used a rigid, hyperspecific strategy. Taken together, these results suggest that special training procedures which encourage variability in response versus perseveration make it possible to overcome the acquisition deficit normally observed in hippocampal rats.     

Language disorders as a window on universal grammar: an abstract theory of agreement for IP, DP, and V-PP

A new concept of Agreement (AGR) has been represented as a Formal Feature that can appear in a wide range of different configurations (Chomsky, 1998). A case study from language disorders supports and extends this abstract concept. The child shows no agreement in Inflectional Phrase me can and Determiner Phrase them eyes. We then extend the notion of AGR to include verb-Prepositional Phrase relations, where the child also systematically avoids certain prepositions (go beach). The analysis is supported by intuitional data from compounds (sweep with broom --> broom-swept). We also define a systematic notion of Possible deficit as a premature fixation of functional items which normally require additional Phi-features. The notion of Maximization of Formal Features then emerges as a significant feature of learnability from both a normal and disordered perspective.     

You are Cruel Even If He Did It: Behavior and Face Processing in Spontaneous Trait Inference and Transference

Spontaneous trait inferences (STIs) occur when people infer, without intention or awareness, personality traits from other people’s behaviors. Spontaneous trait transferences (STTs) occur when the trait inferred from the behavior of an actor is erroneously transferred to a person who is not the actor of the behavior. Here, we show that STIs and STTs are similar in the activation of the trait from the behavior and they differ in the link that is established between the inferred trait and the person, with stronger link being created in the STIs than in STTs.     

Predicting well-being in managers: Test of a positive psychology model

Contemporary scholars in vocational, applied, and organizational psychology have emphasized that working must be understood as a relational act with important implications for worker well-being. Drawing upon emergent research extending the constructs of adult attachment security and authenticity to the workplace, this study tested a positive psychological model linking adult attachment orientations, and both experienced and expressed features of work authenticity, to the prediction of well-being within a sample of business managers. Findings indicated that, controlling for their gender and length of managerial experience, managers’ levels of adult attachment security and work authenticity accounted for significant and incremental variance in their reported levels of work stress and job satisfaction. In general, managers with high levels of adult attachment security and work authenticity reported lower work stress and higher job satisfaction. Implications of these findings for the counseling of distressed managers are briefly discussed.     

Counselor Bilingual Ability,Counselor Ethnicity,Acculturation, and Mexican Americans' Perceived Counselor Credibility

This study examined the effects of counselor bilingual ability and counselor ethnicity on client‐perceived counselor credibility and cultural competence. Participants were assigned to 1 of 4 treatment conditions created by crossing counselor ethnicity with counselor language. No significant differences were found. Regarding rank ordering of the conditions, the European American bilingual counselor was perceived to be more culturally competent than were the Mexican American bilingual counselors. Findings underscore the importance of bilingualism for European American counselors when working with bilingual Mexican American clients.     

"Queremos Aprender": Latino Immigrants' Call to Integrate Cultural Adaptation with Best Practice Knowledge in a Parenting Intervention

Despite the unique and challenging circumstances confronting Latino immigrant families, debate still exists as to the need to culturally adapt evidence-based interventions for dissemination with this population. Following the grounded theory approach, the current qualitative investigation utilized focus group interviews with 83 Latino immigrant parents to explore the relevance of culturally adapting an evidence-based parenting intervention to be disseminated within this population. Findings from this study indicate that Latino immigrant parents want to participate in a culturally adapted parenting intervention as long as it is culturally relevant, respectful, and responsive to their life experiences. Research results also suggest that the parenting skills participants seek to enhance are among those commonly targeted by evidence-based parenting interventions. This study contributes to the cultural adaptation/fidelity balance debate by highlighting the necessity of exploring ways to develop culturally adapted interventions characterized by high cultural relevance, as well as high fidelity to the core components that have established efficacy for evidence-based parenting interventions.     

Suicide Attempt Risk in Youths: Utility of the Harkavy–Asnis Suicide Scale for Monitoring Risk Levels

The Harkavy–Asnis Suicide Scale (HASS), one of the few self‐report scales assessing suicidal behavior was evaluated and ideation, was evaluated and predictors of suicide attempts (SAs) were identified with the goal of developing a model that clinicians can use for monitoring SA risk. Participants were 131 pediatric emergency department (ED) patients with suicidal behavior. The HASS and Diagnostic Interview Schedule for Children (DISC‐IV) were administered approximately 2 months after ED presentation. When compared with DISC‐IV ratings, sensitivity of the HASS SA items was excellent (100%), and overall classification accuracy was 72%. SA planning was the strongest predictor of SAs.