SKOOL versus ZOOL: effects of orthographic and phonological long-term memory on nonword immediate serial recall

In a now-classic study Besner and Davelaar (1982) reported an advantage of pseudohomophone (PSH) over nonword recall in a visual immediate serial recall (ISR) task, which remained under articulatory suppression (AS), and interpreted the findings as indicating PSH items obtain support from stored phonological long-term memory (LTM) representations even when phonological rehearsal is disrupted. However, one key question relating to this PSH effect remains: could the results have been contaminated by a potential confound of orthographic familiarity (i.e., PSH items often look like the word they sound like)? As a result, the present study examined the impact of orthography on PSH ISR. Our findings indicate that PSH accuracy was consistently higher for items that had an orthographic similarity to the parent word, and this effect did not interact with concurrent task. We therefore argue that PSH items in ISR obtain independent support from both orthographic and phonological LTM representations. The present study demonstrates the critical impact of orthographic LTM representations on visual nonword ISR, and we suggest that this may be a fruitful avenue for further research.     

Intimate boundaries: Therapists’ perception and experience of erotic transference within the therapeutic relationship

Aim: This study explored therapists’ understanding and experiences of erotic transference within therapeutic relationships. Method: A small‐scale qualitative research project was undertaken with six therapists working within different counselling contexts. Data was collected through semi‐structured face‐to‐face interviews, and an Interpretative Phenomenological Analysis used for analysis of individual perception and experience. Findings: All participants had experienced what they understood to be erotic transference and/or sexual and loving feelings within therapy. There was little differentiation between the two phenomena, and both were often referred to interchangeably. There were contradictory views as to whether using the phenomena would be beneficial to client work, but there was a strong motivation to learn more about it. Therapists who encountered sexual attraction within therapy experienced feelings including shame and embarrassment. Supervisory support was seen to be beneficial. Implications/conclusion: The importance for therapists to acknowledge a lack of clarity that exists around the understanding of erotic transference and its relationship to sexual attraction within therapy is noted. Also, a recognition that better access to training regarding erotic transference and sexual responsibility within client relationships might be helpful to therapists in their work.     

The effects of magnitude and quality of reinforcement on choice responding during play activities

Three boys with autism participated in a study of the effects of magnitude and quality of reinforcement on choice responding. Two concurrent response alternatives were arranged: (a) to play in an area where a peer or sibling was located, or (b) to play in an area where there was no peer or sibling. During one condition, the magnitude (i.e., duration of access to toys) or quality (level of preference) of reinforcement provided for both responses was equal. During the other condition, the magnitude or quality of reinforcement was relatively greater for choosing the play area where the peer or sibling was located than the area where the peer or sibling was not located. Results showed that after repeated exposure to the unequal magnitude or quality condition, the participant increasingly allocated his responses to the play area where the peer or sibling was located. For 2 participants, this pattern of responding was maintained in the subsequent equal magnitude or quality condition. Overall, the analysis suggests that the dimensions of magnitude and quality of reinforcement can be arranged to influence choice responding in favor of playing near a peer or sibling rather than playing alone.     

Computerised CBT self‐help for depression in Higher Education: Reflections on a pilot

Aims: This study comprised the second phase of a small‐scale exploration of the viability of a computerised CBT intervention for depression within the context of a Higher Education counselling service. Method: The program ‘Beating the Blues’? (BtB) was offered to students experiencing depression, with measurement of uptake, attrition, satisfaction and effectiveness of the program. Results: Outcomes were calculated alone and in combination with those found in Phase One (previously presented in this journal), to enable a whole study report. In Phase Two, 15 students commenced BtB. The low completion rate in the intended academic year of the study led to extension over a further term. Seven participants completed the programme in Phase Two, a rate of 46.7%; 27 students used the programme over the entire study, with 63% completion. In both phases depression scores fell significantly following completion of the programme; anxiety scores fell significantly for Phase Two completers. User feedback was mixed. Clinical implications and conclusions: Many students have a comparatively short wait for a psychological service which may reduce interest in a computerised self‐help intervention and may help explain the low uptake. It is suggested that whilst CCBT is acceptable and effective for some depressed students, the number of sufficiently interested students, together with reported satisfaction from the intervention, was too small to warrant current inclusion of BtB within our service, particularly given its cost implications. Suggestions for further CCBT‐related investigations within this setting are made.     

Pragmatic evaluation of the viability of CCBT self‐help for depression in higher education

This study explores the potential of a computerised cognitive behavioural therapy (CCBT) self‐help programme for depression within the context of a Higher Education Counselling Service. It seems timely to consider the place of evidence‐based alternatives to the face‐to‐face counselling traditionally provided in higher education with user choice in mind. There is also a need to cater for increasing numbers of students experiencing a wide range and severity of emotional difficulties, sometimes resulting in long waiting periods for help. In the study twelve depressed students used the CCBT programme ‘Beating the Blues’?. Ten (83.3%) participants completed the programme. Initial credibility of and expectancy‐for‐improvement from the intervention was high. Significant reductions in depression scores were found following completion, whilst anxiety scores changes were not significant. Feedback on the programme was largely positive. CCBT was clearly preferred to face‐to‐face counselling by some participants, supporting the need for a choice of interventions for students. These results suggest that CCBT may be an acceptable and effective intervention for a number of depressed students. It is argued that CCBT may be a viable addition to current provision in Higher Education Counselling Services and that further studies are required to investigate this further.     

The Effects of Rejection Sensitivity on Reactive and Proactive Aggression

The aim of this research was to use a pure measure of aggression to clarify whether rejection sensitive children exhibit higher levels of aggressive behavior than those who are not as rejection sensitive and to examine whether the components of rejection sensitivity (RS) vary according to the types of aggression. A total of 287 Australian primary school students aged between 9 and 12 completed self‐report measures of RS and aggression. As expected, RS and its components, angry and anxious expectations of rejection, were linked to generalized aggression (GA) in adolescents, with angry expectations being more strongly associated with GA and in particular, proactive aggression. As expected, RS predicted reactive aggression better than it did proactive aggression and a three‐way interaction was found whereby the relationship between the type of RS and aggression differed as a function of the type of aggression. The present study offers new evidence to support the theory that RS is predictive of aggressive behavior in children and clarifies some confusion about the attributional affect and processes behind this behavior. The findings both support and extend existing research in the areas of RS and aggression. Aggr. Behav. 39:3‐12, 2013. © 2012 Wiley Periodicals, Inc.     

Effects of anxiety,a cognitive secondary task,and expertise on gaze behavior and performance in a far aiming task

ObjectivePrevious studies focused on investigating the separate effects of anxiety, cognitive load, and expertise on perceptual-motor performance, but the combined effects of these factors have not been studied yet. The objective of the current study was to investigate these factors in combination.DesignEleven expert dart players and nine novices performed a dart throwing task in low-anxiety (LA) and high-anxiety (HA) conditions with and without a secondary task.MethodTo manipulate anxiety the dart throwing task was performed low (LA) and high (HA) on a climbing wall with and without the secondary counting backwards task. Performance and efficiency of task execution and gaze behavior were assessed.ResultsThe anxiety manipulation evoked a decrease in dart performance, but only for the novices. Increases in mental effort and dart times and a decrease in response rate on the secondary task were observed for both groups. This shows that there were decreases in processing efficiency with anxiety. Most important, the anxiety-induced decrease in performance for the novices was accompanied by final fixations on the target that were substantially shorter and deviated off the target earlier. The dual task did not affect performance.ConclusionAnxiety affects efficiency and sometimes performance in far aiming tasks. Changes are accompanied by changes in gaze behavior, particularly the final fixation on the target. All in all, findings provide support for Attentional Control Theory as a suitable framework to explain the effects of anxiety, a cognitive secondary task, and expertise in far aiming tasks.     

The Career Satisfaction Scale: Response bias among men and women

Recent studies demonstrate an increasing emphasis on subjective career success. This construct is typically measured using self-report scales, with the most used instrument being the Career Satisfaction Scale of Greenhaus, Parasuraman, and Wormley [Greenhaus, J. H., Parasuraman, S., & Wormley, W. M. (1990). Effects of race on organizational experiences, job performance evaluations, and career outcomes. Academy of Management Journal, 33, 64–86]. As career success is often studied in relation to gender, one may wonder whether men and women rate subjective career success, as measured by the Career Satisfaction Scale (Greenhaus et al., 1990), in the same manner—which is an important requirement when interpreting sex differences. Therefore, this study provides a rigorous evaluation of the Career Satisfaction Scale (Greenhaus et al., 1990) in terms of measurement invariance. The results show that gender invariance of the Career Satisfaction Scale (Greenhaus et al., 1990) does not hold. Implications of these findings in terms of optimal measurement of the subjective career success construct are spelled out.     

Transgender and anxiety: A comparative study between transgender people and the general population

Background: Anxiety disorders pose serious public health problems. The data available on anxiety disorders in the transgender population is limited by the small numbers, the lack of a matched controlled population and the selection of a nonhomogenous group of transgender people.

Aims: The aims of the study were (1) to determine anxiety symptomatology (based on the HADS) in a nontreated transgender population and to compare it to a general population sample matched by age and gender; (2) to investigate the predictive role of specific variables, including experienced gender, self-esteem, victimization, social support, interpersonal functioning, and cross-sex hormone use regarding levels of anxiety symptomatology; and (3) to investigate differences in anxiety symptomatology between transgender people on cross-sex hormone treatment and not on hormone treatment.

Methods: A total of 913 individuals who self-identified as transgender attending a transgender health service during a 3-year period agreed to participate. For the first aim of the study, 592 transgender people not on treatment were matched by age and gender, with 3,816 people from the general population. For the second and third aim, the whole transgender population was included.

Measurements: Sociodemographic variables and measures of depression and anxiety (HADS), self-esteem (RSE), victimization (ETS), social support (MSPSS), and interpersonal functioning (IIP-32).

Results: Compared with the general population transgender people had a nearly threefold increased risk of probable anxiety disorder (all p < .05). Low self-esteem and interpersonal functioning were found to be significant predictors of anxiety symptoms. Trans women on treatment with cross-sex hormones were found to have lower levels of anxiety disorder symptomatology.

Conclusions: Transgender people (particularly trans males) have higher levels of anxiety symptoms suggestive of possible anxiety disorders compared to the general population. The findings that self-esteem, interpersonal functioning, and hormone treatment are associated with lower levels of anxiety symptoms indicate the need for clinical interventions targeting self-esteem and interpersonal difficulties and highlight the importance of quick access to transgender health services.