The costs of taking it slowly: fast and slow movement timing in older age

We investigated adult age-differences in timing control of fast vs. slow repetitive movements using a dual-task approach. Twenty-two young (M = 24.23 yr) and 22 older adults (M = 66.64 yr) performed three cognitive tasks differing in working memory load and response production demands and they tapped series of 550-ms or 2100-ms target intervals. Single-task timing was comparable in both groups. Dual-task timing was characterized by shortening of produced intervals and increases in drift and variability. Dual-task costs for both cognitive and timing performances were pronounced at slower tapping tempos, an effect exacerbated in older adults. Our findings implicate attention and working memory processes as critical components of slow movement timing and sources of specific challenges thereof for older adults.     

Teaching with Massed Versus Interspersed Trials: Effects on Acquisition,Maintenance, and Problem Behavior

The current study evaluated the effects of teaching three programs using massed‐trial teaching (MTT) versus interspersed‐trial teaching (ITT) for three participants diagnosed with autism. Specifically, we compared the (i) rate of response acquisition, (ii) percentage of trials per session with problem behavior, and (iii) number of acquisition targets maintained following mastery. For all three participants, the rate of acquisition was higher under MTT than ITT, and levels of problem behavior were similar in both conditions for each participant. Perhaps the only advantage of ITT over MTT was maintenance of targets at the follow‐up probes for two participants; however, neither approach yielded consistently high levels of correct responding across 2‐, 4‐, and 6‐week follow‐up probes. Collectively, results for these three participants provide some evidence for the additive benefit of MTT over ITT. Copyright © 2014 John Wiley & Sons, Ltd.     

Challenges to Doing Sexual Violence Work

Sexual assault victims experience a number of effects as a result of their victimization. Sexual assault crisis workers are assigned the responsibility of trying to minimize the negative consequences of sexual assault. In their efforts to serve sexual assault victims, it is likely that certain problems make it difficult to adequately help victims. This study considers how 43 sexual assault crisis workers (27 directors of sexual assault crisis centers and 16 workers) define the challenges of serving sexual assault victims. Major challenges reported included a lack of awareness about sexual assault, victim blaming, and a lack of resources. Implications are provided.     

Increasing therapeutic exercise participation by individuals with acquired brain injury using self‐recording and reinforcement

The purpose of this study was to evaluate the effects of self‐recording and contingent reinforcement on exercise participation by four adults with acquired brain injury. The results indicate that self‐recording and contingent reinforcement increased participation in stretching, aerobic, and weight‐lifting activities for each participant. The results also indicate that each participant was able to accurately self‐record his or her exercise participation. Possible operant conceptualizations for the observed behavior change, as well as limitations to the results, are briefly discussed. Copyright © 2008 John Wiley & Sons, Ltd.     

Adults’ and children’s monitoring of story events in the service of comprehension

When reading narratives, adults monitor shifts in time, space, characters, goals, and causation. Shifts in any of these dimensions affect both moment-by-moment reading and memory organization. The extant developmental literature suggests that middle school children have relatively sophisticated understandings of each of these dimensions but does not indicate whether they spontaneously monitor these dimensions during reading experiences. In four experiments, we examined the processing of event shifts by adults and children, using both an explicit verb-clustering task and a reading time task. The results indicate that middle school children’s and adults’ post-reading memory is organized using these dimensions but that children do not monitor dimensions during moment-by-moment reading in the same manner as adults. These differences were not a function of differentially difficult texts for children and adults, or between-group differences. The findings have implications for models of adult and child text processing and for understanding children’s developing narrative comprehension.     

Discreteness and interactivity in spoken word production

Five theories of spoken word production that differ along the discreteness-interactivity dimension are evaluated. Specifically examined is the role that cascading activation, feedback, seriality, and interaction domains play in accounting for a set of fundamental observations derived from patterns of speech errors produced by normal and brain-damaged individuals. After reviewing the evidence from normal speech errors, case studies of 3 brain-damaged individuals with acquired naming deficits are presented. The patterns these individuals exhibit provide important constraints on theories of spoken naming. With the help of computer simulations of the 5 theories, the authors evaluate the extent to which the error patterns predicted by each theory conform with the empirical facts. The results support a theory of spoken word production that, although interactive, places important restrictions on the extent and locus of interactivity.     

Attention-referenced visual representations: evidence from impaired visual localization

Spatial representations in the visual system were probed in 4 experiments involving A. H., a woman with a developmental deficit in localizing visual stimuli. Previous research (M. McCloskey et al., 1995) has shown that A. H.'s localization errors take the form of reflections across a central vertical or horizontal axis (e.g., a stimulus 30 degrees to her left localized to a position 30 degrees to her right). The present experiments demonstrate that A. H.'s errors vary systematically as a function of where her attention is focused, independent of how her eyes, head, or body are oriented, or what potential reference points are present in the visual field. These results suggest that the normal visual system constructs attention-referenced spatial representations, in which the focus of attention defines the origin of a spatial coordinate system. A more general implication is that some of the brain's spatial representations take the form of coordinate systems.     

Lexical and post-lexical phonological representations in spoken production

Theories of spoken word production generally assume a distinction between at least two types of phonological processes and representations: lexical phonological processes that recover relatively arbitrary aspects of word forms from long-term memory and post-lexical phonological processes that specify the predictable aspects of phonological representations. In this work we examine the spoken production of two brain-damaged individuals. We use their differential patterns of accuracy across the tasks of spoken naming and repetition to establish that they suffer from distinct deficits originating fairly selectively within lexical or post-lexical processes. Independent and detailed analyses of their spoken productions reveal contrasting patterns that provide clear support for a distinction between two types of phonological representations: those that lack syllabic and featural information and are sensitive to lexical factors such as lexical frequency and neighborhood density, and those that include syllabic and featural information and are sensitive to detailed properties of phonological structure such as phoneme frequency and syllabic constituency.