Generalization and discrimination as a function of the SD — SΔ intensity difference

Three groups of four rats were trained on an auditory-intensity discrimination for 21 days. The S^D-S^Δ intensity difference for Group I was 10 db; for Group II, 20 db; and for Group III, 30 db. Following the initial discrimination training, the animals were tested for generalization of the bar-press response to seven novel S^Δ's which were presented intermingled with the original S^D and S^Δ values. Conclusions: (1.) The amount of simple discrimination training required to obtain fairly stable differences in S^D and S^Δ responding is an inverse function of the magnitude of the stimulus difference between S^D and S^Δ. (2.) Generalization gradients obtained immediately following simple discrimination training exhibit a maximum displaced from S^D in a direction also away from S^Δ. (3.) Gradients obtained following continued exposure to the multivalued S^Δ situation show a fairly stable maximum at the S^D value. (4.) Although the gradients tend to fall off systematically on either side of the continuum as distance from S^D is increased, they decrease most rapidly on the S^Δ limb of the gradient.     

Depth of Field: Using photographs and narratives to explore and reflect on ageing

The learning landscape of the higher education environment is changing, with an increased focus over the past decade on how educators might begin to cultivate reflective skills in health professions students. In addition, changing professional requirements demand that health professionals are adequately prepared to practise in today’s complex healthcare systems, including responding to changing demographics of population ageing. In this educational case study, we will share how we (a group of education, medical and nursing academics) developed ‘Depth of Field: Exploring Ageing’ a digital, consumer-driven, interprofessional reflective learning resource that uses photographs, narrative and small-group work to strengthen reflective capacity in current and/or future health professionals.     

Speech and Language Difficulties Along with Other Child and Family Factors Associated with Health Related Quality of Life of Australian Children

Speech and/or language difficulties (SaLD) can potentially compromise a child’s health-related quality-of-life (HRQoL). Very few studies have examined associations between SaLD, other child and family factors and HRQoL and none have been undertaken in Australia. We explore these associations using data from a nationally representative Australian sample of 4–5 year old children, extracted from the Longitudinal Study of Australian Children (LSAC) (n?=?4386). The Disability-Stress-Coping Model informed variable selection. Three domains of HRQoL were examined, and assessed on physical, emotional and social functioning subscales of the Pediatric Quality of Life Inventory (PedsQL). SaLD measures included parent concern about speech/language (Parents’ Evaluation of Developmental Status) and receptive vocabulary ability (adapted Peabody Picture Vocabulary Test-III). Multiple regression analyses revealed that various child and family factors representing all constructs from the Disability-Stress-Coping Model were significantly associated with HRQoL. Specifically, HRQoL was positively associated with parental warmth and child’s general health and negatively associated with parent speech/language concerns and maternal depression across all domains. Parents with concerns about their pre-school child’s speech and language rate the quality of their child’s health more poorly across physical, emotional and social domains. Associations between parent speech/language concerns and HRQoL were notable for being apparent in a (non-clinical) population sample and for persisting independent of factors such as maternal depression, parenting style and the child’s general health.     

A survey of referral problems in 59 Ohio school districts

Feedback for the school psychologist is vital to construct and maintain remedial or preventative programs in the public schools. This study was undertaken to see if referral data would be useful as a source of such information.

Referral forms were solicited from school psychologists in 59 Ohio school districts and an analysis was made of their contents. The data obtained indicates that referral information can be used to provide school psychologists clues pertaining to referral procedures and the types of children and problems referred.

Specifically, this study indicates a greater need in the area of communication among pupil personnel workers. Further, it indicates that the psychologist in the school deals largely with problems of an academic nature thus offering a direction for in-service programming. Finally, the data reveals an interesting trend in the area of mental health which could possibly be an area of fruitful research.     

The processing of auditory and visual recognition of self-stimuli

This study examined self-recognition processing in both the auditory and visual modalities by determining how comparable hearing a recording of one’s own voice was to seeing photograph of one’s own face. We also investigated whether the simultaneous presentation of auditory and visual self-stimuli would either facilitate or inhibit self-identification. Ninety-one participants completed reaction-time tasks of self-recognition when presented with their own faces, own voices, and combinations of the two. Reaction time and errors made when responding with both the right and left hand were recorded to determine if there were lateralization effects on these tasks. Our findings showed that visual self-recognition for facial photographs appears to be superior to auditory self-recognition for voice recordings. Furthermore, a combined presentation of one’s own face and voice appeared to inhibit rather than facilitate self-recognition and there was a left-hand advantage for reaction time on the combined-presentation tasks.     

Elementary school students with AD/HD: predictors of academic achievement

Academic underachievement frequently is associated with attention-deficit/hyperactivity disorder (AD/HD); however, the role of variables beyond AD/HD symptoms and cognitive mediators is unknown. Further, whether prediction models vary (a) relative to non-AD/HD students, (b) between math and reading, and (c) based on how achievement is defined has not been examined. Multiple measures (e.g., teacher ratings and behavior observations) were examined as predictors for concurrent achievement outcomes (standardized achievement test scores and report card grades) in math and reading in two samples of 1st through 4th grade children (136 with AD/HD, 53 without AD/HD). Teacher perceptions of academic skills were the strongest predictors of achievement test scores for both groups, while academic skills and enablers accounted for reading report card grades in children with AD/HD but not their normal counterparts. Implications of these findings for school-based assessment and intervention for students with AD/HD are discussed.     

Depression Screening,Assessment, and Treatment for Patients with Coronary Heart Disease: A Review for Psychologists

Depression prevalence is between 15% and 20% in coronary heart disease patients, such as those with angina, or after a myocardial infarction or coronary artery bypass graft surgery. The presence of depression places a coronary heart disease patient at twofold higher risk for further major cardiac events and death, as well as poor quality of life and early exit from the labour force. As a consequence, several learned societies, including the National Heart Foundation of Australia, have published guidelines that recommend questionnaire screening to improve identification and management strategies for depression in coronary heart disease patients. Psychologists in hospitals, community settings, and private practice can have a key role in the realisation of the National Heart Foundation of Australia's aims. We review the recent guidelines and outline implications for psychologists to identify and manage depression in coronary heart disease patients. The evidence reviewed suggests that cognitive‐behavioural therapy and problem‐solving therapy are frontline non‐pharmacological interventions for depression in CHD patients.