Perceptual load does not modulate auditory distractor processing

In vision, it is well established that the perceptual load of a relevant task determines the extent to which irrelevant distractors are processed. Much less research has addressed the effects of perceptual load within hearing. Here, we provide an extensive test using two different perceptual load manipulations, measuring distractor processing through response competition and awareness report. Across four experiments, we consistently failed to find support for the role of perceptual load in auditory selective attention. We therefore propose that the auditory system – although able to selectively focus processing on a relevant stream of sounds – is likely to have surplus capacity to process auditory information from other streams, regardless of the perceptual load in the attended stream. This accords well with the notion of the auditory modality acting as an ‘early-warning’ system as detection of changes in the auditory scene is crucial even when the perceptual demands of the relevant task are high.     

Development and Validation of the Affect in Play Scale–Brief Rating Version (APS–BR)

The concurrence of psychiatric and MMPI based diagnoses for 78 consecutively admitted patients was examined. The results suggest diagnostic coincidence for only 21 of the admitted patients, with the majority being in the differentiation of psychoneurosis from psychosis. Patient sex and chronological age did not appear to be factors in either form of diagnosis.     

Cognition and the Planning Process: An Investigation of Stability of Effects and Decision Makers' Insights

According to Hartman, White, and Crino (1986), planning situations differ in environmental volatility, system adaptation, and the nature of planning requirements, different combinations of which can generate 12 distinct planning situations and 8 information processing aids to be used as planning tools. Each information processing aid has been prescribed to be more appropriate for use in some planning situations than in others (Hartman et al.). In the first part of this study, we tested the hypothesis that a planner in a specific situation would prefer to use the information processing aid(s) prescribed for that situation. We developed 12 different cases and used 456 student subjects. Results indicated that preference did not correspond closely to the Hartman et al. theory but that some other form of implicit theory may be operating. The second part of the research replicated the first part and also examined how 57 subjects viewed their planning problems and weighed the factors involved. Part 2 was also designed to determine the nature of any implicit theory the subjects may have used. Results suggest that the pattern of preferences, although not corresponding to available theory, represents a stable phenomenon.     

Evaluation of a Spiritually Based Child Maltreatment Prevention Training Program

The authors empirically evaluated a spiritually based 1‐day child maltreatment training program. Pretest, posttest, and follow‐up results indicated that participants' recognition of hypothetical maltreatment did not increase after training. Furthermore, although participants decreased their use of items known to dissuade decisions to report, they were less likely to report maltreatment posttraining and 1 month later. Focus group data revealed that participants felt more knowledgeable but insufficiently prepared to respond to maltreatment and that they needed opportunities to practice what they had learned. Suggestions for clergy, pastoral counselors, and mental health professionals working within spiritual communities are provided to inform curriculum advancements.     

An innovative group experience for couples expecting their first child

Abstract

This paper presents a pilot project that was developed to work with small groups of couples in which the women were pregnant with their first child. The primary purpose was to stimulate couples to become aware of their communications and support systems as the necessary building blocks for healthy family emotional development. Pregnancy can be seen as a transitional period leading to another life stage in the growth of an individual. The format, topics, evaluation and summary are presented with the hope that other mental health professionals will be motivated to develop similar groups.     

Multi-Couple Group and Self-Directed PREP Formats Enhance Relationship Satisfaction and Improve Anger Management Skills in Air Force Couples

This study examined the effectiveness of delivering the Prevention and Relationship Enhancement Program (PREP) to volunteer couples in the U.S. Air Force in either a six-week instructional multi-couple group condition or a self-directed book condition. A standardized pre/post protocol was employed and outcomes included relationship satisfaction and anger management skills, two known risk factors for partner maltreatment. Significant improvement was found for the group condition in both relationship satisfaction and anger management skills, but only for anger management skills in the self-directed book condition. Finally, the group condition reported greater program satisfaction. Implications are discussed.     

Differentiation and Intimate Partner Violence

ABSTRACT

This study explored the impact of differentiation of self on Intimate Partner Violence (IPV). We sought to determine if an individual's level of differentiation of self in a relationship adds to the variance accounted for in IPV perpetration by known risk factors, i.e., relational satisfaction, marital conflict, romantic jealousy, depression, and anxiety. Results indicated that differentiation of self in a relationship is a predictor for perpetration of physical intimate partner violence even after controlling for other known risk factors.     

Word Stress in German Single-Word Reading

This article reports a lexical-decision experiment that was conducted to investigate the impact of word stress on visual word recognition in German. Reaction-time latencies and error rates of German readers on different levels of reading proficiency (i.e., third graders and fifth graders from primary school and university students) were compared in order to shed light on the role of word stress during reading and reading acquisition. Results show that word stress has a significant effect on the performance of third and fifth grade readers and thus influences single-word reading in at least some stages of reading acquisition.