Unconstraining theories of embodied cognition

The approach/avoidance effect refers to the finding that valenced stimuli trigger approach and avoidance actions. Markman and Brendl [Markman, A. B., & Brendl, M. (2005). Constraining theories of embodied cognition. Psychological Science, 16, 6-16] argued that this effect is not a truly embodied phenomenon, but depends on participants’ symbolic representation of the self.In their study, participants moved valenced words toward or away from their own name on the computer screen. This would induce participants to form a ‘disembodied’ self-representation at the location of their name, outside of the body. Approach/avoidance effects occurred with respect to the participant’s name, rather than with respect to the body.In three experiments, we demonstrate that similar effects are found when the name is replaced by a positive word, a negative word or even when no word is presented at all. This suggests that the ‘disembodied self’ explanation of Markman and Brendl is incorrect, and that their findings do not necessarily constrain embodied theories of cognition.     

So many lifetimes locked inside: reflecting on the use of music and songs to enhance learning through emotional and social connection in Trainee Clinical Psychologists

Music is universal; it can provide a common language that speaks from the heart enabling others to connect with the private felt experiences of others regardless of differences within or between people. This ability to empathise with, and understand, the position of others from differing backgrounds is an important competency within the therapeutic work of Clinical Psychologists. There are many facets to diversity just as there are many facets to music. Diversity in music genres can reflect diversity in people. Indeed, there is music to cater for all tastes, cultural/ethnic backgrounds, gender, age and generations with listening often being guided by individual preferences. In the United Kingdom training to become a Clinical Psychologist consists of a university-based 3-year full time professional research doctorate funded through the National Health Service. Trainees work on placements 3 days a week and attend university for academic and research teaching 2 days a week. As part of the academic programme, Trainees undertake experiential learning through workshops and methods such as Problem-Based Learning (PBL). One of the PBL exercises is based on a typical referral within an Adult Mental Health (AMH) service. For the AMH PBL exercise music is used to enhance trainees’ ability to connect emotionally with the personhood of referrals, consider associated complexities, and to reflect on personal and professional boundaries and reflective practice during training and beyond. This paper reflects on the utility of music and songs to enhance the learning experience.     

The sound of enemies and friends in the neighborhood

Previous studies (e.g., Pecher, Zeelenberg, & Wagenmakers, 2005) found that semantic classification performance is better for target words with orthographic neighbors that are mostly from the same semantic class (e.g., living) compared to target words with orthographic neighbors that are mostly from the opposite semantic class (e.g., nonliving). In the present study we investigated the contribution of phonology to orthographic neighborhood effects by comparing effects of phonologically congruent orthographic neighbors (book-hook) to phonologically incongruent orthographic neighbors (sand-wand). The prior presentation of a semantically congruent word produced larger effects on subsequent animacy decisions when the previously presented word was a phonologically congruent neighbor than when it was a phonologically incongruent neighbor. In a second experiment, performance differences between target words with versus without semantically congruent orthographic neighbors were larger if the orthographic neighbors were also phonologically congruent. These results support models of visual word recognition that assume an important role for phonology in cascaded access to meaning.     

Child and mother variables in the development of stuttering among high-risk children: A longitudinal study

In this prospective study, 26 of the 93 preschool children with a parental history of stuttering who began to stutter were compared at preonset and 1 year later with those of a matched group of 26 children who continued to be seen as nonstutterers. These two groups of at-risk children were compared in terms of the development of their articulatory and language skills and in terms of the communicative style and speaking behaviors of their mothers. At preonset, the children who started to stutter demonstrated a faster articulatory rate than those who remained fluent. One year later, however, this difference was no longer statistically significant. The two groups of children did not differ in their linguistic skills at either of these time periods. Moreover, the communicative style and speaking behaviors of the mothers of the children who later began to stutter did not differ from that of the mothers of children who did not either prior to or after the onset of stuttering. This suggests that these variables did not contribute to the onset of stuttering or to its course.     

Conditional Learning Deficits in Children with ADHD can be Reduced Through Reward Optimization and Response-Specific Reinforcement

Research on Child and Adolescent Psychopathology - When children with ADHD are presented with behavioral choices, they struggle more than Typically Developing [TD] children to take into account...     

Can Motivation Normalize Working Memory and Task Persistence in Children with Attention-Deficit/Hyperactivity Disorder? The Effects of Money and Computer-Gaming

Visual-spatial Working Memory (WM) is the most impaired executive function in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Some suggest that deficits in executive functioning are caused by motivational deficits. However, there are no studies that investigate the effects of motivation on the visual-spatial WM of children with- and without ADHD. Studies examining this in executive functions other than WM, show inconsistent results. These inconsistencies may be related to differences in the reinforcement used. The effects of different reinforcers on WM performance were investigated in 30 children with ADHD and 31 non-ADHD controls. A visual-spatial WM task was administered in four reinforcement conditions: Feedback-only, 1 euro, 10 euros, and a computer-game version of the task. In the Feedback-only condition, children with ADHD performed worse on the WM measure than controls. Although incentives significantly improved the WM performance of children with ADHD, even the strongest incentives (10 euros and Gaming) were unable to normalize their performance. Feedback-only provided sufficient reinforcement for controls to reach optimal performance, while children with ADHD required extra reinforcement. Only children with ADHD showed a decrease in performance over time. Importantly, the strongest incentives (10 euros and Gaming) normalized persistence of performance in these children, whereas 1 euro had no such effect. Both executive and motivational deficits give rise to visual-spatial WM deficits in ADHD. Problems with task-persistence in ADHD result from motivational deficits. In ADHD-reinforcement studies and clinical practice (e.g., assessment), reinforcement intensity can be a confounding factor and should be taken into account. Gaming can be a cost-effective way to maximize performance in ADHD.     

The effects of attentional training on physiological stress recovery after induced social threat

Social stress has been related to both physiological and psychological responses. The recovery of stress is influenced by the way environmental information is processed, i.e., what information is attended to and how it is interpreted. The present study investigated the effect of attention modification training on physiological stress recovery following induced stress. A group of applicants preparing for a job interview were randomly allocated to an attention training condition versus a control condition. Afterwards, they were asked to give an artificial job interview to a real life jury while being videotaped. Participants in both conditions showed decreased heart rate variability during the job interview, which indicates an overall physiological stress response. However, during a 30-minute follow-up period after the training, indices of heart rate variability showed improved stress recovery only in the attention training condition. Attentional training is proposed as a promising strategy to prevent enduring stress reactions.     

Cognitive development in absence epilepsy during long-term follow-up

Absence epilepsy (AE) has been associated with lower than average cognitive functioning, which are clinically relevant in some and may predispose to problems later in life. This study aimed to assess cognitive development during long-term follow-up in children with AE. Thirty-one children with AE, who had undergone two neuropsychological assessments between 2010 and 2017 were analyzed retrospectively. Cognitive measurements were 1.7 ± 0.95 years apart. The difference in neurocognitive test scores was assessed on a group level and on an individual level using reliable change methodology. Results show that sustained attention was lower at the first measurement compared to the normative mean. Sustained attention improved during follow-up and 7 out of 14 children showed improvement after correction for practice effects. Receptive vocabulary showed a decline over time, but did not differ from the normative mean. Significant lower mean group scores were present for performance IQ, perceptual organization, processing speed, simple reaction times, and visual motor integration, while being stable over time in the majority of children. Cognitive development was not associated with seizure freedom. Mild-to-severe academic underachievement was present in 65% and comorbidities that might affect learning in 38%. This study in children with AE showed improvement in sustained attention during long-term follow-up while other cognitive weaknesses persisted over time, regardless of seizure freedom.     

The effects of attentional training on physiological stress recovery after induced social threat

Abstract

Social stress has been related to both physiological and psychological responses. The recovery of stress is influenced by the way environmental information is processed, i.e., what information is attended to and how it is interpreted. The present study investigated the effect of attention modification training on physiological stress recovery following induced stress. A group of applicants preparing for a job interview were randomly allocated to an attention training condition versus a control condition. Afterwards, they were asked to give an artificial job interview to a real life jury while being videotaped. Participants in both conditions showed decreased heart rate variability during the job interview, which indicates an overall physiological stress response. However, during a 30-minute follow-up period after the training, indices of heart rate variability showed improved stress recovery only in the attention training condition. Attentional training is proposed as a promising strategy to prevent enduring stress reactions.