Perception of coherent motion in random dot displays by pigeons and humans

Pigeons and humans were required to discriminate coherent from random motion in dynamic random dot displays. Coherence and velocity thresholds were determined for both species, and both thresholds were found to be substantially higher for pigeons than for humans. The results are discussed with reference to differences in motion processing in mammals and birds. It is suggested that the inferior motion sensitivity of pigeons can be attributed to poorer spatiotemporal motion integration.     

Evidence for abstract, schematic knowledge of three spatial diagram representations

Spatial diagram representations such as hierarchies, matrices, and networks are important tools for thinking. Our data suggest that college students possess abstract schemas for these representations that include at least rudimentary information about their applicability conditions. In Experiment 1, subjects were better able to select the appropriate spatial diagram representation for a problem when cued to use general category information in memory about those representations than when cued to use specific example problems given during the experiment. The results of Experiment 2 showed that the superior performance in the general category condition was not based on a comparison of the test problems with examples in memory. The results of Experiment 3 showed that the superior performance was not due to learning that occurred during the experiment or to transfer appropriate processing. The General Discussion section considers the nature of students' representation schemas and the question of why college students have only rudimentary schemas for common and widely applicable diagrammatic representations.     

Reducing indices of unhappiness among individuals with profound multiple disabilities during therapeutic exercise routines.

A program was developed to reduce indices of unhappiness that accompanied therapeutic exercise routines among people with profound multiple disabilities. Indices of unhappiness were recorded, using an observation system that had been validated through previous research involving happiness-related variables, while support personnel conducted exercises with 3 participants. A multicomponent program was then implemented that involved presenting highly preferred stimuli before, during, and after each exercise session. Results indicated that the program was accompanied by reduced indices of unhappiness for each participant relative to the traditional method of conducting the exercises, although changes in the preferred stimuli used with 1 participant were required before consistent reductions occurred. Results are discussed regarding the importance of reducing unhappiness indices as a means of enhancing aspects of the daily quality of life for people with profound multiple disabilities. Areas for future research are also discussed, focusing on expanding the unhappiness-reduction procedures to other routine events that may occasion indices of unhappiness.     

The role of warning behaviors in threat assessment: an exploration and suggested typology

The concept of warning behaviors offers an additional perspective in threat assessment. Warning behaviors are acts which constitute evidence of increasing or accelerating risk. They are acute, dynamic, and particularly toxic changes in patterns of behavior which may aid in structuring a professional's judgment that an individual of concern now poses a threat - whether the actual target has been identified or not. They require an operational response. A typology of eight warning behaviors for assessing the threat of intended violence is proposed: pathway, fixation, identification, novel aggression, energy burst, leakage, directly communicated threat, and last resort warning behaviors. Previous research on risk factors associated with such warning behaviors is reviewed, and examples of each warning behavior from various intended violence cases are presented, including public figure assassination, adolescent and adult mass murder, corporate celebrity stalking, and both domestic and foreign acts of terrorism. Practical applications and future research into warning behaviors are suggested.     

Learning Painting Styles: Spacing is Advantageous when it Promotes Discriminative Contrast

Repetitions that are distributed over time benefit long‐term retention more than when massed. Recent research has suggested that the advantage of spacing may extend to induction learning‐‐learners were better able to identify the artists of previously unseen paintings when, during training, artists' paintings were spaced (paintings by different artists were interleaved) rather than massed (a given artist's paintings were blocked and presented consecutively). Increasing temporal spacing between paintings while maintaining a presentation sequence that was blocked by artist produced test performance no better than massed presentation (both worse than interleaved presentation) (Experiment 1). Displaying paintings by different artists simultaneously produced test performance as good as interleaved presentation and better than massed presentation (Experiment 2). Our findings argue that spacing benefits perceptual induction learning not because of increased temporal spacing per se but rather because interleaving paintings by different artists enhances discriminative contrast between the artists' styles. Copyright © 2011 John Wiley & Sons, Ltd.     

Investigating the Effectiveness of an Arts-Based and Mindfulness-Based Group Program for the Improvement of Resilience in Children in Need

We discuss preliminary findings from a study that investigated the effectiveness of a Holistic Arts-Based Group Program (HAP) for the development of resilience in children in need. The HAP teaches mindfulness using arts-based methods, and aims to teach children how to understand their feelings and develop their strengths. We assessed the effectiveness of the HAP by using comparison and control groups, and standardized measures. We hypothesized that children who participated in the HAP would have better scores on resilience and self-concept compared with children who took part in an Arts and Crafts group (the comparison group), and children who were waiting to attend the HAP (the control group). A total of 36 children participated in the study; 20 boys aged 8–13?years and 16 girls aged 8–14?years. A mixed-designed MANOVA was conducted using scores from 21 participants. We found evidence that the HAP program was beneficial for the children in that they self-reported lower emotional reactivity (a resilience measure) post-intervention. No changes were noted for perceptions of self-concept. Consideration should be given to how we can attend to young people’s needs in relevant ways as resilience is a condition of a community’s ability to provide resources as much as it is part of an individual’s capacity for growth. Programs such as the HAP can engage children in a creative and meaningful process that is enjoyable and strengths-based.     

Understanding violence: Does psychoanalytic thinking matter?

A coherent psychoanalytic theory of violence has been hindered by the very few psychoanalysts who have actually worked with violent patients, by political allegiance to certain psychoanalytic schools of thought, a naïve belief that all violence is typically not intentional, but rather a problem of impulse control, and the lack of understanding of recent neurobiological findings concerning aggression. Although intensive psychoanalytic treatment is usually not appropriate for violent individuals, the authors assert that a comprehensive understanding of violent behavior from a psychoanalytic perspective is of relevance for all mental health practitioners interested in the nature of human aggression. Actual violence is informed by bodily enactments and regressions to primitive subjective states; the effects of trauma on representation and symbolic functioning; the demarcation between affective and predatory violence; and understanding how all of our mental processes, including cognitions, wishes, memories, unconscious phantasies, ego-defenses, and object relations, are originally rooted in the body. The authors review the historical psychoanalytic literature on violence and critique contemporary psychoanalytic theorizing regarding the etiology of violent behavior in the light of some neurobiological research findings. They conclude with treatment recommendations for those clinicians whose patients have been violent toward others.     

Maturation of rapid auditory temporal processing and subsequent nonword repetition performance in children

According to the rapid auditory processing theory, the ability to parse incoming auditory information underpins learning of oral and written language. There is wide variation in this low-level perceptual ability, which appears to follow a protracted developmental course. We studied the development of rapid auditory processing using event-related potentials (ERPs) elicited by tone pairs presented at varying inter-stimulus intervals (25, 50, 100, 200, and 400 ms) in a sample of children (N = 103) aged 7-9 years initially and again at 9-11 years. We also assessed their ability to repeat nonsense words at both time-points. The amount of difference between the ERP to single tones and paired tones (as assessed by the intra-class correlation coefficient, ICC) provided a measure of the brain's capacity to discriminate auditory information delivered at different presentation rates. Results showed that older children showed greater neural discrimination to tone pairs than younger children at rapid presentation rates, although these differences were reduced at slower presentation rates. The ICC at time 1 significantly predicted nonword repetition scores two years later, providing support for the view that rapid auditory temporal processing ability affects oral language development in typically developing children.     

Curriculum tracking and teacher expectations: evidence from discrepant course taking models

In an effort to understand teacher-student relationships much research has investigated how teacher expectations of student performance in the classroom affect achievement growth. However, little research has focused on how teacher expectations of students?? educational attainment are formed. In this paper, we examine how students?? high school track placements affect teacher expectations regarding students?? educational attainment in the NELS data. NELS is a large, nationally representative longitudinal study from the United States of the graduating class of 1992. We focus on students with discrepant track placements to determine how different teachers evaluate the same student. Overall, for the same student, teachers in high track classes have higher college expectations than teachers in lower track classrooms.