Evidence for improved conclusion accuracy after reading about rather than conducting a belief‐inconsistent simple physics experiment

Prior beliefs that contradict data may interfere with the ability to draw accurate conclusions; however, evidence shows that through engaged activity individuals may learn new information. In Experiment 1 , undergraduates performed or read about two physics experiments involving a ball and ramp. The first experiment was consistent with most people's prior beliefs, while the second was inconsistent with most people's prior beliefs. Participants' predictions, experimentation adequacy, conclusions and ability to generalize knowledge were measured to determine the effects of prior belief bias depending on whether participants conducted or read about the experiment. In Experiment 2, a structured hands‐on condition was included and developmental trends across adolescence and adulthood were examined. In both Experiments, reading about a belief‐inconsistent experiment led to improved conclusion accuracy and ability to generalize knowledge as compared to performing the experiment. This was the case when experiments were performed well and after a 12‐week delay for adolescents. Copyright © 2009 John Wiley & Sons, Ltd.     

Generalization of Sight Word Accuracy using a Common Stimulus Procedure: A Preliminary Investigation

The need to investigate strategies promoting the generalization of reading skills is well documented. The current study builds upon previous literature by examining the impact of a common stimulus procedure on accuracy of reading generalization words in isolation. The common stimulus procedure used in this study intended to enhance the salience of the orthographic and phonemic features between taught and generalization words by highlighting the common rime structure in each word with a specific color. Taught and generalization words representing four word families were used (e.g., end, et, ell, & en). Using a multiple-baseline design across three participants with a replication of procedures for a fourth student, the impact of the common stimulus on accuracy of reading generalization words was examined. Results demonstrated increased accuracy and stability of responding when common stimulus procedures were implemented.     

Utility of the Behavior Rating Inventory of Executive Function – Preschool version (BRIEF-P) in young children with epilepsy

Executive functioning deficits are prominent in children with epilepsy. Although instruments, such as the Behavior Rating Inventory of Executive Function (BRIEF), are useful in detecting executive dysfunction in school-age children with epilepsy, little data are available for younger children. The present study evaluates the ability of the Behavior Rating Inventory of Executive Function – Preschool Version (BRIEF-P) to detect executive dysfunction in preschool-age children with epilepsy. Parents of 51 clinically referred children with epilepsy (age: M = 1.99 years, SD = 1.29 years, range = 2–5 years) completed the BRIEF-P. Using a cutoff t score of ≥65 as the threshold for impairment, the BRIEF-P’s ability to detect executive dysfunction within this clinical population was established. Additionally, correlational analyses were used to assess the relations between epilepsy severity factors and BRIEF-P indices. Epilepsy severity variables that were significantly related to BRIEF-P indices were entered into a linear regression model to explore their predictive ability. Emergent metacognition (emergent metacognition index [EMI]; 59%) and the global executive composite (43%) were the most frequently elevated indices. The most commonly elevated subscales were working memory (65%), inhibition (37%), and planning/organization (35%). Age of seizure onset, seizure frequency, and number of antiepileptic drugs were not significantly correlated with BRIEF-P indices. However, children with lower intellectual ability were rated as having greater executive dysfunction, specifically with EMI (r = ?.30). Still, intellectual functioning only accounted for a small percentage (9%) of the variance in EMI scores. The current pilot study demonstrates that the BRIEF-P shows promise in identifying executive dysfunction in preschool-age children with epilepsy.     

Effects of response preference on resistance to change

Treatments based on differential reinforcement of alternative behavior, such as functional communication training, are widely used. Research regarding the maintenance of related treatment effects is limited. Nevin and Wacker (2013) provided a conceptual framework, rooted in behavioral momentum theory, for the study of treatment maintenance that addressed two components: (a) reemergence of problem behavior, and (b) continued expression of appropriate behavior. In the few studies on this topic, focus has been on variables impacting the reemergence of problem behavior, with fewer studies evaluating the persistence of appropriate behavior. Given the findings from applied research related to functional communication training, variables related to response topography, such as response preference, may impact this aspect of maintenance. In the current study, the impact of response preference on persistence was evaluated in the context of functional communication training for individuals who did not exhibit problem behavior (Experiment 1) and for individuals with a history of reinforcement for problem behavior (Experiment 2). High‐preferred mands were more persistent than low‐preferred mands. These findings suggest that response related variables, such as response preference, impact response persistence and further suggest that response related variables should be considered when developing interventions such as functional communication training.     

Towards ethical decision-making in counselling research

This paper explores the process of ethical decision-making in counselling research and asks the question: after following ethical guidelines, reviewing ethical principles and consulting codes of practice, to what extent is our decision-making based on intuitive thinking? The paper begins by examining Kitchener's model of ethical justification and the ethical principles upon which it rests. Bond's approach to ethical problem-solving is also considered. The second part of the paper explores the sequential decision-making process suggested by Gellatt, upon which both the Kitchener and Bond models seem to rest, and compares this with Gellatt's later revision of his model. The process by which we arrive at an ethical decision is then explored in relation to these. The final part of the paper argues that we reach ethical decisions through intuition, informed by ethical principles, codes of practice and reference to the laws of society. In order to safeguard the well-being of our clients and/or research participants, we need to be aware of this and offer up our decision-making process to the scrutiny of peers and the public at large. Although much of the paper explores this process at a general level, research undertaken into children's perception of stress will be used as an example.     

Ethical issues in internet counselling

This paper examines the advantages and difficulties associated with using the internet as a communication medium for counselling. Access to the internet is increasing rapidly and counselling services are starting to be offered to clients. Such services may be particularly attractive to clients who may not be able to find such services locally. The disadvantages of using the internet for counselling include the loss of the non-verbal communication level. The paper addresses the ethical implications of counselling in this medium. It concludes that there is a need for more guidelines in professional codes of practice.     

Extramarital sex: An examination of the literature

Extramarital sex in the marital system often provides difficult dilemmas for marital therapists in regard to treatment approaches. The authors examine various motivational and perceptual aspects among spouses for engaging in sexual activity outside the marriage. Implications for both research and treatment are discussed.     

ONE-SHOT VIEW INVARIANCE IN A MOVING WORLD

Abstract— How do people recognize an object in a novel orientation? Psychophysical and neurophvsiological studies have suggested that extensive practice is required before observers can recognize an object that has been rotated to a new orientation Because object orientation frequently vanes with object movement, we examined whether observers might more readily recognize a moving object in a new orientation Results from a priming study indicate that motion significantly arid readily enhances the recognition of new object orientations when those orientations fait within the path of the motion That is motion promotes view-invariant object recognition without practice