Embodying the Multicultural and Social Justice Counseling Competency Movement: Voices From the Field

This article illustrates counselors’ embodiment, over time, of the multicultural and social justice counseling competency movement leading to the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015). The authors discuss the multicultural and social justice counseling competency movement in the context of relationships as appropriate to the counseling field. Aligned with contemporary research perspectives, the authors focus on the lived experiences of 2 pioneering social justice and multicultural competency advocates, Drs. Patricia Arredondo and Derald Wing Sue. The authors integrate scholarship with these historical and personal perspectives, as well as their own, to demonstrate the ways in which people and movements drive counseling leadership and advocacy.     

Correction to: Towards a Better Understanding of Cognitive Deficits in Absence Epilepsy: a Systematic Review and Meta-Analysis

Neuropsychology Review - Due to an error during the editorial phase, a correction regarding Fig. 2 is added to the original article: “Towards a Better Understanding of Cognitive...     

Actions speak louder than words: Differences in memory flexibility between monolingual and bilingual 18‐month‐olds

Bilingual infants from 6‐ to 24‐months of age are more likely to generalize, flexibly reproducing actions on novel objects significantly more often than age‐matched monolingual infants are. In the current study, we examine whether the addition of novel verbal labels enhances memory generalization in a perceptually complex imitation task. We hypothesized that labels would provide an additional retrieval cue and aid memory generalization for bilingual infants. Specifically, we hypothesized that bilinguals might be more likely than monolinguals to map multiple perceptual features onto a novel label and therefore show enhanced generalization. Eighty‐seven 18‐month‐old monolingual and bilingual infants were randomly assigned to one of two experimental conditions or a baseline control condition. In the experimental conditions, either no label or a novel label was added during demonstration and again at the beginning of the test session. After a 24‐hr delay, infants were tested with the same stimulus set to test cued recall and with a perceptually different but functionally equivalent stimulus set to test memory generalization. Bilinguals performed significantly above baseline on both cued recall and memory generalization in both experimental conditions, whereas monolinguals performed significantly above baseline only on cued recall in both experimental conditions. These findings show a difference between monolinguals and bilinguals in memory generalization and suggest that generalization differences between groups may arise from visual perceptual processing rather than linguistic processing. A video abstract of this article can be viewed at https://youtu.be/yXB4pM3fF2k     

Factorial validity and internal reliability of Honey and Mumford's Learning Styles Questionnaire

Honey and Mumford's Learning Styles Questionnaire was derived from the same conceptual basis as Kolb's Learning Style Inventory and may provide a more reliable and valid measure of Kolb's learning style constructs. The Learning Styles Questionnaire has not been psychometrically evaluated as extensively as the Learning Style Inventory. Since there is no published information on how the Learning Styles Questionnaire scales were derived, an attempt was made to factor analyze the responses to the questionnaire. Confirmatory factor analysis of 284 psychology undergraduates' responses identified a four-factor oblimin solution as the most satisfactory model investigated. Implications for interpretation and use within higher education are discussed.     

The Physical Appearance Ambiguous Feedback Scale (PAAFS): a measure for indexing body image related cognitive bias

Recent conceptualizations of body image disturbance have included an information processing model that includes a focus on an interpretive information processing bias. Study 1 involved the development and validation of a measure of appearance-based cognitive bias, the Physical Appearance Ambiguous Feedback Scale (PAAFS). In Studies 2 and 3, two samples of college females (n=313) were tested and the psychometric characteristics of the PAAFS were evaluated. Reliability was acceptable and convergence with measures of body image and eating disturbance was moderate. In Study 4, 313 college females completed the PAAFS in the laboratory based on an instructional content designed to induce processing bias. Preliminary evidence indicates that the PAAFS appears to be sensitive to instructional set manipulations and dispositional level of body dissatisfaction.     

Effects of experience on fetal voice recognition

Abstract - The ability of human fetuses to recognize their own mother's voice was examined. Sixty term fetuses were assigned to one of two conditions during which they were exposed to a tape recording of their mother or a female stranger reading a passage. Voice stimuli were delivered through a loudspeaker held approximately 10 cm above the maternal abdomen and played at an average of 95 dB SPL. Each condition consisted of three 2-min periods: no stimulus, voice (mother or stranger), and no stimulus. Fetal heart rate increased in response to the mother's voice and decreased in response to the stranger's; both responses were sustained for 4 min. The finding of differential behavior in response to a familiar versus a novel voice provides evidence that experience influences fetal voice processing. It supports an epigenetic model of speech perception, presuming an interaction between genetic expression of neural development and species-specific experience.     

The Accuracy of Academic Gender Stereotypes

This research assessed the accuracy of academicgender stereotypes. Approximately 9% of participantswere nonwhite (mostly African American and Hispanic).Participants' estimates of the percentage of female and male students and their GPAs were comparedto the actual percentage of female and male students andtheir actual GPAs in 12 majors. Participantssignificantly underestimated the percentage of female students regardless of the gendertype of themajor. Females and males made more accurate percentageestimates for gender-congruent majors. Participantsoverestimated the GPAs of male students significantly more than the GPAs of female students. This wasespecially pronounced for masculine majors. Althoughfemale participants estimated the GPAs of their in-groupmore accurately than the GPAs of the out-group, the reverse was true for male participants. Theimplications of this evidence for inaccurate genderstereotypes regarding academic competence arediscussed.     

Differential maturation of fetal responses to vibroacoustic stimulation in a high risk population

Maturation of human fetal response to vibroacoustic stimulation was examined in 163 high risk fetuses from 23 to 36 weeks gestational age (GA). Each fetus received three vibroacoustic trials and three no-stimulus control trials (randomly assigned) while fetal heart rate (FHR) was recorded and body movement was observed on ultrasound scan. For data analyses, fetuses were categorized into preterm compromised (n = 57), preterm healthy (n = 42) and term healthy (n = 64) based on evidence of compromise at birth. Differential maturation was observed among the outcome groups. The term healthy group exhibited a body movement and, on the first stimulus trial, an FHR deceleration response at 27 weeks GA with a shift to an FHR acceleration response at 30 weeks GA. By 33 weeks GA, responding was indistinguishable from that reported for low risk fetuses with response rates of 92% for both movements and FHR accelerations. The preterm healthy outcome group showed a body movement and an FHR acceleration response at 27 weeks GA. Over gestation, there was no maturation of either response. The preterm compromised outcome group showed a body movement response at 24 weeks GA which did not mature. An FHR acceleration response was elicited at 27 weeks GA with the magnitude of the acceleration increasing over gestation; at 33 weeks GA the magnitude was below that observed in the term healthy group. With advancing gestation, the rate of cardiac–movement coupling increased only in the two healthy outcome groups. It was concluded that differential fetal behaviour as a function of fetal/newborn outcome may reflect differential functional development of the fetal nervous system.