Are Time and Action Dissociated in Young Children''s Time Estimation?

Experiment 1 examined whether there is a developmental shift in children's ability to differentiate a given amount of time from a particular action. In three sessions, 3- and 5 1/2-year-olds were trained to produce an action (i.e., pressing on a squeezer) for 5 s. Twenty-four hours later, control participants were required to produce this target duration using the same action, whereas experimental participants had to do so with a new action (i.e., pressing a button). The results showed that the 5 1/2-year-olds achieved the same temporal performance in both groups. In contrast, the 3-year-olds' temporal performance was significantly better in the control group than in the experimental group. Two additional studies were run with 3-year-olds, the first designed to assess the transfer without a delay, and the second with explicit instructions to transfer duration. In each study, 3-year-olds' temporal performance was significantly better in the control group than in the experimental group. These findings as a whole suggest that 3-year-olds fail to understand that one and the same duration can be shared by several different actions. Early implicit knowledge of time was discussed.     

Duty to Re-Contact: A Study of Families at Risk for Fragile X

DNA testing for Fragile X syndrome is now routinely available through a large number of diagnostic laboratories. We have surveyed individuals from British Columbia Fragile X families identified prior to the availability of DNA testing for FMR1 to determine if they are subsequently receiving information about DNA testing. Of the 78 individuals first seen before the cloning of the FMR1 gene, 39 (50%) had not been seen in the clinic to discuss DNA testing. We initiated a contact program with these 39 patients to determine their interest in DNA testing. Contact was made with 28 individuals, 20 of whom stated interest in testing either for themselves or for a relative. Patient opinions about DNA testing were assessed through questionnaires. In those individuals who stated an interest in DNA testing, the most common reason for wishing testing was to provide information to children or grandchildren. The most common disadvantages of testing indicated by this group were that they had finished their families and that they felt the test would not have a direct impact. The most common reasons individuals were not interested in DNA testing were that there were no family members appropriate to test and that the respondent had completed his or her family. DNA testing has been performed for 13 of the 28 (46%) contacted individuals and/or at least one relative. In view of the high level of interest for testing in families who had not been seen since the cloning of the FMR1 gene, we feel that FMR1 screening programs should include actively contacting previously seen individuals.     

Value-Focused Thinking versus Alternative-Focused Thinking: Effects on Generation of Objectives

Within the context of decision analysis, the aim of this work is to discover whether the structure of objectives generated with value-focused thinking (VFT) is different from the structure generated with alternative-focused thinking (AFT). In the first of two studies, two different groups of subjects created a structure of objectives for the same decision problem. Fourteen independent assessments were made for each group. After the terms used by the two groups, were standardized, it was found that the group using VFT generated a more extensive and hierarchical structure than the AFT group. With regard to the content of the objectives, it can be stated that the VFT structure covered aspects of the problem not covered by AFT. In the second study, structures representative of the two approaches were judged by a group of decision-makers—actually involved in the problem—with respect to several qualities. It was found that the structure generated by VFT was equal or superior to that generated by AFT in all qualities judged.     

Learning Styles,Gender and Age as Influential Issues amongst Students of Theology

In order to determine whether men and women's learning styles differ, two samples of students undertaking formal theological educational programmes completed a questionnaire focusing on contextualised examples of global and analytic learning styles. This was followed by selective interviews. Whilst no significant correlation was found between learning styles and gender, a significant correlation was unexpectedly found between learning styles and age.     

SCR二项指标作为亲情作用表征函数的实验研究

在一系列真实的“测谎”中嵌插三类含亲属称谓的亲情问题;用皮肤电ＳＣＲ波幅和波长反应两项测量指标检验对应亲情作用的表征价值。研究结果显示：对三类亲情问题情绪反应的各组测量值呈高度显著性差异,且有等级差异：对三类亲情问题情绪反应的测量值存在个体差异,但在“母亲”问题反应强烈;ＳＣＲ波幅反应和波长反应两项指标趋于同步,具有较好的检测敏感性。实验分离出可以印证亲情情绪作用的特异性ＳＣＲ反应。     

The Course of Representation in Memory During the Comprehension of Paragraphs

The course of the representation built in memory from a text during comprehension of paragraphs was studied by a probe technique (immediate item recognition). Three experiments showed that response times, the main variable, gradually increase as a function of the lag between the probe (a word or an atomic proposition) and its target in the text. In Experiment 3 the same result was also found with a priming technique. The absence of any kick-up over the course of time was confirmed by several additional analyses of individual data. The results were only weakly consistent with models assuming two distinct memory stores, in particular a specific “short-term memory store,” but highly consistent with models involving semantic activation and subsequent gradual deactivation.     

Outcomes in clients transitioning from in-person counselling to telehealth counselling with trainees

The onset of the 2020 COVID-19 pandemic necessitated a rapid transition of mental health services from in-person to telehealth counselling. Despite the far-reaching impact of this transition, we know little about the impact of this transition on outcomes for clients working with counsellor trainees. The present study utilised longitudinal data collected from a counselling training centre at a major U.S. university to compare client ratings of depression, anxiety and working alliance across 1) in-person services delivered (i.e. pre-pandemic) and 2) telehealth services delivered after the pandemic began (i.e. intra-pandemic) among the same group of clients. Results support our hypothesis that changes in clients' self-reports would be generally equivalent across in-person and telehealth services. Depression and anxiety symptoms decreased, and working alliance tended to increase during both in-person and telehealth care; however, these trends were only statistically significant during telehealth services. Limitations related to sample size (N = 15 clients; up to 17 sessions per client) and low statistical power are discussed. Nonetheless, this study supports the growing body of literature supporting the efficacy of telehealth counselling services. We provide suggestions for future telehealth research and discuss implications for counsellor training.     

Adolescents’ Change in Motivation as a Result of Buddhist Education: How Does It Make a Difference in Their Learning Outcomes?

Motivation significantly influences students’ learning outcomes. Changing their learning motivation improves their performance. This study used an exploratory sequential mixed methods approach, with the participation of 140 adolescents attending retreats at three Zen monasteries belonging to the Truc Lam (Bamboo Forest) Zen sect, to examine how they changed their motivation, what made them change, and how the change improved their learning outcomes. The study also evaluated the effect of gender and age on changes in motivation. The results indicated that many teenagers had changed from extrinsic to intrinsic motivation thanks to Dharma lessons, teacher support, and leisure activities. Compared to students who maintained their extrinsic motivation unchanged, they had better learning outcomes. Age, but not gender, had a considerable effect on changes in teenagers’ motivation. These findings provide more evidence for extending Buddhist education and conducting further research on young Buddhist learners’ motivation in various contexts.     

A Puzzle Concerning Time Perception

According to a plausible and influential account of perceptual knowledge, the truth-makers of beliefs that constitute perceptual knowledge must feature in the causal explanation of how we acquire those beliefs. However, this account runs into difficulties when it tries to accommodate time perception – specifically perception of order and duration – since the features we are apparently tracking in such perception are (it is argued) not causal. The central aim of the paper is to solve this epistemological puzzle. Two strategies are examined. The first strategy locates the causal truth-makers within the psychological mechanism underlying time perception, thus treating facts about time order and duration as mind-dependent. This strategy, however, is problematic. The second strategy modifies the causal account of perceptual knowledge to include a non-causal component in the explanation of belief-acquisition, namely chronometric explanation. Applying this much more satisfactory approach to perceptual knowledge of time, we can preserve the mind-independence of order and duration, but not that of time's flow.