Children’s higher order cognitive abilities and the development of secondary memory

The relations between higher cognitive abilities and immediate and delayed recall were studied in 57 children (6–16 years of age). The participants were tested repeatedly on free recall of a supraspan list (Children’s Memory Scale), and their fluid ability was also assessed (Woodcock—Johnson III Spatial Relations). Consistent with Unsworth and Engle’s (2007) account of the relation between memory and higher order cognition, the children’s fluid ability was significantly correlated with retrieval from secondary memory, regardless of whether it was measured using immediate or delayed recall. Multiple regression analyses provided further support for this view, revealing that measures of immediate and delayed retrieval from secondary memory accounted for the same variance in the children’s fluid ability.     

Visions and Realities: Supervisee Perspectives of Multicultural Supervision

This article provides an overview of the experiences of 4 psychologists‐in‐training as supervisees in multicultural supervision relationships. Grounded in the supervision and multicultural literature, this article helps both supervisors and supervisees to (a) understand supervisees' needs and perspectives for culturally integrated supervision and (b) discuss multicultural issues during supervision. Recommendations are provided to facilitate the development of effective multicultural supervision. Este artículo muestra un resumen de las experiencias de 4 psicológos‐en‐entrenamiento bajo supervisión en relaciones de supervisión multiculturales. En base a la literatura multicultural y de supervisión, este artículo ayuda a supervisores y supervisados a (a) entender las necesidades de los supervisados y sus perspectivas hacia temas que integran la cultura en la supervisión, y (b) a discutir temas multiculturales durante la supervisión. Se proveen recomendaciones para facilitar el desarrollo de supervisión multicultural eficaz.     

Inferring task performance and confidence from displays of eye movements

Eye movements reveal what is at the center of people's attention, which is assumed to coincide with what they are thinking about. Eye-movement displays (visualizations of a person's fixations superimposed onto the stimulus, for example, as dots or circles) might provide useful information for diagnosing that person's performance. However, making inferences about a person's task performance based on eye-movement displays requires substantial interpretation. Using graph-comprehension tasks, we investigated to what extent observers (N = 46) could make accurate inferences about a performer's multiple-choice task performance (i.e., chosen answer), confidence, and competence from displays of that person's eye movements. Observers' accuracy when judging which answer the performer chose was above chance level and was higher for displays reflecting confident performance. Observers were also able to infer performers' confidence from the eye-movement displays; moreover, their own task performance and perceived similarity with the performer affected their judgments of the other's competence.     

THE ANATOMY OF IMPACT:

Abstract— This study presents an analysis of psychologists' implicit theories of what makes an article influential in psychology. The study opens with a review of some alternative approaches to assessing the influence of articles Next, the article discusses alternative conceptions of influence Then a study that assesses the factors underlying impact is described Six factors are identified Quality of Presentation, Theoretical Significance, Practical Significance, Substantive Interest, Methodological Interest, and Value for Future Research These findings are then discussed in terms of the theories presented earlier.     

Multimodal Therapy With an Aggressive Preadolescent: A Demonstration of Effectiveness and Accountability

Practitioners often employ therapeutic interventions with their clients without a systematic method for evaluating the effectiveness of such procedures. This is typically due to the imprac-ticalities of true experimental designs in the clinical setting. The authors present a case in which multimodal therapy is applied to an aggressive preadolescent in a high-management residential setting. Methods of data collection, analysis, and interpretation are demonstrated using a single-subject accountability model. A practical and usable method of determining the clinical significance of multimodal therapy is employed.     

Partially-Ordered (Branching) Generalized Quantifiers: A General Definition

Following Henkins discovery of partially-ordered (branching) quantification (POQ) with standard quantifiers in 1959, philosophers of language have attempted to extend his definition to POQ with generalized quantifiers. In this paper I propose a general definition of POQ with 1-place generalized quantifiers of the simplest kind: namely, predicative, or cardinality quantifiers, e.g., most, few, finitely many, exactly , where is any cardinal, etc. The definition is obtained in a series of generalizations, extending the original, Henkin definition first to a general definition of monotone-increasing (M) POQ and then to a general definition of generalized POQ, regardless of monotonicity. The extension is based on (i) Barwises 1979 analysis of the basic case of M POQ and (ii) my 1990 analysis of the basic case of generalized POQ. POQ is a non-compositional 1st-order structure, hence the problem of extending the definition of the basic case to a general definition is not trivial. The paper concludes with a sample of applications to natural and mathematical languages.     

The Effect of a Neutralizing Routine on Problem Behavior Performance

A functional analysis of noncompliance, aggression, and disruptive behavior during instruction was conducted with a 10-year-old boy with severe disabilities. We studied the relation between participant responsiveness and the rate and function of problem behavior. Results showed that unresponsiveness before difficult instruction was associated with higher rates of problem behavior negatively reinforced by termination of that instruction. A neutralizing routine, called precorrection, was then applied before difficult instruction when the participant was rated as not responsive. Results showed that the neutralizing event increased responsiveness and reduced problem behavior during difficult instruction. The study demonstrates a promising assessment and treatment method for problematic behavior that begins prior to instruction.