Self-control of feedback during motor learning: accounting for the absolute amount of feedback using a yoked group with self-control over feedback

A traditional control group yoked to a group that self-controls their reception of feedback receives feedback in the same relative and absolute manner. This traditional control group typically does not learn the task as well as the self-control group. Although the groups are matched for the amount of feedback they receive, the information is provided on trials in which the individual may not request feedback if he or she were provided the opportunity. Similarly, individuals may not receive feedback on trials for which it would be a beneficial learning experience. Subsequently, the mismatch between the provision of feedback and the potential learning opportunity leads to a decrement in retention. The present study was designed to examine motor learning for a yoked group with the same absolute amount of feedback, but who could self-control when they received feedback. Increased mental processing of error detection and correction was expected for the participants in the yoked self-control group because of their choice to employ a limited resource in the form of a decreasing amount of feedback opportunities. Participants in the yoked with self-control group committed fewer errors than the self-control group in retention and the traditional yoked group in both the retention and time transfer blocks. The results suggest that the yoked with self-control group was able to produce efficient learning effects and can be a viable control group for further motor learning studies.     

Developmental changes in children's understanding of future likelihood and uncertainty

Two measures assessed 4-10-year-olds’ and adults’ (N = 201) understanding of future likelihood and uncertainty. In one task, participants sequenced sets of event pictures varying by one physical dimension according to increasing future likelihood. In a separate task, participants rated characters’ thoughts about the likelihood of future events, their emotions, and their decisions in indeterminate social situations. Results showed significant development between ages 4 and 10 in seriating events according to future likelihood and in selecting thought and emotion ratings indicative of future uncertainty. Higher performance on the future likelihood ordering task correlated with greater understanding of future uncertainty in thought, emotion, and decision judgments. Females judged future events to be more uncertain than males.     

Effects of Target Person Expression on Ethnic Prejudice Toward Middle Easterners and Hispanics

Research on implicit prejudice suggests that target person judgments may be affected by unintentional, but well‐learned, cognitive associations. Ethnicity, gender, and smiling or nonsmiling expression were varied as cues in White college students' perception tasks. The results of a factorial experiment are included as well as a discussion of the implications. La investigación sobre prejuicios implícitos sugiere que los juicios del individuo en cuestión pueden ser afectados por asociaciones cognitivas involuntarias, pero bien aprendidas. Se variaron la etnicidad, el género y la expresión sonriente o carente de sonrisa como entradas para las pruebas de percepción de estudiantes universitarios Blancos. Se incluyen los resultados de un experimento factorial, además de una discusión sobre las implicaciones.     

A New Argument from Interpersonal Variation to Subjectivism about Color: A Response to Gómez‐Torrente

I describe a new, comparative, version of the argument from interpersonal variation to subjectivism about color. The comparative version undermines a recent objectivist response to standard versions of that argument (Gómez‐Torrente 2016).     

The ‘Crucified’ Leader: Cynicism,Fantasies and Paradoxes in Education

In this paper we argue that transnational as well as national political demands and expectations on the educational field are contributing to (re)produce four ideological-based educational leadership discourses in the literature. In order to conceptualize these discourses, we turn to the work of Schmidt (Diagnosis I—Filosoferende eksperimenter. Aarhus University Press, Aarhus, 1999, On respect. Aarhus University Press, Aarhus, 2011) and Zizek (Mapping ideology. Verso, New York, 2000, The sublime object of ideology. Verso, New York, 2008a). On that basis we identify four dominant educational leadership discourses: (a) a personhood-based discourse, (b) a profession-based discourse, (c) a standard-based discourse, and (d) a resource-based discourse. These discourses have—as we will show—various consequences for the way we think and talk about education and educational leadership in our age. Using examples that stem from a project about educational leadership in Danish upper secondary school, we will illustrate how educational leaders’ beings and doings are ‘regulated’ by these discourses, which place them in a tension field where different and conflicting (ideological) fantasies seem to be played out. Then, we will discuss how these fantasies can be challenged and how we can think and speak more intellectually about education and educational leadership. By using the term intellectual we are referring to educational leaders’ ability as human beings to critically reflect on their contemporary doings and beings within and beyond the existing social order. Hopefully this can help them (and us) to establish new ways for discussing not only what educational leadership is and should be about, but also what it could be about.     

Fortid,Nutid, Fremtid (Past,Present, Future): Professional Counseling in Denmark

In this article, the authors offer a comprehensive overview of the counseling profession in Denmark. The history and development of counseling is considered, followed by a review of the current state of Danish professional counseling. Finally, impressions of the future of professional counseling in Denmark are presented based on the past and current trends.     

Liar, liar: internet faking but not frequency of use affects social skills, self-esteem, social anxiety, and aggression.

Misuse of the Internet can affect various aspects of children's social lives. It was predicted that children who misrepresent themselves on the Internet would have less well-developed social skills, lower levels of self-esteem, and higher levels of social anxiety and aggression. The frequency of Internet use was also assessed. Students aged 11-16 years were recruited for the study from classes after obtaining consent. Questionnaires included a query of Internet behaviors, the Matson Evaluation of Social Skills with Youngsters Appropriate Social Skills and Inappropriate Assertiveness subscales, Rosenberg Self-esteem Scale, and the Social Anxiety Scale for Children-Revised. It was found that children who reported the most faking behavior on the Internet (e.g., pretending to be older) had poorer social skills, lower levels of self-esteem, higher levels of social anxiety, and higher levels of aggression. Frequency of use, however, did not affect these factors in the current study.     

The Devaluation of Inner Subjective Experiences by the Counseling Profession: A Plea to Reclaim the Essence of the Profession

Historically, counseling practice has emphasized understanding the inner subjective experiences (ISE) of counseling clientele. In the last several decades, however, the counseling profession has gradually devalued ISE. In this article, the author traces this devaluation of ISE in counseling. Underlying professional motives for the decline of interest in ISE are proposed, and reasons that ISE must be revalued are specified.     

Latency‐based functional analysis in schools: Correspondence and differences across environments

Functional analyses were conducted for problem behavior of three girls with intellectual and developmental disabilities. Analyses conducted under analog conditions measured rate and latency. Latency‐based functional analyses were conducted in a classroom setting in multielement and reversal designs. Correspondence was identified between the standard functional analysis and the two latency analyses for one participant. Partial correspondence was found with the other two participants. These results are discussed in light of research on adaptions for functional analysis in classroom settings.