A Single-Subject Evaluation of the Treatment of Morphing Fear

We present a single-subject prospective outcome study of a man with severe morphing fear and long history of OCD who was not helped by previous interventions, and who received an adapted form of cognitive behavior therapy (CBT) as part of this study. Treatment consisted of a cognitively focused approach tailored to address his fear of morphing and included developing a stronger sense of self-stability. We describe the details of the case, the treatment protocol, and the therapeutic outcomes as assessed over 36 weeks by questionnaires, rating scales, and semistructured interviews. The intervention was effective in eradicating the patient’s morphing fears and reducing other symptoms of OCD, anxiety, and depression. The presented case illustrates the need to appropriately conceptualize, assess, and address the specific nature of morphing fear symptoms in treatment.     

Comparing What to What,on What Scale? The Impact of Item Comparisons and Reference Points in Communicating Risk and Uncertainty

The mandated public availability of individual hospital's audit data for children's heart surgery in the UK creates a challenging scenario for communicating these complex and sensitive data to diverse audiences. On the basis of this scenario, we conducted three experiments with the aim of understanding how best to help lay people understand these data and the practical goal of improving the public presentation of these data. The experiments compared different outcome measures for displaying the survival rate (percentage scale versus the ratio of the predicted/observed rates) and presentation formats (individual hospital versus all hospitals shown) for outcomes data presented relative to prediction intervals generated by a risk model that adjusts for case mix. Our data highlight how easily inappropriate comparisons can influence evaluations of complex data: for instance, both a survival ratio of 1 and the presence of other hospitals seemingly provided reference points that resulted in inappropriately harsh evaluations of some hospitals. By drawing on evaluability theory, we demonstrate how to enhance people's understanding of these complex data while also discouraging inappropriate comparisons, which has implications for communicating risk and uncertainty and for choice architecture design in a range of contexts. Copyright © 2018 John Wiley & Sons, Ltd.     

The Relationship Between Automatic Thoughts and Irrational Beliefs Predicting Anxiety and Depression

Cognitive behavioral approaches differ in their views on core cognitions and their hypothesized role in the etiology of depression and anxiety. The present study provides empirical evidence regarding the relationship between irrational beliefs and components of automatic thoughts and their role in the etiology of depression and anxiety. The present study utilized newer and improved questionnaires to assess components of irrational belief. Based on prior research by Safren et al. (Cogn Ther Res 24(3):327–344, 2000), a three-factor structure of the combined automatic thought questionnaires were utilized to measure components of automatic thoughts as they relate to depression and anxiety. Factor analytical methods were utilized to confirm the factor structure of the irrational beliefs and automatic thoughts components. Advanced path modeling was utilized to model the relationship between irrational beliefs and automatic thoughts in predicting anxiety and depression. The study used a sample of N = 542 undergraduate psychology students during stressful exam times. Results indicated that the irrational belief Demandingness represents a primary factor, followed by the secondary irrational beliefs as proposed by Rational Emotive Behavioral Theory. Selfdowning beliefs were fully mediated by depressive automatic thoughts in the case of depressive affect. Low frustration tolerance contributed unique variance to anxious and depressive affect that was not fully mediated by automatic thoughts. Results from the present study add empirical evidence that irrational beliefs indeed represent core and intermediary beliefs that lead to specific automatic thoughts, which is congruent with cognitive behavioral theory as proposed by Rational Emotive Behavioral Therapy.     

J. S. Mill’s hedonism: activism,experientialism and eudaimonism

Many contemporary scholars defend the position that J. S. Mill was a ‘eudaimonist’, in a sense implying that he was not an ‘experiential’ hedonist. One ‘activist’ argument for this interpretation rests on the claim that Mill’s core axiological uses of ‘pleasure’ in Utilitarianism should be understood to refer to worthy or pleasurable activities rather than mental states. This paper offers a three-stage rebuttal of the activist interpretation. Firstly, in the Analysis, the Examination and the Logic, Mill explicitly identifies pleasures and pains as mental states. Secondly, if we read Mill’s core axiological uses of ‘pleasure’ in Utilitarianism along activist lines, the text’s overall coherence and intelligibility becomes even more questionable than on the traditional experientialist reading. Finally, in his discussions of Plato, Mill seems to distance himself from the axiological view that non-hedonic features of mind or character have intrinsic value in their own right. In consequence, in the small number of cases in Utilitarianism in which Mill clearly speaks of ‘pleasures’ as activities, this is best construed as a derivative usage.     

Developing a Learning Progression for Curriculum,Instruction, and Student Learning: An Example from Mathematics Education

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked understanding of students learning over time through careful articulation of a curricular framework and progression, instructional sequence, assessments, and levels of sophistication in student learning. Under this broadened conceptualization, we advance a methodology for developing and validating learning progressions, and advance several design considerations that can guide research concerned with engendering forms of mathematics learning, and curricular and instructional support for that learning. We advance a two-phase methodology of (a) research and development, and (b) testing and revision. Each phase involves iterative cycles of design and experimentation with the aim of developing a validated learning progression. In particular, we gathered empirical data to revise our hypothesized curricular framework and progression and to measure change in students. thinking over time as a means to validate both the effectiveness of our instructional sequence and of the assessments designed to capture learning. We use the context of early algebra to exemplify our approach to learning progressions in mathematics education with a focus on the concept of mathematical equivalence across Grades 3-5. The domain of work on research on learning over time is evolving; our work contributes a broadened role for learning progressions work in mathematics education research and practice.     

Does practice in category learning increase rule use or exemplar use—or both?

Categorization research has demonstrated the use of both rules and remembered exemplars in classification, although there is disagreement over whether learners shift from one to the other or use both strategies simultaneously. Theoretical arguments can motivate predictions for both rule use and exemplar use increasing with more practice. We describe a single large experiment (n = 190) that manipulated the number of training items (category size), the number of presentations of each training item, and the similarity between the training and the transfer stimuli in order to discover when rules and exemplars are most likely to be used. Results showed that rules and exemplars both influenced classification and that exemplars were used more often with smaller categories, with more training on items, and when test items were similar to training items. There was no consistent evidence of a shift from rule-based to exemplar-based categorization with more learning. Importantly, we found a number of conditions in which rules and exemplars were both used, even within individual participants. We discuss our results in terms of hybrid models of classification.     

Force and Directional Force Modulation Effects on Accuracy and Variability in Low-Level Pinch Force Tracking

The authors investigated how varying the required low-level forces and the direction of force change affect accuracy and variability of force production in a cyclic isometric pinch force tracking task. Eighteen healthy right-handed adult volunteers performed the tracking task over 3 different force ranges. Root mean square error and coefficient of variation were higher at lower force levels and during minimum reversals compared with maximum reversals. Overall, the thumb showed greater root mean square error and coefficient of variation scores than did the index finger during maximum reversals, but not during minimum reversals. The observed impaired performance during minimum reversals might originate from history-dependent mechanisms of force production and highly coupled 2-digit performance.     

Perceptions of Private Market Landlords Who Rent to Tenants of a Housing First Program

The rental of housing units by landlords to participants in Housing First (HF) programs is critical to the success of these programs. Therefore, it is important to understand the experiences of landlords with having these individuals as tenants. The paper presents findings of qualitative interviews with 23 landlords who rented to tenants from a HF program located in a small city and adjoining rural area in eastern Canada and in which approximately 75 % of tenants had been housed for at least six consecutive months at 2 years in the program. Findings showed that landlords are motivated to rent to HF tenants for financial and pro‐social reasons. They reported holding a range of positive, neutral, and negative perceptions of these tenants. They identified problems encountered with some HF tenants that included disruptive visitors, conflict with other tenants, constant presence in their apartments, and poor upkeep of units. On the other hand, landlords perceived HF tenants as being mostly good tenants who are similar to their other tenants. Implications for practice in the context of HF programs are discussed.     

A first grade student’s exploration of variable and variable notation / Una alumna de primer grado explora las variables y su notación

Abstract

This paper presents a case study of a first grade student to illustrate the diversity of her understandings related to variables and variable notation. While prior research has documented secondary school students’ difficulties with variables and variable notation, we identify many productive understandings in this much younger student, leading us to question the prevailing argument that students might have difficulties with variables due mostly to their own limitations. We draw our data from a teaching experiment that explored functional relationships. Individual interviews were carried out with a subset of the students in the experiment prior to, as well as mid-way through and at the end of the experiment. This paper focuses on a set of three interviews with one of the first grade students. We illustrate the shifts that occurred in the student’s understandings about variables and variable notation across as well as within each of the three interviews.