Mapping differential responses to cognitive training using machine learning

We used two simple unsupervised machine learning techniques to identify differential trajectories of change in children who undergo intensive working memory (WM) training. We used self‐organizing maps (SOMs)—a type of simple artificial neural network—to represent multivariate cognitive training data, and then tested whether the way tasks are represented changed as a result of training. The patterns of change we observed in the SOM weight matrices implied that the processes drawn upon to perform WM tasks changed following training. This was then combined with K‐means clustering to identify distinct groups of children who respond to the training in different ways. Firstly, the K‐means clustering was applied to an independent large sample (N = 616, M_age = 9.16 years, range = 5.16–17.91 years) to identify subgroups. We then allocated children who had been through cognitive training (N = 179, M_age = 9.00 years, range = 7.08–11.50 years) to these same four subgroups, both before and after their training. In doing so, we were able to map their improvement trajectories. Scores on a separate measure of fluid intelligence were predictive of a child's improvement trajectory. This paper provides an alternative approach to analysing cognitive training data that go beyond considering changes in individual tasks. This proof‐of‐principle demonstrates a potentially powerful way of distinguishing task‐specific from domain‐general changes following training and of establishing different profiles of response to training.     

Separate and shared sources of dual-task cost in stimulus identification and response selection

There is often strong interference if a second target stimulus (T2) is presented before processing of a prior target stimulus (T1) is complete. In the "Psychological Refractory Period" (PRP) paradigm, responses are speeded and interference manifests as increased response time for T2. In the "Attentional Blink" (AB) paradigm, stimuli are masked and responses unspeeded; interference manifests as reduced T2 accuracy. While different causes have usually been considered for PRP and AB phenomena, recent evidence has supported a unified account based on a single, shared restriction on concurrent processing. Here we show that a full assessment of separate and shared resource limitations requires direct comparison of hybrid PRP/AB trials with corresponding pure PRP and AB cases. Randomizing trial types in such a comparison also brings substantial benefit in addressing possible changes in task preparation or readiness. The data from two such experiments--combining speeded auditory (SA) and unspeeded visual (UV) task events--provide clear evidence for both separate and shared resource limitations. Often interference is strongest for T1 and T2 events of the same type, reflecting predominantly different limitations in SA and UV processing. With modest increases in demand, however, interference between different event types can also be made arbitrarily large, reflecting arbitrarily important shared limitations. For even such simple tasks as these, T--T2 interference reflects a combination of relatively local and relatively global sources.     

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 use of reliable digits to detect malingering in a criminal forensic pretrial population

The present research is a cross-validation of previous investigation by Greiffenstein, Baker; and Gola; Greiffenstein, Gola, and Baker; and Meyers and Volbrecht on the reliable digits (RELD) method of detecting suspected malingering on the Wechsler Adult Intelligence Scale-Revised (WAIS-R). The results support the use of the RELD method on a criminalforensic pretrial population (N = 187). Sensitivities, specificities, and incremental hit ratesfor two cut levels of the RELD method, Minnesota Multiphasic Personality Inventory-2 (MMPI-2) Infrequency and the Personality Assessment Inventory Negative Impression Scales, as well as multiple combined cut scores, were comparable to those observed in previous studies that used neuropsychologically evaluated participants. The selection of which cut score or combination of cut scores is appropriate on the RELD method is also discussed.     

The Role of the Family in Childhood Obsessive–Compulsive Disorder

While obsessive–compulsive disorder is widely recognized to have a strong genetic component, psychosocial factors are also acknowledged to be important. The primary focus of this paper is on familial factors associated with OCD in children and adolescents. It explores the family context as a possible risk factor in the development and maintenance of the disorder, including parental modeling, expressed emotion, parenting style, and family accommodation of the child's symptoms. The involvement of the family in the treatment of the disorder is also reviewed. Finally, future directions for research investigating familial factors in childhood OCD are presented.     

The time course of response suppression: no evidence for a gradual release from inhibition

Most models of serial recall postulate that recalled items are suppressed and thus temporarily rendered unavailable. Response suppression can explain several results, for example the small number of erroneous repetitions and people's reluctance to report repeated items. Although it is clear that response suppression is not permanent (thus permitting renewed recall of an item on the next trial), nothing is known about its time course. We report two experiments that measured the time course of response suppression with a multiple cued-retrieval response-deadline method. Emphasis was on the extent of repetition inhibition for lists that contained a repeated item. Regardless of whether presentation was rapid (Experiment 1; 150 ms/item) or slow (Experiment 2; 500 ms/item), (a) the standard pattern of repetition inhibition and erroneous repetitions occurred and (b) repetition inhibition remained constant across increasing retrieval time. This suggests that the release from response suppression is a discrete, list-wide effect rather than a continuous, gradual wearing off. The latter conclusion is consistent with the operation of the SOB model (Farrell & Lewandowsky, 2002) but not with models that postulate complete suppression with gradual wearing off.     

Implementation of a comprehensive schoolwide behavioral intervention: The ABC program

The Academic and Behavioral Competencies (ABC) Program, a schoolwide program to reduce classroom disruption and encourage rule following, academic task completion, and homework completion, is described. The program was initially developed and implemented in an elementary school with a high-risk population. Data from teachers, parents, and children indicate high levels of satisfaction with the program. In addition, unobtrusive measures of program impact, reported as reductions in referrals to the principal's office, suspensions, and increases in homework completion rates relative to the year prior to implementation of the program, suggest a preliminary positive impact of the program. A replication is reported for another school district, with teacher evaluations of satisfaction and effectiveness reported, supporting the flexibility and adaptability of the program. Although the present article does not constitute a systematic evaluation of the ABC Program, it presents preliminary data on the process of implementation and stakeholder satisfaction.     

Levels of interpersonal complementarity: a simplex representation

The relations among different measures of interpersonal behavior and complementarity across level were examined in one session of a sample of therapy dyads (N = 26) and in an interaction between college students (N = 108). Four levels of complementarity, trait, aggregate situation, behavioral interchanges, and behavioral interchanges with base rates removed were examined as they covaried among themselves and with interaction evaluations. The four levels of complementarity were found to be fit by a simplex structure, and this structure was related to interaction evaluation in both samples. The complementarity-evaluation relation was mediated by base-rate-corrected complementarity. Implications relative to the operationalization of complementarity are discussed.     

Unmitigated communion, social constraints, and psychological distress among women with rheumatoid arthritis

The personality trait of unmitigated communion, an extreme focus on relationships that has been associated with self-neglect, has been linked to poorer outcomes for both men and women, but is more common among women. This longitudinal study is the first to examine the influence of unmitigated communion on adaptation to a chronic illness that affects a much greater proportion of women to men. Women with rheumatoid arthritis completed measures of unmitigated communion, social constraints, and psychological distress at study entry and repeated the distress measure one year later. As expected, unmitigated communion was associated with psychological distress. Cross-sectional moderation analyses indicated that low social constraints buffered the negative effects of unmitigated communion.