Technological advances in the assessment of impulse control in offenders: A systematic review

Deficits in impulse control have been linked to criminal offending, risk of recidivism, and other maladaptive behaviours relevant to the criminal justice system (e.g. substance use). Impulse control can be conceptualized as encompassing the broad domains of response inhibition and impulsive/risky decision‐making. Advancements in technology have led to the development of computerized behavioural measures to assess performance in these domains, such as go/no‐go and delay discounting tasks. Despite a relatively large literature examining these tasks in offenders, findings are not universally consistent. This systematic review aims to synthesize the literature using computerized neurocognitive tasks to assess two domains of impulse control in offenders: response inhibition and impulsive/risky decision‐making. The review included 28 studies from diverse geographic locations, settings, and offender populations. The results largely support the general conclusion that offenders exhibit deficits in impulse control compared with non‐offenders, with studies of response inhibition more consistently reporting differences than studies using impulsive and risky decision‐making tasks. Findings are discussed in the context of contemporary neuroimaging research emphasizing dysfunction in prefrontal cortex as a key contributor to impulse control deficits in offenders.     

Judging credibility: Can spaced lessons help students think more critically online?

Despite the prevalence of the spacing effect in the psychological literature, the impact of lesson timing has not yet been fully explored in real classrooms. The current study examined whether spacing could improve long‐term retention of both factual and critical thinking curriculum‐based teaching materials for children. Students 9 to 12 years old were taught to judge the credibility of websites in either three consecutive days of lessons or one lesson per week. Thirty‐five days after the final lesson, students were tested on factual knowledge and applied their knowledge to evaluating a new website. Students in the spaced condition remembered more facts from the lessons and were better able to explain their website ratings than students in the massed group.     

Toward a comprehensive test battery for face cognition: Assessment of the tasks

Despite the importance of face recognition in everyday life and frequent complaints about its failure, there is no comprehensive test battery for this ability. As a first step in constructing such a battery, we present 18 tasks aimed at measuring face perception, face learning, face recognition, and the recognition of facially expressed emotions. A sample of 153 healthy young adults completed all tasks. In general, reaction time measures showed high estimates of internal consistency; tasks focused on performance accuracy yielded reliabilities that were somewhat lower, yet high enough to support their use in a battery of face cognition measures. Some of the tasks allowed computation of established experimental effects in a within-subjects design, such as the part-whole effect. Most of these experimental effects were confirmed in our large sample, and valuable effect size estimates were obtained. However, in many cases these difference measures showed poor estimates of internal consistency.     

Strategic reliance on phonological mediation in lexical access

The present study investigated strategic variation in reliance on phonological mediation in visual word recognition. In Experiment 1, semantically related or unrelated word primes preceded word, pseudohomophone (e.g.,trane), or nonpseudohomophone (e.g.,trank) targets in a lexical decision task. Semantic priming effects were found for words, and response latencies to pseudohomophones were longer in related than in unrelated prime conditions. In Experiment 2, related or unrelated word primes preceded word or pseudohomophone targets. A relatedness effect was found for words, although it was significant at a 600-msec prime-target stimulus onset asynchrony (SOA) and not at a 200-msec SOA. There was no relatedness effect for pseudohomophones. Experiment 3 was a replication of Experiment 2, except that pseudohomophones were replaced by nonpseudohomophonic orthographic controls. Facilitation effects for related target words were greater in Experiment 3 than in Experiment 2. The results reflect apparent variations in the expectation that a related prime reliably indicates that a target is a word. Although reliance on phonological mediation might be strategically contingent, there could be a brief time period in which phonologically mediated lexical access occurs automatically. Whether phonological information is maintained or suppressed subsequently depends on its overall usefulness for the task.     

Toward a formal theory of flexible spatial behavior: geometric category biases generalize across pointing and verbal response types

Three experiments tested whether geometric biases--biases away from perceived reference axes--reported in spatial recall tasks with pointing responses generalized to a recognition task that required a verbal response. Seven-year-olds and adults remembered the location of a dot within a rectangle and then either reproduced its location or verbally selected a matching choice dot from a set of colored options. Results demonstrated that geometric biases generalized to verbal responses; however, the spatial span of the choice set influenced performance as well. These data suggest that the same spatial memory process gives rise to both response types in this task. Simulations of a dynamic field model buttress this claim. More generally, these results challenge accounts that posit separate spatial systems for motor and verbal responses.     

Comparing to perfection: How cultural norms for appearance affect social comparisons and self-image

Theory and research suggests that cultural norms for appearance present unrealistic standards of beauty which may contribute to women's body dissatisfaction. In Study 1, women described their appearance more negatively than men and made more upward social comparisons about their bodies, but not about other domains. Women also compared more than men with unrealistic targets (e.g., models). In Study 2, we explored the role of cultural norms for appearance in social comparisons with relevant (peer) or irrelevant (model) superior targets. When cultural norms were not salient, participants judged a peer to be more relevant, compared more with the peer, and were more negatively affected by the peer. However, when cultural norms were salient, participants judged a professional model to be equally relevant, compared more with the model and felt worse after exposure to the model. We discuss the powerful role of cultural norms in determining social comparison processes and self-appraisals.     

Reference-related inhibition produces enhanced position discrimination and fast repulsion near axes of symmetry

Models proposed to account for reference frame effects in spatial cognition often account for performance in some tasks well, but fail to generalize to other tasks. Here, we demonstrate that a new process account of spatial working memory--the dynamic field theory (DFT)--can bridge the gap between perceptual and memory processes in position discrimination and spatial recall, highlighting that the processes underlying spatial recall also operate in position discrimination. In six experiments, we tested two novel predictions of the DFT: first, that discrimination is enhanced near symmetry axes, especially when the perceptual salience of the axis is increased; and second, that performance far from a reference axis depends on the direction in which the second stimulus is presented. The DFT also predicts the magnitude of this direction-dependent modulation. These effects arise from reference-related inhibition in the theory. We discuss how the processes captured by the DFT relate to existing psychophysical models and operate across a diverse array of spatial tasks.     

Coping responses of Asian, Black, and Latino/Latina New York City residents following the September 11, 2001 terrorist attacks against the United States

This study examined mechanisms for coping with adversity in a sample of 24 Asian, Black, and Latino/Latina residents of New York City following the September 11, 2001 World Trade Center (WTC) terrorist attacks. Using consensual qualitative research methodology (C. E. Hill, B. J. Thompson, & E. N. Williams, 1997), the authors identified 7 broad coping domains used by the participants: (a) sought additional information about the WTC tragedy, (b) expressed a range of emotions, (c) sought or gave support, (d) engaged in religious or spiritual activities, (e) avoidance, (f) forbearance, and (g) used indigenous healing techniques. Although there were similarities across racial or cultural groups and genders with regard to the coping responses used, there also were unique coping strategies by racial or cultural background and gender.     

Evaluating parent-implemented behavioral skills training for teaching firearm safety skills

Research shows that behavioral skills training (BST) and in situ training (IST) are effective interventions for teaching safety skills to children. In addition, the efficiency of these interventions can be increased when parents, teachers, or peers are taught to implement them. The purpose of this study was to replicate Novotny et al. (2020) and evaluate a web-based program for teaching parents to conduct BST to teach safety skills to prevent gunplay. We randomly assigned 18 children to the parent-conducted BST group or a control group and evaluated the intervention in a posttest only control group design. Children in the control group or treatment group who did not score a three in the in situ assessment (do not touch, get away, and tell an adult) received IST from their parents and were assessed again. Results showed that safety skill scores were statistically significantly higher in the treatment group than in the control group. Furthermore, there was a statistically significant increase in safety skills scores following IST for children who received it.     

How does coping help people resist lapses during smoking cessation?

OBJECTIVES: To determine whether types of coping strategies have differential effects on preventing lapses and lowering urge levels and to investigate mechanisms by which coping strategies prevent lapses during smoking cessation. DESIGN: Sixty-one respondents performed ecological momentary assessment using palm-top computers and tape recorders to report their coping strategies and urge levels before and after temptations to smoke. Multilevel linear regression models were used to compare the effects of individual strategy types with the average strategy. MAIN OUTCOME MEASURES: Lapses versus resisted temptations and changes in urge levels. RESULTS: Number of strategies significantly predicted resisting smoking and change in urge levels. Compared with the effect of the average strategy, movement/exercise was marginally worse at preventing lapses, and food/drink was marginally related to higher postcoping urge levels. CONCLUSION: Although using multiple coping strategies helps people resist the urge to smoke, no particular coping strategy works better than any other. Coping strategies prevent lapses by reducing high urge levels during temptations.