Factors influencing self‐report of mobile phone use: the role of response prompt,time reference and mobile phone use in recall

The current study (n = 180) assesses factors affecting the recall of past mobile phone behaviour. It manipulates two factors hypothesised as influencing recall of duration and number of calls made: time reference (24 hours vs. 3 days) and context prompt (temporal, person called, reason for call) and also considers their impact in relation to levels of mobile phone use. A measure of recall error was constructed by matching self‐reported calls to actual calls and weighting for actual usage. The results indicate that most people tend to overestimate duration and underestimate number of phone calls, although these discrepancies are related to actual amount of mobile phone use. The manipulations of time reference and context prompt have some effect on the patterns of recall in relation to number, rather than duration, of calls. The implications of these results for the development of reliable and valid self‐report measures of mobile phone use are discussed. Copyright © 2008 John Wiley & Sons, Ltd.     

Effectiveness of school-based prevention and intervention programs for children and adolescents with emotional disturbance: A meta-analysis

The present study evaluated the effectiveness of school-based prevention and intervention programs for children and adolescents at-risk for and with emotional disturbance. Published outcome studies (k = 29) from December, 1988, to March, 2006, including 1405 children and adolescents were reviewed. Each investigation was coded on several variables describing the child, parent, and teacher samples, as well as reported outcome results. The overall mean weighted effect size was 1.00 at post-test and 1.35 at follow-up. Mean weighted ESs were 0.42 for between-subjects design studies, 0.87 for within-subjects design studies, and 1.87 for single-subject design studies. Prevention programs yielded a mean weighted ES of 0.54 and intervention programs produced a mean weighted ES of 1.35. Findings for specific outcome foci are presented and implications are discussed.     

A semantics-based approach to the "no negative evidence" problem

Previous studies have shown that children retreat from argument-structure overgeneralization errors (e.g., * Don't giggle me ) by inferring that frequently encountered verbs are unlikely to be grammatical in unattested constructions, and by making use of syntax-semantics correspondences (e.g., verbs denoting internally caused actions such as giggling cannot normally be used causatively). The present study tested a new account based on a unitary learning mechanism that combines both of these processes. Seventy-two participants (ages 5–6, 9–10, and adults) rated overgeneralization errors with higher (* The funny man's joke giggled Bart ) and lower (* The funny man giggled Bart ) degrees of direct external causation. The errors with more-direct causation were rated as less unacceptable than those with less-direct causation. This finding is consistent with the new account, under which children acquire—in an incremental and probabilistic fashion—the meaning of particular constructions (e.g., transitive causative = direct external causation) and particular verbs, rejecting generalizations where the incompatibility between the two is too great.     

Combined eyetracking and keystroke-logging methods for studying cognitive processes in text production

Writers typically spend a certain proportion of time looking back over the text that they have written. This is likely to serve a number of different functions, which are currently poorly understood. In this article, we present two systems, ScriptLog+TimeLine and EyeWrite, that adopt different and complementary approaches to exploring this activity by collecting and analyzing combined eye movement and keystroke data from writers composing extended texts. ScriptLog+TimeLine is a system that is based on an existing keystroke-logging program and uses heuristic, pattern-matching methods to identify reading episodes within eye movement data. EyeWrite is an integrated editor and analysis system that permits identification of the words that the writer fixates and their location within the developing text. We demonstrate how the methods instantiated within these systems can be used to make sense of the large amount of data generated by eyetracking and keystroke logging in order to inform understanding of the cognitive processes that underlie written text production.     

Why neuroscience matters to cognitive neuropsychology

The broad issue in this paper is the relationship between cognitive psychology and neuroscience. That issue arises particularly sharply for cognitive neurospsychology, some of whose practitioners claim a methodological autonomy for their discipline. They hold that behavioural data from neuropsychological impairments are sufficient to justify assumptions about the underlying modular structure of human cognitive architecture, as well as to make inferences about its various components. But this claim to methodological autonomy can be challenged on both philosophical and empirical grounds. A priori considerations about (cognitive) multiple realisability challenge the thesis on philosophical grounds, and neuroscientific findings from developmental disorders substantiate that challenge empirically. The conclusion is that behavioural evidence alone is inadequate for scientific progress since appearances of modularity can be thoroughly deceptive, obscuring both the dynamic processes of neural development and the endstate network architecture of real cognitive systems.     

the role of opportunity structures in older women workers' careers

This article describes contextual factors that exert influence on whether, when, and how people retire. The authors use opportunity structures as a framework for describing these processes. Interview data were gathered from 21 late‐career women; 2 illustrative cases depict differing career circumstances. Several important contextual factors were identified, including organizational membership, occupational membership, work peers, and the history of opportunities. Depending on the circumstances, these factors can enhance or limit the range of retirement‐related options. Employment counselors can help expand this range by advocating training and job placement centers, examining norms and combating stereotypes, and encouraging job redesign.     

The “Flip”—Sustaining Complexity and Multiplicity Post-Quarantine

This article describes poststructural ways of responding to the pandemic by looking for openings or gaps within more traditional ways of interacting with dilemmas. The author situates herself within a “positive deviance” epistemology, which looks for what already works rather than getting captured by the current problem. We “flip” what are the usual ways of responding and explore three different programs that illustrate inventive and assets-based approaches. Linking-Lives Storython, created specifically to utilize our COVID shelter-in-place experience; Re-Authoring Teaching: Creating a Collaboratory, begun 12 years ago to meet the needs of a widespread community; and Witness to Witness, a current response to contemporary disastrous situations—all have utilized technology to open possibilities for those who are helped as well as those who are helpers. The article shows how each program has specifically flipped more traditional ways of responding, but also how this “flip” employs a practice of “disciplined improvisation.” Each program has a built-in structure that depends on technology to make it work; each has a disciplined approach that allows the helpers to improvise to meet the needs of the receivers. It is this “flip,” this way of thinking, that can sustain us and our work in times of great complexity and multiplicity.     

Student learning as the basis for reinforcement to the instructor

The present study reinforced the two instructors of two students with profound mental retardation first for the instructors' training behaviors, then for improved student learning in a multiple baseline across responses design. Reinforcement of the instructors' training behaviors increased their training behaviors, replicating the findings of previous studies, but had no effect on student learning. When the reinforcement for the instructors was instead made contingent upon student learning, the student learning improved and the instructors' high level of training behaviors was maintained. In addition, the instructors began to request training for themselves. These findings suggest that staff motivation programs for instructors might usefully base the reinforcers not only on the instructor's performance, but on the progress of their students.     

Effects of Patients' Age,Gender, and Depression on Medical Students' Beliefs,Attitudes, Intentions,and Behavior1

This study examines the effects of patient age, gender, and depression on 88 advanced medical students' beliefs, attitudes, intentions, and behavior. Each subject heard an audiotaped patient portrayal. Patient age (32 or 67 years), gender, and depressive symptoms varied in a 2 × 2 × 2 between-subjects factorial design. All of the patients reported the same symptoms except that half of them also presented symptoms of depression. Questionnaires assessed beliefs about the patient's condition, attitudes toward the patient, treatment intentions, and recall of patient information. Expectations of an age bias were not substantiated. Females were rated less seriously ill, less likely to require laboratory tests, and more likely to receive medication than males. Among depressed patients, counseling and reassurance were more likely for females, and a nonpsychiatric consult was more likely for males. Recall of the symptoms presented was better for depressed patients. The implications for medical practice are discussed.