A comparison of self-instructional checking procedures for remediating mathematical deficits

We examined the relative effectiveness of three procedures for teaching long multiplication/division to seven adolescents with learning disabilities: no-checking, end-checking, and multi-checking. During training, each subject was taught by modelling and imitation to verbalize self-instructions in the form of a strategy while solving the problems. The relative effects of the checking and no-checking procedures on accuracy and rate of problems completed were examined in an alternating treatments design. The best treatment was then given alone and a reversal was implemented six weeks later, followed by a return to the best treatment during a final phase. Irrespective of the procedure used, the subjects' accuracy improved while the rate of problems completed decreased. These effects were greatest with the multi-checking procedure for six of the seven subjects. Generalization to untaught problems of various levels of complexity occurred under all procedures. Though maintenance effects were seen during the follow-up, accuracy was generally higher and more reliable when the subject's best checking procedure was reinstated. It is suggested that error detection and correction were important for maintaining high levels of accuracy and that these operated differentially in the three procedures to produce the differing levels of accuracy. The role of other factors such as pre-skill knowledge, complexity of the problem and prior reinforcement history are also considered.     

The structure and prevalence of behavioral problems in Hong Kong preschool children

Nearly all 3-year-old Chinese children in Hong Kong attend preschool facilities, making it possible to study their behavior in a group learning situation based upon teachers' perception. The Preschool Behavior Checklist (PBCL), a teacher's questionnaire, was applied to a random sample of 851 Chinese children, ages 36 to 48 months. The factor structure of the PBCL was very similar to that obtained from its original British study, supporting its usage cross-culturally. Prevalence of behavior disorder was high as defined by the PBCL. This reflected specific cultural demands at school settings. Significant sex differences were also found in the overall rate of behavior disorder and symptom patterns. As in other studies, boys had more hyperactive, conduct, and speech problems. The results suggested a certain degree of universality of symptomatology for children at the preschool level.This project was funded by the Hong Kong Society for Child Health and Development. We are grateful to all the kindergartens and child care centers which participated in this project. Valuable assistance was provided by the Education Department and the Medical Health Department.     

A recruitment theory of force-time relations in the production of brief force pulses: the parallel force unit model

A theory, the parallel force unit model, is advanced in which the buildup and decline of force in rapid responses of short duration are assumed to reflect variability in timing of several parallel force units. Response force is conceived of as being a summation of a large number of force units, each acting independently of one another. Force is controlled by either the number of recruited force units or the duration each unit contributes its force. Several predictions are derived on the basis of this theory and are shown to be in qualitative agreement with empirical findings about both the mean and variability of brief force impulses. The model also has consequences for the temporal properties of a response. For example, under certain circumstances, it predicts a reciprocal relation between reaction time and response force. Although the theory is proposed as a psychological account, relations between the assumptions and basic principles in neurophysiology are considered. Possible future applications and generalizations of the theory are discussed.     

Exploring goal taxonomies using the goal-based outcome tool in children and young people's mental health settings

Formulating goals in therapy may facilitate young people and parents/carers' engagement in mental health support settings. A number of goal taxonomies have been developed, which involve organising goals set at the outset of therapy into themes. Goal taxonomies are considered useful for service planning and outcome purposes. In order to build on the knowledge about what young people choose as goals, and to best support good practice, it is important to explore the links and differences between the existing goal taxonomies. A systematic review was conducted to identify goal taxonomies based on goals set using the goal-based outcome (GBO) tool. Framework analysis was conducted to investigate the extracted goal taxonomies. Overall, four core concepts were identified: “Goals targeting specific issues, symptoms, emotions, and behaviours,” “Return and engage in activities,” “Personal growth goals” and “Interpersonal goals.” Goals regarding specific issues, personal growth and interpersonal relationships were present in most studies. Using these overarching core concepts could be useful for practitioner-level, or service-level organisation of goal data, for activities such as service planning and delivery.     

Grouping has a negative effect on both subjective contours and perceived occlusion at T-junctions

Perceived occlusion of aligned T-junctions and subjective contours at implicit T-junctions are often assumed to be related but are rarely examined with respect to common mechanisms. Using the method of paired comparison, we measured the strength of perceived occlusion at explicit T-junctions and the strength of subjective contours at implicit T-junctions (using different subjects) along the aligned edges of eight sets of inducer shapes. Sets varied in the similarity of component shapes with respect to orientation, height, width, and color. With increasing shape similarity, there was a striking decrease in both the strength of subjective contours and the strength of perceived occlusion; the correlation between these two kinds of judgments was .97. We conclude that common mechanisms underlie these two percepts and that edge alignment is a much stronger indicator of occlusion for poorly grouped than for strongly grouped inducers.     

Motor fluency deficits in the sequencing of actions in schizophrenia

Many everyday activities depend on the capacity to organize and smoothly execute motor sequences. The authors tested the hypothesis that a sequencing deficit is associated with schizophrenia. They used a new method to distinguish between lower and higher order mechanisms for the impairment. The 1st task involved triggered sequences in which sensory information from 1 movement was the cue for initiation of the following movement. Results showed that the motor sequences were performed as fluently in patients as in controls. The 2nd and 3rd tasks involved sequences in which the entire movement sequence could be preplanned. Patients executed the sequences less fluently than controls but only under the condition where action sequences were required. Furthermore, the patients' fluency deficit increased with sequence complexity. The high discrimination power of Task 3 gave the authors a means to control for a potential psychometric confound involving differential discriminating power and to argue in favor of a specific higher order motor fluency deficit in patients with schizophrenia. It is suggested that basic lower order mechanisms that integrate sensory information with outgoing motor commands are preserved in schizophrenia, whereas higher order integrative mechanisms that are required for the smooth coordination of motor sequences are impaired.     

Racial microaggressions in everyday life: implications for clinical practice

Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color. Perpetrators of microaggressions are often unaware that they engage in such communications when they interact with racial/ethnic minorities. A taxonomy of racial microaggressions in everyday life was created through a review of the social psychological literature on aversive racism, from formulations regarding the manifestation and impact of everyday racism, and from reading numerous personal narratives of counselors (both White and those of color) on their racial/cultural awakening. Microaggressions seem to appear in three forms: microassault, microinsult, and microinvalidation. Almost all interracial encounters are prone to microaggressions; this article uses the White counselor--client of color counseling dyad to illustrate how they impair the development of a therapeutic alliance. Suggestions regarding education and training and research in the helping professions are discussed.