Correction to: Gray Matter Atrophy in the Cortico‑Striatal‑Thalamic Network and Sensorimotor Network in Relapsing–Remitting and Primary Progressive Multiple Sclerosis

Neuropsychology Review - A correction to this paper has been published: https://doi.org/10.1007/s11065-021-09503-6     

Childhood Trauma and Self-Control: The Mediating Role of Depletion Sensitivity

Journal of Child and Family Studies - Previous research demonstrated that childhood trauma was associated with self-control deficit from adolescence to adulthood. However, the underlying mechanism...     

Combining Clickstream Analyses and Graph-Modeled Data Clustering for Identifying Common Response Processes

Psychometrika - Complex interactive test items are becoming more widely used in assessments. Being computer-administered, assessments using interactive items allow logging time-stamped action...     

两种新的多维计算机化分类测验终止规则

计算机化分类测验(Computerized Classification Testing, CCT)由于具备分类的功能, 目前在职业资格考试、健康与护理问卷等以分类为目的的测验中得到广泛应用。作为CCT的重要组成部分, 终止规则不仅决定测验停止的条件而且直接影响分类准确率及测验效率。然而, 目前少有研究对多维CCT (Mulitidimensional CCT, MCCT)的终止规则进行探索。针对已有MCCT终止规则的不足, 提出两种新的MCCT终止规则(即基于马氏距离的多维序贯似然比规则Mahalanobis-SPRT和随机缩减的多维广义似然比规则M-SCGLR), 并开展模拟研究在不同实验条件下(比如, 不同的题库结构、能力维度间相关及分界函数)考查它们的表现。结果表明：(1)在使用补偿性分界函数的条件下, Mahalanobis-SPRT规则具有较高的分类精度和与同类方法相近的测验长度; (2)在几乎所有实验条件下, M-SCGLR规则不仅在测验精度上大幅优于已有的多维随机缩减规则, 而且具有较短的测验长度。     

Reference frames in spatial updating when body-based cues are absent

The current study investigated the reference frame used in spatial updating when idiothetic cues to self-motion were minimized (desktop virtual reality). In Experiment 1, participants learned a layout of eight objects from a single perspective (learning heading) in a virtual environment. After learning, they were placed in the same virtual environment and used a keyboard to navigate to two of the learned objects (visible) before pointing to a third object (invisible). We manipulated participants’ starting orientation (initial heading) and final orientation (final heading) before pointing, to examine the reference frame used in this task. We found that participants used the initial heading and the learning heading to establish reference directions. In Experiment 2, the procedure was almost the same as in Experiment 1 except that participants pointed to objects relative to an imagined heading that differed from their final heading in the virtual environment. In this case, pointing performance was only affected by alignment with the learning heading. We concluded that the initial heading played an important role in spatial updating without idiothetic cues, but the representation established at this heading was transient and affected by the interruption of spatial updating; the learning heading, on the other hand, corresponded to an enduring representation which was used consistently.     

Proportional Reasoning in 5- to 6-Year-Olds

There have been mixed results in studies investigating proportional reasoning in young children. The current study aimed to examine whether providing visual scaling cues and structuring the reasoning process can improve proportional reasoning in 5- to 6-year-old children. In a series of computerized tasks, children compared the sweetness of 2 mixtures. Each mixture was represented by a juice rectangle stacked on top of a water rectangle. Two rectangles shared the same width but were of same or different heights. The mixtures were scaled by either changing their widths or their heights. In Experiment 1, children’s performance was poor when judging equivalent proportions. In Experiment 2, the 2 mixtures were individually previewed to encourage individual estimation of each mixture and thereby allow participants to strategically reason about the relative proportions. Children performed significantly better than in Experiment 1. In Experiment 3, children explicitly rated the sweetness of each preview mixture. Performance did not improve relative to Experiment 2. Throughout all 3 experiments, children were more sensitive in detecting equivalence when scaling occurred along the width compared with the height, demonstrating the effectiveness of visual-spatial scaling cues. Together, these experiments suggested that visuospatial scaling cues and structuring the 2-step reasoning process using previews can improve 5- to 6-year-olds’ proportional reasoning with certain limitations.     

A consumer-grade LCD monitor for precise visual stimulation

Because they were used for decades to present visual stimuli in psychophysical and psychophysiological studies, cathode ray tubes (CRTs) used to be the gold standard for stimulus presentation in vision research. Recently, as CRTs have become increasingly rare in the market, researchers have started using various types of liquid-crystal display (LCD) monitors as a replacement for CRTs. However, LCDs are typically not cost-effective when used in vision research and often cannot reach the full capacity of a high refresh rate. In this study we measured the temporal and spatial characteristics of a consumer-grade LCD, and the results suggested that a consumer-grade LCD can successfully meet all the technical demands in vision research. The tested LCD, working in a flash style like that of CRTs, demonstrated perfect consistency for initial latencies across locations, yet showed poor spatial uniformity and sluggishness in reaching the requested luminance within the first frame. After these drawbacks were addressed through software corrections, the candidate monitor showed performance comparable or superior to that of CRTs in terms of both spatial and temporal homogeneity. The proposed solution can be used as a replacement for CRTs in vision research.     

Measuring the Effectiveness of a Genetic Counseling Supervision Training Conference

Genetic counselors who receive formal training report increased confidence and competence in their supervisory roles. The effectiveness of specific formal supervision training has not been assessed previously. A day-long GC supervision conference was designed based on published supervision competencies and was attended by 37 genetic counselors. Linear Mixed Model and post-hoc paired t-test was used to compare Psychotherapy Supervisor Development Scale (PSDS) scores among/between individuals pre and post conference. Generalized Estimating Equation (GEE) model and post-hoc McNemar’s test was used to determine if the conference had an effect on GC supervision competencies. PSDS scores were significantly increased 1 week (p < 0.001) and 6 months (p < 0.001) following the conference. For three supervision competencies, attendees were more likely to agree they were able to perform them after the conference than before. These effects remained significant 6 months later. For the three remaining competencies, the majority of supervisors agreed they could perform these before the conference; therefore, no change was found. This exploratory study showed this conference increased the perceived confidence and competence of the supervisors who attended and increased their self-reported ability to perform certain supervision competencies. While still preliminary, this supports the idea that a one day conference on supervision has the potential to impact supervisor development.     

The Relationship between the Supervision Role and Compassion Fatigue and Burnout in Genetic Counseling

Many genetic counselors provide supervision to students during their career. Previous studies have shown genetic counselors, in general, are at increased risk for developing compassion fatigue. The purpose of this study was to determine if there was a difference in compassion fatigue and burnout levels in genetic counselors who currently supervise compared to genetic counselors who do not. Genetic counselors who currently practice in a clinical setting (N = 391) completed an online survey containing demographic questions, the Professional Quality of Life Scale, the State-Trait Anxiety Inventory, and questions specific to the genetic counselor’s experiences with supervision. Overall, when controlling for trait-anxiety, the supervision role by itself was not independently associated with the risk for compassion fatigue and burnout among genetic counselors. Within supervisors, however, there were several factors which were associated with this risk. Those with less supervision experience reported more secondary traumatic stress. Those supervisors reporting less confidence had decreased compassion satisfaction. Those with less experience or less confidence in their supervision role were most likely to be at increased risk for developing compassion fatigue. Training in supervision and support for dealing with compassion fatigue and burnout may be beneficial to supervisors with less experience.