Strengthening and Expanding Child Services in Low Resource Communities: The Role of Task‐Shifting and Just‐in‐Time Training

In the United States, the demand for child mental health services is increasing, while the supply is limited by workforce shortages. These shortages are unlikely to be corrected without significant structural changes in how mental health services are provided. One strategy for bridging this gap is task‐shifting, defined as a process by which services that are typically delivered by professionals are moved to individuals with less extensive qualifications or training. Although task‐shifting can increase the size of the workforce, there are challenges related to training new workers. In this paper, we propose Just‐In‐Time Training (JITT) as one strategy for improving task‐shifting efforts. We define JITT as on‐demand training experiences that only include what is necessary, when it is necessary, to promote competent service delivery. We offer a proof of concept from our own work shifting counseling and academic support tasks from school mental health professionals to pre‐baccalaureate mentors, citing lessons learned during our iterative process of JITT development. We conclude with a series of key considerations for scaling up the pairing of task‐shifting and JITT, including expanding the science of JITT and anticipating how task‐shifting and JITT would work within the context of dynamic mental health service systems.     

Endogenous modulation of compatibility effects: an Investigation into the temporal dynamics

Compatibility effects (CEs) arise when multiple stimuli fall within the visual field, providing an indication of stimulus processing. Previous research demonstrated that exogenous factors (e.g., luminance) influence the magnitude of CEs and their time course. The current research investigated the influence of endogenous factors. We used a flanker paradigm with a variable temporal delay (SOA) between a flanker and a subsequent central stimulus appearing. To manipulate endogenous factors, we required responses to the flanker on either half or all of the trials. The results indicate that increasing the task relevance of the flanker strengthened the initial positive CE (measured at short SOAs), consistent with past findings related to exogenous factors. However, at longer SOAs, the CE did not reverse into a negative CE, which stands against findings related to exogenous factors. These results indicate that CEs are subject to endogenous modulation, but the temporal dynamics do not mimic exogenous modulation.     

How class cohesion and teachers’ relatedness supportive/thwarting style relate to students’ relatedness,motivation, and positive and negative outcomes in physical education

The main goal of this study was to examine the links between class cohesion and teachers’ relatedness teaching style with students’ relatedness needs, motivation, and positive and negative outcomes in Physical Education. A total of 1294 students 10–18 years old (M = 14.40, SD = 1.99), 613 males (M = 14.48, SD = 1.95) and 681 females (M = 14.33, SD = 2.02), agreed to participate. They were enrolled in 88 classes belonging to 13 different primary and secondary schools in southwestern Spain. The study followed a correlational research design. Results of the multilevel path model showed a positive relationship between teachers’ relatedness support and class cohesion and behavioral and emotional engagement through relatedness need satisfaction and autonomous and controlled motivation. Results also showed a positive relationship between teachers’ relatedness thwarting and disruptive behaviors and problematic relationships through relatedness need frustration and amotivation. In conclusion, teachers’ relatedness behaviors and class cohesion can significantly impact the students’ relatedness and motivation, which in turn will affect their engagement and behaviors. A whole cascade of consequences begins with the way teachers teach and the cohesion generated in class. These first steps cannot be overlooked.     

自我—他人危机决策信息加工过程的差异:来自眼动的证据

本研究采用iView X-RED眼动仪,分两个实验来考察自我-他人危机决策的信息加工过程的差异。实验一采用单因素实验设计探讨自我-他人危机决策的信息加工过程,结果表明：为自我决策组的平均阅读时间、平均注视时间、平均注视次数、平均凝视时间、平均回视次数都显著高于为他人决策组。实验二采用2（任务框架：积极,消极）x2（决策者角色：为自我、为他人）混合实验设计,结果表明：在积极框架下,为自我决策组平均阅读时间、平均注视时间、平均注视次数、平均凝视时间、平均回视次数显著高于为他人决策组;在消极框架下,两个组没有显著差异。总体表现为,自我-他人危机决策的信息加工过程存在差异,且受任务框架的影响。     

Beating lady luck: Effects of competitive gambling on opponent likeability and targeted physical aggression

This study aimed to examine the effects of gambling motives and competitive gambling outcomes on opponent likeability and targeted physical aggression. We hypothesized that (a) losers would perceive their opponents to be less likeable and (b) would be physically more aggressive toward their opponents. Opponent likeability was proposed to mediate the lose–aggression relationship while social gambling motives were proposed to moderate the lose–aggression relationship. Specifically, we expected that losers of competitive gambling situations would engage in greater physical aggression only if they perceived their opponents to be less likeable. In addition, lower perceived opponent likeability would translate into greater targeted physical aggression only if the loser possessed low social motives for gambling. Ninety‐eight undergraduates who self‐identified mostly as recreational gamblers participated in a competitive gambling game. The Hot Sauce Paradigm was adapted as a measure of targeted physical aggression. Results obtained supported our hypotheses. Potential implications and limitations are discussed.     

Social cognitive predictors of academic persistence and performance in engineering: Applicability across gender and race/ethnicity

We examined the utility of social cognitive variables in the longitudinal prediction of academic persistence and success of engineering students. The participants, 908 students enrolled in engineering majors at two state universities, completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at the end of each of their first four semesters. In the current study, students' first and second semester responses were used to predict persistence and grade performance in engineering by the end of six semesters. Path analytic findings indicated that second-semester persistence intentions, satisfaction with the major, self-efficacy, and social support each produced direct paths to persistence. Objective ability (mathematics SAT scores), outcome expectations, and interests were linked to persistence indirectly via their relations to other variables in the model. In addition, self-efficacy and objective ability jointly predicted grade performance. Results were stable across gender and racial/ethnic groups. Implications for research and practice on academic adjustment in engineering are considered.     

Differential short-term memorisation for vocal and instrumental rhythms

This study explores differential processing of vocal and instrumental rhythms in short-term memory with three decision (same/different judgments) and one reproduction experiment. In the first experiment, memory performance declined for delayed versus immediate recall, with accuracy for the two rhythms being affected differently: Musicians performed better than non-musicians on clapstick but not on vocal rhythms, and musicians were better on vocal rhythms in the same than in the different condition. Results for the second experiment showed that concurrent sub-vocal articulation and finger-tapping differentially affected the two rhythms and same/different decisions, but produced no evidence for articulatory loop involvement in delayed decision tasks. In a third experiment, which tested rhythm reproduction, concurrent sub-vocal articulation decreased memory performance, with a stronger deleterious effect on the reproduction of vocal than of clapstick rhythms. This suggests that the articulatory loop may only be involved in delayed reproduction not in decision tasks. The fourth experiment tested whether differences between filled and empty rhythms (continuous vs. discontinuous sounds) can explain the different memorisation of vocal and clapstick rhythms. Though significant differences were found for empty and filled instrumental rhythms, the differences between vocal and clapstick can only be explained by considering additional voice specific features.