Theory of mind and loneliness: Effects of a conversation-based training at school

Conversation-based training programmes are known to be effective in enhancing theory of mind (ToM). The possible consequences of such training programmes on the understanding of other constructs have rarely been investigated. The present research aimed to evaluate the effects of two different types of conversation-based training on ToM and loneliness. Two hundred and ten fourth and fifth graders (52% boys; Mage = 9.66 years, SD = 0.85), randomly divided into two groups (ToM and no-ToM training condition), were administered at a 5-week intervention. ToM and loneliness were measured before and twice after the intervention (1 week and 2 months later). Linear mixed-effects models showed that, soon after the intervention, children in the ToM training condition obtained significantly higher ToM scores and significantly lower loneliness scores compared to children in the no-ToM training condition. Nonetheless, at the follow-up, ToM and loneliness scores were not significantly different for the two training conditions. These findings suggest that a relatively short intervention based on group discussion of mental states is sufficient to improve mentalizing abilities and to tackle feelings of loneliness among fourth and fifth graders in the short but not in the long term.     

Automatization through Practice: The Opportunistic-Stopping Phenomenon Called into Question

As a theory of skill acquisition, the instance theory of automatization posits that, after a period of training, algorithm-based performance is replaced by retrieval-based performance. This theory has been tested using alphabet-arithmetic verification tasks (e.g., is A + 4  = E?), in which the equations are necessarily solved by counting at the beginning of practice but can be solved by memory retrieval after practice. A way to infer individuals’ strategies in this task was supposedly provided by the opportunistic-stopping phenomenon, according to which, if individuals use counting, they can take the opportunity to stop counting when a false equation associated with a letter preceding the true answer has to be verified (e.g., A + 4  = D). In this case, such within-count equations would be rejected faster than false equations associated with letters following the true answers (e.g., A + 4  = F, i.e., outside-of-count equations). Conversely, the absence of opportunistic stopping would be the sign of retrieval. However, through a training experiment involving 19 adults, we show that opportunistic stopping is not a phenomenon that can be observed in the context of an alphabet-arithmetic verification task. Moreover, we provide an explanation of how and why it was wrongly inferred in the past. These results and conclusions have important implications for learning theories because they demonstrate that a shift from counting to retrieval over training cannot be deduced from verification time differences between outside and within-count equations in an alphabet-arithmetic task.     

Developing human-machine trust: Impacts of prior instruction and automation failure on driver trust in partially automated vehicles

To prompt the use of driving automation in an appropriate and safe manner, system designers require knowledge about the dynamics of driver trust. To enhance this knowledge, this study manipulated prior information of a partial driving automation into two types (detailed and less) and investigated the effects of the information on the development of trust with respect to three trust attributions proposed by Muir (1994): predictability, dependability, and faith. Furthermore, a driving simulator generated two types of automation failures (limitation and malfunction), and at six instances during the study, 56 drivers completed questionnaires about their levels of trust in the automation. Statistical analysis found that trust ratings of automation steadily increased with the experience of simulation regardless of the drivers’ levels of knowledge. Automation failure led to a temporary decrease in trust ratings; however, the trust was rebuilt by a subsequent experience of flawless automation. Results showed that dependability was the most dominant belief of drivers’ trust throughout the whole experiment, regardless of their knowledge level. Interestingly, detailed analysis indicated that trust can be accounted by different attributions depending on the drivers’ circumstances: the subsequent experience of error-free automation after the exposure to automation failure led predictability to be a secondary predictive attribution of drivers’ trust in the detailed group whilst faith was consistently the secondary contributor to shaping trust in the less group throughout the experiment. These findings have implications for system design regarding transparency and for training methods and instruction aimed at improving driving safety in traffic environments with automated vehicles.     

Match play demands of 11 versus 11 professional football using Global Positioning System tracking: Variations across common playing formations

This study aimed to examine Global Positioning System (GPS) determined movement patterns across the 5 most common playing formations (4-4-2; 4-3-3; 3-5-2; 3-4-3; 4-2-3-1) employed in 11 versus 11 football match play in England. Elite male footballers (n = 46) were monitored over the course of a season; total distance (TD), high speed running (HSR), high metabolic load distance (HMLD), high speed accelerations (Acc) and decelerations (Dec) data was collected for analysis. It was found that 3-5-2 formation elicited higher TD (10528 ± 565 m, p = 0.05), HSR (642 ± 215 m, p = 0.001), and HMLD (2025 ± 304 m, p = 0.001) than all other formations and above average Acc and Dec (34 ± 7, p = 0.036 and 57 ± 10, p = 0.006), with 4-2-3-1 eliciting the highest Acc and Dec (38 ± 8 and 61 ± 12). Positional data showed that CM in 4-3-3 covered >11% TD than in 4-4-2 (p = 0.012). FW in 3-5-2 covered >45% HSR than in 4-2-3-1 (p = 0.004). CM in 4-3-3 covered >14% HMLD than in 4-4-2 (p = 0.367). FW in 4-3-3 performed >49% accelerations than in 4-2-3-1 (p = 0.293). WD in 3-5-2 performed >20% more decelerations than in 4-4-2 (p = 0.161). This study is important for coaches understanding, that positional physical characteristics are influenced by the demands of playing in different formations during match play.     

Conduites évaluatives des cyber-étudiants à l’université : rôle du sentiment de communauté

Our study aims to describe and explain the diversity of students’ evaluative conducts according to socio-technical characteristics of their courses setting (face-to-face/e-learning) but also to sense of community. Our survey results based on a questionnaire administered to 195 students confirm our hypothesis. They show that e-learners are more satisfied with their training than face-to-face students are. Moreover, they point out that sense of community has a positive impact on e-learners satisfaction and on the way, they give meaning to their training according to their different spheres of activities. However, the influence of sense of community on those both dimensions is less straight to face-to-face students.     

The origins of ISRA: Notes from the archives of the international society for research on aggression

A synoptic history of the founding of the International Society for Research on Aggression (ISRA) and its early administrative history is presented on the basis of documents in the archives of the Society. Details are given regarding the organizing sessions in Tokyo (1972), the preparation of its Constitution, the election of first officers, and the recruitment and growth of the membership roster. A list of ISRA presidents and the places of the biennial conferences during the first decade is appended.     

La formation,intervention comprise

Thinking of training as an intervention assumes that an action of training is an integral and integrated part of the dynamics involved in production of work. This conception of training locates the action of the trainer at the articulation social and individual dimensions, integrating the demands of work without as much to neglect the development of people and collectives. It becomes a trainer-consultant, who connects and moves the work to be done, the subjects that do it and the contexts where action is required. In this article, we propose to develop this concept of intervention training. from an intervention chronicle where the presentation of the order then the conduct of the training action will serve as support to clarify the links between training and intervention and the complexities that they contain for the trainer. Before we return briefly to some elements of the history of this professionalism and its relationship to the intervention.     

Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel

The purpose of the current study was to examine the impact of exposure to Bringing in the Bystander—High School Curriculum (BITB-HSC) on school personnel, which included a seven session classroom curriculum for ninth through twelfth graders (student curriculum), a bystander training workshop for school personnel (school personnel workshop), and reading materials (handout). We examined how exposure to these various BITB-HSC intervention components was associated with school personnel's knowledge and bystander efficacy, intentions, and barriers specific to student relationship abuse (RA) and sexual assault (SA). Participants were 488 school personnel from 12 high schools in upper New England who completed the 4-month follow-up survey that assessed for intervention exposure (284 participants completed both the baseline and follow-up survey). Whereas 53% of participants were exposed to no intervention components, the other half of the sample were exposed to a combination of intervention components. Higher baseline knowledge and reactive bystander intentions were associated with subsequent exposure to both the student curriculum and the handout, and fewer barriers to bystander action predicted exposure to the school personnel workshop. Exposure to the school personnel workshop, student curriculum, and handout was associated with subsequent greater knowledge, exposure to the student curriculum predicted reactive bystander intentions, and exposure to the handout predicted higher reactive bystander intentions and bystander efficacy. Findings suggest that despite challenges with engagement, exposure to the BITB-HSC components may be a useful tool in improving school personnel's responses to RA and SA among high school students.     

Elaborate reflections on a simple manifesto

In an earlier article (^{McFall, 1991}), I urged clinical psychologists to work toward the goal of integrating science and practice and proposed the adoption of a principle and two corollaries aimed at achieving this goal. In general, I argued that all aspects of clinical psychology must be guided by the highest scientific and ethical standards, that clinical practice be limited to empirically supported procedures, and that clinical training be devoted to producing clinical scientists. In the present article, I elaborate and defend these points by offering reflections on a number of submitted questions provoked by the earlier article. I address four major issues: the philosophical foundations for a scientific epistemology, the implications of this epistemology for clinical practice, the implications for clinical training, and the likely impact of adopting this epistemology on the field of clinical psychology.     

More and more and more about more

Three experiments explored the development of three linguistic aspects of more in children's speech. Subjects were 56 children between the ages of 2;6 and 6;0. Experiment 1 addressed the nature of the early semantic content of more. Experiment 2 examined the child's differentiation of mass more from count more. Experiment 3 explored the child's use of more as a comparative marker on adjectives. The results suggest, first, that the child initially stores the meaning of more with a prototype, rather than with some more systematic, featural representation. In addition, children's linguistic understanding of the dual use of more as a quantifier of mass amounts and count amounts does not appear to develop until long after they have been using more appropriately in unambiguous contexts. Finally, children learn to use more as a marker on comparatives only after they have acquired -er as a comparative marker, and some time after they have been using more successfully in nonadjectival constructions.