Therapist Interventions and Skills as Predictors of Dropout in Outpatient Psychotherapy

The current study employed machine learning to investigate whether the inclusion of observer-rated therapist interventions and skills in early sessions of psychotherapy improved dropout prediction beyond intake assessments. Patients were treated by postgraduate clinicians at a university outpatient clinic. Psychometric instruments were assessed at intake and therapeutic interventions and skills in the third session were routinely rated by independent observers. After variable preselection, an elastic net algorithm was used to build two dropout prediction models, one including and one excluding observer-rated session variables. The best model included observer-rated variables and was significantly superior to the model including intake variables only. Alongside intake variables, two observer-rated variables significantly predicted dropout: therapist use of feedback and summaries and treatment difficulty. Although not retained in the final prediction model, the observer-rated use of cognitive techniques was also significantly correlated with dropout. Observer ratings of therapist interventions and skills in early sessions of psychotherapy improve predictors of dropout from psychotherapy beyond intake variables alone. Future research could work toward personalizing dropout predictions to the specific dyad, thereby improving their validity and aiding therapists to recognize and react to increased dropout risk.     

Comparing instructor-led,video-model,and no-instruction control tutorials for creating single-subject graphs in Microsoft Excel: A systematic replication and extension

Visual inspection of single-subject data is the primary method for behavior analysts to interpret the effect of an independent variable on a dependent variable; however, there is no consensus on the most suitable method for teaching graph construction for single-subject designs. We systematically replicated and extended Tyner and Fienup (2015) using a repeated-measures between-subjects design to compare the effects of instructor-led, video-model, and no-instruction control tutorials on the graphing performance of 81 master's students with some reported Microsoft Excel experience. Our mixed-design analysis revealed a statistically significant main effect of pretest, tutorial, and posttest submissions for each tutorial group and a nonsignificant main effect of tutorial group. Tutorial group significantly interacted with submissions, suggesting that both instructor-led and video-model tutorials may be superior to providing graduate students with a written list of graphing conventions (i.e., control condition). Finally, training influenced performance on an untrained graph type (multielement) for all tutorial groups.     

Eye-gaze behaviour of expert and novice surfers in a simulated surf environment

Skilled performance in sport often relies on looking at the right place at the right time. Differences in visual behaviour can thus characterise expertise. The current study examined visual attention associated with surfing expertise. Expert (n = 12) and novice (n = 12) surfers viewed 360-degree surfing videos in a head-mounted display. Eye-gaze, presence, and engagement were measured. Experts were faster to detect approaching high, and low waves, spent more time overall attending to high-performance value areas-of-interest (AOIs; pocket, shoulder, lip), and were more physically engaged. Group differences were not found for presence or simulator sickness. Outcomes show that surfing expertise is associated with more optimal visual attention to cues informing wave approach and wave dynamics. Experts look at these areas earlier than novices, and for more time overall. The findings suggest the performance advantages of early planning of motor actions, along with moment-to-moment adjustments while surfing.     

The role of mental rotation in TetrisTM gameplay: An ACT-R computational cognitive model

The mental rotation ability is an essential spatial reasoning skill in human cognition and has proven to be an essential predictor of mathematical and STEM skills, critical and computational thinking. Despite its importance, little is known about when and how mental rotation processes are activated in games explicitly targeting spatial reasoning tasks. In particular, the relationship between spatial abilities and Tetris^TM has been analysed several times in the literature. However, these analyses have shown contrasting results between the effectiveness of Tetris-based training activities to improve mental rotation skills. In this work, we studied whether, and under what conditions, such ability is used in the Tetris^TM game by explicitly modelling mental rotation via an ACT-R based cognitive model controlling a virtual agent. The obtained results show meaningful insights into the activation of mental rotation during game dynamics. The study suggests the necessity to adapt game dynamics in order to force the activation of this process and, therefore, can be of inspiration to design learning activities based on Tetris^TM or re-design the game itself to improve its educational effectiveness.     

暴力视频游戏接触对大学生网络攻击行为的影响：一个有中介的调节模型

以946名大学生为被试进行问卷调查,探讨暴力视频游戏接触对大学生网络攻击行为的影响机制。结果表明：(1) 暴力视频游戏接触正向预测大学生网络攻击行为;(2) 特质愤怒在大学生暴力视频游戏接触与其网络攻击行为及暴力态度的关系中均具有调节作用;(3) 暴力态度不仅部分中介了大学生暴力视频游戏接触对其网络攻击行为的影响,而且部分中介了特质愤怒与暴力视频游戏接触的交互作用对大学生网络攻击行为的影响。     

测验与反馈在分段视频学习中的作用

分段原则是多媒体和视频学习中通过分段促进学习的重要原则。本研究探讨了测验和反馈对分段的影响。实验1对比了观看分段视频和在分段中进行测验两种情境,结果表明分段中测验会提高学习表现。实验2对比了分段视频、分段中测验和分段中测验并提供反馈三种情境。结果发现分段组与分段测验组之间没有差异,接受反馈的学习者学习表现最好。结果表明在分段视频中测验和反馈具有积极效应,对多媒体和线上学习具有潜在的意义。     

Preliminary investigation of a video-based stimulus preference assessment

Video clips may be an effective format for presenting complex stimuli in preference assessments. In this preliminary study, we evaluated the correspondence between preference hierarchies generated from preference assessments that included either toys or videos of the toys. The top-ranked item corresponded in both assessments for 5 of the 6 participants, and the top- and bottom-ranked items corresponded for 4 participants. The implications of these results for future research on video preference assessments are discussed.     

The effects of video modeling with voiceover instruction on accurate implementation of discrete-trial instruction

The present study replicates and extends previous research on the use of video modeling (VM) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI. The results showed that the staff trainees' accurate implementation of DTI remained high, and both child participants acquired new skills. These findings provide additional support that VM may be an effective method to train staff members to conduct DTI.     

Further validation of the Penny Beliefs Scale - Weapons

The Penny Beliefs Scale - Weapons (PBS-W) comprises of 36 items that measure young people’s beliefs about carrying and using weapons. It was designed to facilitate our understanding of weapons carrying and use. The PBS-W has excellent internal reliability (Cronbach’s alpha of .92), extremely good test-retest consistency (ICC = .83) and is significantly positively correlated with self-reported delinquency. In order to further demonstrate the utility of the PBS-W it was compared with other measures that would be expected to be associated with weapons carrying and use. The PBS-W, the Eysenck Personality Questionnaire (EPQ-R-SV), the Maudsley Violence Questionnaire (MVQ), the Barratt Impulsiveness Scale (BIS-11), and the Brief Measure of Sensation Seeking (SS2) were administered to 189 school pupils in South Wales, aged between 16 and 18 years. Results demonstrated that the PBS-W is significantly positively correlated with EPQ Psychoticism (P), violent cognitions, impulsivity, and sensation seeking. Multiple regressions, controlling for gender and impression management (EPQ-Lie), showed that violent cognitions predicted beliefs about carrying and using weapons above and beyond P, sensation seeking and impulsivity. These findings suggest that violent cognitions are the single most powerful predictors of positive beliefs about carrying and using weapons.     

Personality traits associated with problematic and non-problematic massively multiplayer online role playing game use

This research investigated the associations between personality traits and both normal and problematic massively multiplayer online role playing game (MMORPGs) play, as measured by a self report scale. A total of 225 participants completed the online questionnaire, 66 of whom played MMORPGs. Correlational analyses indicated that low levels of functional impulsivity and agreeableness alongside high levels of verbal aggression and video game dependency were associated with greater amount of time spent playing MMORPGs. When comparing problematic and non-problematic MMORPG players directly, problematic players were found to be lower in self regulation, dysfunctional impulsivity and agreeableness, suggesting that these traits may be important in the development and maintenance of problematic MMORPG use.