The influence of visual flow and perceptual load on locomotion speed

Visual flow is used to perceive and regulate movement speed during locomotion. We assessed the extent to which variation in flow from the ground plane, arising from static visual textures, influences locomotion speed under conditions of concurrent perceptual load. In two experiments, participants walked over a 12-m projected walkway that consisted of stripes that were oriented orthogonal to the walking direction. In the critical conditions, the frequency of the stripes increased or decreased. We observed small, but consistent effects on walking speed, so that participants were walking slower when the frequency increased compared to when the frequency decreased. This basic effect suggests that participants interpreted the change in visual flow in these conditions as at least partly due to a change in their own movement speed, and counteracted such a change by speeding up or slowing down. Critically, these effects were magnified under conditions of low perceptual load and a locus of attention near the ground plane. Our findings suggest that the contribution of vision in the control of ongoing locomotion is relatively fluid and dependent on ongoing perceptual (and perhaps more generally cognitive) task demands.     

Patient Perspectives on Intimate Partner Violence Discussion during Genetic Counseling Sessions

Intimate partner violence (IPV) is a major health concern in the United States (ACOG 2013). The World Health Organization (WHO) describes IPV as any physical, sexual, psychological harm by a current or former intimate partner (WHO 2016). Due to the psychosocial depth and nature of discussions within genetic counseling sessions, patients may disclose and/or discuss IPV as it relates to sexual well-being, reproductive and overall health. This study aims to assess the role for IPV screening, counseling and intervention in genetic counseling practice by investigating the incidence, experiences and attitudes about IPV among genetic counseling patients. Patients receiving genetic counseling at an urban metropolitan hospital were anonymously surveyed about experiences and perspectives on IPV as a topic of discussion during genetic counseling sessions. Among 60 eligible patients, 50 completed the survey (49 females, 1 male, of which, 5 identified as LGBT) ages 20 to 66. The incidence of IPV in this group was 16.0 % (n = 8). Majority of participants had never been asked about IPV by a healthcare provider (n = 32; 64.0%), would have felt comfortable answering questions about IPV by their healthcare provider (n = 34; 68.0%), and would have felt comfortable answering questions about IPV by their genetic counselor (n = 39; 78.0%). Perspectives from all participants, notably those with IPV history, provided insights to the role of genetic counselors in areas for IPV screening and counseling training.     

Understanding black issues in postgraduate counsellor training

This paper presents a brief account of a qualitative multicultural study and heuristic exploration of how trainee counsellors understand black issues in their training and in their therapeutic work with clients. This initiative is supported by a previous survey of black clients and therapists who suggest that changes are needed in training. It presents current legislation and need for equalities in Higher Education and counsellor training, by challenging the dominance of Eurocentric approaches. A pluralistic, flexible Action Research methodology will be outlined. The theory and context of previous studies are presented. Phases of the process are described to show how this study was approached. Phase one describes how interviews with a variety of experienced practitioners confirmed the need for the study. Using examples of trainees’ narratives, phase two describes how the phenomenon of black issues was integrated into training and the process of generating data. The paper shows how the explication process reveals elements of fear, history, guilt and racism, present in the dynamic of black issues. The paper highlights how racism features highly in trainees’ concerns and influences their ability to share and understand. A snapshot of emerging concepts such as ‘finding a voice’ and ‘recognition trauma’ which are developed to assist the reflexive process is featured. The role of the researcher and black trainees as ‘black expert’ is discussed. In the context of ethical concerns and working through the researcher's counter transference as a black female tutor researcher, the process of modelling within a participatory role is described. An excerpt from a discussion with colleagues gives an essence of the outcome. The outcome is summarised in the conclusion:'A bridge from fear to transformation’. The study enabled both trainees and staff as collaborators to shift from a position of fear and not knowing to engaging in active dialogue about black issues on a personal and professional basis.     

Perseverance in solving Sudoku: role of grit and cognitive flexibility in problem solving

Problem solving is a higher order cognitive capacity with implications for everyday functioning. Although Grit predicts academic outcomes, the relation between facets of Grit, Consistency and Perseverance, and problem solving remain unknown. We report the results of two studies conducted to examine the impact of facets of grit on problem solving within the context of solving Sudoku puzzles. In Study 1, Grit-Perseverance predicted performance on the hard versus easy puzzle. In Study 2, we increased the difficulty level of the puzzles and assessed cognitive flexibility using the Wisconsin Card Sort Test. Grit-Perseverance was associated with effort on both the hard and very hard puzzles. Further, mediation analyses revealed that Grit-Perseverance indirectly predicted increased effort on the very hard puzzle through decreased cognitive flexibility. Overall our results demonstrate that Grit-Perseverance, not Consistency, impacts problem solving and highly gritty individuals may be most successful in solving challenging problems that are moderately constrained.     

The Lexical Stroop Sort (LSS) picture-word task: a computerized task for assessing the relationship between language and executive functioning in school-aged children

The relationship between language development and executive function (EF) in children is not well understood. The Lexical Stroop Sort (LSS) task is a computerized EF task created for the purpose of examining the relationship between school-aged children’s oral language development and EF. To validate this new measure, a diverse sample of school-aged children completed standardized oral language assessments, the LSS task, and the widely used Dimensional Change Card Sort (DCCS; Zelazo, 2006) task. Both EF tasks require children to sort stimuli into categories based on predetermined rules. While the DCCS largely relies on visual stimuli, the LSS employs children’s phonological loop to access their semantic knowledge base. Accuracy and reaction times were recorded for both tasks. Children’s scores on the LSS task were correlated with their scores on the DCCS task, and a similar pattern of relationships emerged between children’s vocabulary and the two EF tasks, thus providing convergent validity for the LSS. However, children’s phonological awareness was associated with their scores on the LSS, but not with those on the DCCS. In addition, a mediation model was used to elucidate the predictive relationship between phonological awareness and children’s performance on the LSS task, with children’s vocabulary fully mediating this relationship. The use of this newly created and validated LSS task with different populations, such as preschoolers and bilinguals, is also discussed.     

Culturally Sensitive Risk Behavior Prevention Programs for African American Adolescents: A Systematic Analysis

The current review conducted a systematic assessment of culturally sensitive risk prevention programs for African American adolescents. Prevention programs meeting the inclusion and exclusion criteria were evaluated across several domains: (1) theoretical orientation and foundation; (2) methodological rigor; (3) level of cultural integration; (4) program target or domain (e.g., schools, communities, families); (5) outcome change level assessed (e.g., addressing change in beliefs/values or behaviors); and (6) program effects on risk behaviors. Thirteen studies (N = 13) with adolescent participants ranging from 10 to 18 years were identified and evaluated. Analyses suggested that more effective culturally sensitive risk prevention programs included the following: (1) a clearly articulated theoretical orientation, which utilized both universal (e.g., behavioral theories) and culturally specific (e.g., Africultural theories) frameworks; (2) a rigorous methodological design (e.g., inclusion of control group, utilization of program manuals, valid and reliable study measures); (3) an integration of culture at multiple levels (e.g., accessibility, delivery, and content) of programming; (4) consideration of the influence of multiple contexts and domains (e.g., family, community, school); (5) multiple behavior change outcomes (e.g., behaviors, relationships, values); and (6) sustained program effects over time. Recommendations for increasing the effectiveness and efficacy of culturally sensitive prevention programs are discussed.     

Linking social history and the therapeutic process in research and practice on black issues

This paper shares a first time experience of presenting a workshop at the 2002 BACP Research Conference. It highlights issues arising from the beginnings of research into the process of therapy in relation to black issues. The findings of two studies are reported in brief. Questions raised by workshop participants, and the low participation in the workshop session, are used as a means of illustrating the ambivalence that exists in the counselling and psychotherapy world in respect of this topic. It is argued that a historical perspective may assist the development of clinical responses to black issues, and that the effective exploration of black issues can be used as a vehicle to explore issues pertaining to all minority groups and their experiences.     

Understanding the Relationship between Religiosity and Caregiver–Adolescent Communication About Sex within African-American Families

Caregiver–adolescent communication about sex plays a critical role in the sexual socialization of youth. Many caregivers, however, do not engage their youth in such conversations, potentially placing them at risk for negative sexual health outcomes. Lack of caregiver–adolescent communication about sex may be particularly harmful for rural African American youth, as they often report early sex initiation and are disproportionately impacted by STIs. Moreover, sexual communication may be particularly challenging for families with strong religious backgrounds, potentially affecting the occurrence and breadth of topics covered during communication. Study aims were to: determine whether there was a relationship between caregiver religiosity and type of topics covered during communication about sex (e.g., general sexual health vs. positive aspects of sexuality) among 435 caregivers of early adolescent, African American youth; and if so, identify factors that might explain how religiosity affects communication about sex. Results indicated that caregiver religiosity was positively associated with communication about general, but not positive aspects of sexuality for caregivers of males. Attitudes towards communication about sex and open communication style mediated the relationship. There was no association between religiosity and communication about sex for caregivers of females. The findings from this study could provide a base to better understand and support the sexual socialization process within religious, African American families.     

Control of appetitive and aversive taste-reactivity responses by an auditory conditioned stimulus in a devaluation task: a FOS and behavioral analysis

Through associative learning, cues for biologically significant reinforcers such as food may gain access to mental representations of those reinforcers. Here, we used devaluation procedures, behavioral assessment of hedonic taste-reactivity responses, and measurement of immediate-early gene (IEG) expression to show that a cue for food engages behavior and brain activity related to sensory and hedonic processing of that food. Rats first received a tone paired with intraoral infusion of sucrose. Then, in the absence of the tone, the value of sucrose was reduced (Devalue group) by pairing sucrose with lithium chloride (LiCl), or maintained (Maintain group) by presenting sucrose and LiCl unpaired. Finally, taste-reactivity responses to the tone were assessed in the absence of sucrose. Devalue rats showed high levels of aversive responses and minimal appetitive responses, whereas Maintain rats exhibited substantial appetitive responding but little aversive responding. Control rats that had not received tone-sucrose pairings did not display either class of behaviors. Devalue rats showed greater FOS expression than Maintain rats in several brain regions implicated in devaluation task performance and the display of aversive responses, including the basolateral amygdala, orbitofrontal cortex, gustatory cortex (GC), and the posterior accumbens shell (ACBs), whereas the opposite pattern was found in the anterior ACBs. Both Devalue and Maintain rats showed greater FOS expression than control rats in amygdala central nucleus, GC, and both subregions of ACBs. Thus, through associative learning, auditory cues for food gained access to neural processing in several brain regions importantly involved in the processing of taste memory information.