Brain dynamics,psychophysiological uncertainty and behavioral learning

The present paper takes a first step toward the integration of recent findings on brain dynamics and learning into established fields of psychophysiological science. Leading-edge studies of brain dynamics have shown that the brain manifests an inherent variability and that, when new stimuli (i.e., “problems”) are presented to the organism, brain chaos increases.     

Consistency of the factorial validity of the WISC-R for upper and lower SES groups

The WISC-R was factor analyzed for both upper and lower SES classifications from the standardization sample. Both two- and three-factor solutions were extracted, and these solutions generally parallel other previously reported two- and three-factor WISC-R solutions. The stability of these factors was then examined by calculating coefficients of congruence and salient variable similarity indices between matched factor pairs from the two SES groups. The three-factor solution was the most appropriate for both groups, though the two-factor solution was equally plausible. The WISC-R factor structure appears to be invariant with regard to SES.     

Academic Dishonesty or Academic Integrity? Using Natural Language Processing (NLP) Techniques to Investigate Positive Integrity in Academic Integrity Research

Journal of Academic Ethics - Is academic integrity research presented from a positive integrity standpoint? This paper uses Natural Language Processing (NLP) techniques to explore a data set of...     

Group therapists' training: what predicts learning?

This field study represents the continuing effort to identify the determinants of learning within experiential small study groups. Thirty-seven training groups from the 1996 Institute of the American Group Psychotherapy Association were studied. Three process measures (Group Relationship Questionnaire [GRQ], Leader Adjective Measure [LAM], and Group Climate Questionnaire [GCQ]) were administered to 434 group members after the first two of four group sessions. Process variables were used to predict learning (measured by the Learning Evaluation Form [LEF]) at the end of the training groups. The factors derived from each of the measures showed good to excellent correspondence with previous studies employing the same instruments. Results suggest that perceptions of the leader and the group, rather than perceptions of one's own relationship to other group members, are more robust predictors of learning in these short-term training groups. Specifically, perceptions of an emotionally engaged group willing to confront conflict, and perceptions of a skillful leader, proved to be significant predictors of learning. Implications for the training of group therapists and group therapy research are discussed.     

An evaluation of simultaneous and sequential presentation of preferred and nonpreferred food to treat food selectivity

In the current investigation, we compared two methods of food presentation (simultaneous vs. sequential) to increase consumption of nonpreferred food for 3 children with food selectivity. In the simultaneous condition, preferred foods were presented at the same time as nonpreferred food (e.g., a piece of broccoli was presented on a chip). In the sequential condition, acceptance of the nonpreferred food resulted in presentation of the preferred food. Increases in consumption occurred immediately during the simultaneous condition for 2 of the 3 participants. For 1 participant, increases in consumption occurred in the simultaneous condition relative to the sequential condition, but only after physical guidance and re-presentation were added to treatment. Finally, consumption increased for 1 participant in the sequential condition, but only after several sessions. These results are discussed in terms of possible mechanisms that may alter preferences for food (i.e., establishing operations, flavor-flavor conditioning).     

Modeling variability of force during isometric contractions of the quadriceps femoris

The authors modeled variability of force during continuous isometric contractions of the quadriceps femoris. Twenty adults (aged 25 +/- 6 years old) performed isometric leg extensions. Target forces were 11 percentages of maximum voluntary contraction (%MVC), ranging from 2 to 95%, and 5 absolute levels, from 25 to 225 N. The authors used standard deviation of absolute force, coefficient of variation, and signal-to-noise ratio as measures of variability. The results suggested a nonlinear relationship between variability and level of force, which could best be expressed as %MVC and not as absolute force. Variability for continuous isometric contractions was described best by a sigmoidal logistic function. The sigmoidal pattern of variability as a function of %MVC is consistent with physiological mechanisms.     

Socioeconomic status and insomnia

This investigation compared the likelihood of insomnia and insomnia-related health consequences among individuals of different socioeconomic status. A random-digit dialing procedure was used to recruit at least 50 men and 50 women in each age decade from 20 to 80+ years old. Participants completed 2 weeks of sleep diaries as well as questionnaires related to fatigue, sleepiness, and psychological distress. Socioeconomic status was measured by education status assessed at 3 different levels: individual, household, and community. Results indicated that individuals of lower individual and household education were significantly more likely to experience insomnia even after researchers accounted for ethnicity, gender, and age. Additionally, individuals with fewer years of education, particularly those who had dropped out of high school, experienced greater subjective impairment because of their insomnia.     

Conceptualizing and Measuring Historical Trauma Among American Indian People

This article reports on the development of two measures relating to historical trauma among American Indian people: The Historical Loss Scale and The Historical Loss Associated Symptoms Scale. Measurement characteristics including frequencies, internal reliability, and confirmatory factor analyses were calculated based on 143 American Indian adult parents of children aged 10 through 12 years who are part of an ongoing longitudinal study of American Indian families in the upper Midwest. Results indicate both scales have high internal reliability. Frequencies indicate that the current generation of American Indian adults have frequent thoughts pertaining to historical losses and that they associate these losses with negative feelings. Two factors of the Historical Loss Associated Symptoms Scale indicate one anxiety/depression component and one anger/avoidance component. The results are discussed in terms of future research and theory pertaining to historical trauma among American Indian people.     

Anticipatory postural adjustments for altering direction during walking

The authors examined how individuals adapt their gait and regulate their body configuration before altering direction during walking. Eight young adults were asked to change direction during walking with different turning angles (0 degree, 45 degree, 90 degree), pivot foot (left, right), and walking speeds (normal and fast). The authors used video and force platform systems to determine participants' whole-body center of mass and the center of pressure during the step before they changed direction. The results showed that anticipatory postural adjustments occurred during the prior step and occurred earlier for the fast walking speed. Anticipatory postural adjustments were affected by all 3 variables (turn angle, pivot foot, and speed). Participants leaned backward and sideward on the prior step in anticipation of the turn. Those findings indicate that the motor system uses central control mechanisms to predict the required anticipatory adjustments and organizes the body configuration on the basis of the movement goal.     

Using video modeling and reinforcement to teach perspective-taking skills to children with autism

We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.