This study was an investigation into the associations between incident-related stressors, locus of control, coping, and psychological distress in firefighters in Northern Ireland during the time of political violence. Among 248 male firefighters, greater psychological distress was associated with greater frequency of incident-related negative emotions, external locus of control, less task- and emotion-focused coping, and greater avoidance coping. It was also found that the frequency of exposure to incident-related stressors moderated the association between locus of control and psychological distress and that avoidance coping mediated the relationship between locus of control and psychological distress. Avoidance coping accounted for most of the explained variance in psychological distress. These results point to the potential value of coping-skills training in emergency personnel.
Previous eye tracking research on the allocation of attention to social information by individuals with autism spectrum disorders is equivocal and may be in part a consequence of variation in stimuli used between studies. The current study explored attention allocation to faces, and within faces, by individuals with Asperger syndrome using a range of static stimuli where faces were either viewed in isolation or viewed in the context of a social scene. Results showed that faces were viewed typically by the individuals with Asperger syndrome when presented in isolation, but attention to the eyes was significantly diminished in comparison to age and IQ-matched typical viewers when faces were viewed as part of social scenes. We show that when using static stimuli, there is evidence of atypicality for individuals with Asperger syndrome depending on the extent of social context. Our findings shed light on the previous explanations of gaze behaviour that have emphasised the role of movement in atypicalities of social attention in autism spectrum disorders and highlight the importance of consideration of the realistic portrayal of social information for future studies.
The present study assessed the compensatory effectiveness of four assistive software tools (speech synthesis, spellchecker, homophone tool, and dictionary) on literacy. Secondary- level students (N = 93) with reading difficulties completed computer-based tests of literacy skills. Training on their respective software followed for those assigned to the Assistive Software and the Microsoft Word Control groups. Posttests revealed an improvement for the Assistive Software group on reading comprehension, homophone error detection, spelling error detection, and word meanings. The Microsoft Word Control group also improved on spelling error detection and word meanings, but performed worse on homophone error detection. A Full Control group showed no significant improvements on any of the measures. Overall, results indicate a significant assistive value of the four software tools (from the software package Read & Write Gold, 2002) across several domains of literacy.
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