PLAT 16(2) 2017: Introduction to the Special Issue on Evidence-based Teaching (EBT): Examples from Learning and Teaching Psychology.

This special issue includes a review, two articles, and three reports. Schwieren, Barenberg, and Dutke focused on the testing effect which demonstrates that taking tests during the learning phase facilitates later retrieval of the tested material from long-term memory, compared to non-tested learning material. Although hundreds of studies have explored the validity, critical conditions, and theoretical explanations of this effect (for a review see, for example, Rowland, 2014), little is known about the application and effectiveness of practice testing in the teaching of psychology. After an extensive literature search, Schwieren et al. located 19 studies investigating the testing effect in psychology classes. Their meta-analysis yielded a significant positive mean effect size comparable to those found in meta-analyses, which included studies from other learning domains. The authors concluded that practice testing supports learning also in psychology classrooms

Introducing Psychological Concepts and Methods to Cybersecurity Students

This chapter will begin with a brief review of the literature that highlights what psychology research and practice can offer to cybersecurity education. The authors draw on their wide-ranging inter-disciplinary teaching experience and in this chapter they discuss their observations gained from teaching psychological principles and methods to undergraduate and postgraduate cybersecurity students. The authors pay special attention to the consideration of the characteristics of cybersecurity students, so that psychology is taught in a way that is accessible and engaging. Finally, the authors offer some practical suggestions for academics to help them incorporate psychology into the cybersecurity curriculum

Assessing User Perceptions of Trust and Security in Manipulated Versions of Low Trust and High Trust Tourism Websites

The aim of this study was to investigate how perceptions of security and trust are involved in user evaluations of tourism websites and whether manipulations to heighten or lessen trust features could predict trust perceptions. Seven websites were manipulated to produce low and high trust versions, with the original used as a control version. Four trust manipulations were used based on the literature: level of currency, credibility, craftsmanship and trust logos. Fifty-six participants viewed one version of each website for 6 seconds and submitted an immediate rating of trust for each site. Following this, an 11-item self-report measure was completed for each website, to collect more considered perceptions of trust, appeal, security and usability. Self-perception measures of trust disposition and concern for information privacy were also collected. The analyses showed that the presence or absence of trust features reliably led to higher and lower perceptions of trust respectively. Also, those scoring higher on trust disposition gave higher trust ratings. We conclude that websites can be reliably designed to engender more or less perceived trust, however individual differences need to be considered. This preliminary research is limited by studying just four factors and further research is needed to manipulate other website features

Self-guided mindfulness and cognitive behavioural practices reduce anxiety in autistic adults: A pilot 8-month waitlist-controlled trial of widely available online tools

Anxiety in autism is an important treatment target because of its consequences for quality of life and wellbeing. Growing evidence suggests that Cognitive Behaviour Therapies (CBT) and Mindfulness-Based Therapies (MBT) can ameliorate anxiety in autism but cost-effective delivery remains a challenge. This pilot randomized controlled trial examined whether online CBT and MBT self-help programmes could help reduce anxiety in 54 autistic adults who were randomly allocated to either an online CBT (n=16) or MBT (n=19) programme or a waitlist control group (WL; n=19). Primary outcome measures of anxiety, secondary outcome measures of broader wellbeing, and potential process of change variables were collected at baseline, after programme completion, and then 3 and 6 months post-completion. Baseline data confirmed that intolerance of uncertainty and emotional acceptance accounted for up to 61% of self-reported anxiety across all participants. The 23 participants who were retained in the active conditions (14 MBT, 9 CBT) showed significant decreases in anxiety that were maintained over 3, and to some extent also 6 months. Overall, results suggest that online self-help CBT and MBT tools may provide a cost-effective method for delivering mental health support to those autistic adults who can engage effectively with online support tools

Understanding the Role of Relationship Maintenance in Enduring Couple Partnerships in Later Adulthood

Intimate relationships in later adulthood are understudied despite their positive association with health and well-being. This cross-sectional mixed methods study sought to redress this gap by investigating relationship maintenance in later adulthood. Our international sub-sample comprised 1,565 participants aged 55 + and in an ongoing relationship. Results from hierarchical multiple regression indicated that overall happiness with the relationship had the largest effect size on relationship maintenance, with 53% of the variance explained. Content analyses of open-ended questions identified companionship and laughter as some of the “best liked” aspects of the relationship. Housework/cooking and saying “I love you” were among the behaviors that made participants feel appreciated. Results illustrated the types of maintenance behaviors adults in later adulthood who are in enduring partnerships employ

An exploration of the motivations of catfish perpetrators and the emotions and feelings expressed by catfish victims using automated linguistic analysis and thematic analysis

Catfishing is a form of online deception where an individual presents themselves as an identity that is not their own. The study reported in this article explored the motivations for catfish perpetrators and the impacts on those who had been catfished in terms of the emotions and feelings expressed by victims. Data was collected using the crowd-sourced question and answer website Quora [1] and analysis was conducted on a pre-existing corpus of data which contained participant’s answers to questions on catfishing. An automated linguistic analysis using Linguistic Inquiry and Word Count (LIWC-2022 [2]) and a thematic analysis (Braun and Clarke in Qual Res Psychol 3:77–101, 2006 [38]) were conducted on participant’s descriptions of their perceptions of the motivations of catfishes and their catfishing experiences. The thematic analysis indicated that the motivations of catfish perpetrators can be linked to entertainment, emulating an ideal self, desiring meaningful interaction, and financial gain. Six emotions and feelings emerged from the accounts of catfishing victims: suspicion, love, depression, anger, embarrassment, and stupidity. These findings contribute to an understanding of what motivates individuals to catfish and suggests further research to explore specific emotions and feelings that catfish victims experience. The LIWC analysis and language style matching analysis showed that the data collected was mostly personal to each individual and that there were similarities in how victims write about their experiences. Therefore, we suggest that LIWC has promise as a method of providing added context to qualitative data analysis methods

Teaching Psychological Principles to Cybersecurity Students

This paper will discuss our observations gained from teaching psychological principles and methods to undergraduate and postgraduate cybersecurity students. We will draw on and extend our previous work encouraging the teaching of psychology in computing and cybersecurity education. We pay special attention to the consideration of characteristics of cybersecurity students in terms of teaching psychology in a way that will be accessible and engaging. We then discuss the development and use of an online training tool which draws on psychology to help educators and companies to raise awareness of cybersecurity risks in students and employees. Finally, we offer some practical suggestions to incorporate psychology into the cybersecurity curriculum

Clinical academic career pathway for nursing and allied health professionals: clinical academic role descriptors

The clinical academic pathway outlined highlights the range of typical practice and research-focused activities that a practitioner on a clinical academic career pathway might normally engage in at different levels and points along this career path. The activities are intended as a guide for practitioners interested in learning more about the practice and research components of a clinical academic career, as well as those already employed in clinical academic roles. They may also be useful for health care organisations and Higher Education Institutions as a tool for developing clinical academic roles