So what'cha want? The impact of individualised rewards on associative learning in psychopathic offenders.

Psychopathic individuals typically present with associative learning impairments under explicit learning conditions. The present study aimed to investigate whether the formation of stimulus-outcome associations, as well as updating of these associations after changed contingencies, could be improved by using rewards with sufficiently high subjective values. To this end, 20 psychopathic offenders, 17 non-psychopathic offenders and 18 healthy controls performed a passive avoidance task with a reversal phase under three motivational conditions, using naturalistic rewards.

Client factors as predictors of restraint and seclusion in people with intellectual disability.

Background: To gain more insight into the antecedent factors of restraint in institutionalised people with intellectual disability (ID), the role played by several demographic and psychological client variables was investigated.

Methods: The data of 475 people (age range 12-95 years) who were residents in a Dutch institution for people with ID were collected. The severity of restraint was rated on an ordinal scale.

Age-related differences in brain electrical activity during extended continuous face recognition in younger children, older children and adults.

To examine the development of recognition memory in primary-school children, 36 healthy younger children (8-9 years old) and 36 healthy older children (11-12 years old) participated in an ERP study with an extended continuous face recognition task (Study 1). Each face of a series of 30 faces was shown randomly six times interspersed with distracter faces. The children were required to make old vs.

Age-related differences in brain activity during extended continuous word recognition in children.

To examine the development of verbal recognition memory in primary-school children, 36 healthy younger children (8-9 years old) and 36 healthy older children (11-12 years old) participated in an ERP study with an extended continuous recognition task. Each word of a series of 30 words was shown randomly for six times interspersed with distracter words. The children were required to make old versus new decisions.