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Student ratings of instruction (SRI) are commonly used to evaluate courses and teaching in higher education. Much debate about their validity in evaluating teaching exists, which is due to concerns of bias by factors unrelated to teaching quality (Spooren et al., 2013). Our objective was to identify peer-reviewed original research published in English from January 1, 2012, to March 10, 2021, on potential sources of bias in SRIs. Our systematic review of 63 articles demonstrated strong support for the continued existence of gender bias, favoring male instructors and bias against faculty with minority ethnic and cultural backgrounds. These and other biases must be considered when implementing SRIs and reviewing results. Critical practices for reducing bias when using SRIs include implementing bias awareness training and avoiding use of SRIs as a singular measure of teaching quality when making decisions for teaching development or hiring and promotion.

This study investigated the knowledge of academic integrity and associated emotions of a small sample of international students studying at Canadian postsecondary institutions (n = 60) using survey methodology. Depending on the survey item, 25–60 participants provided responses. Many respondents appeared knowledgeable about academic integrity and misconduct and reported that expectations in their home countries and in Canada were similar. There was, however, disagreement on the concept of duplicate submission/self-plagiarism, indicating an important gap in educating students about specific aspects of policy in postsecondary education in Canada. In addition, more than a third of respondents provided neutral responses to a situation involving contract cheating, suggesting a lack of certainty in how to respond when witnessing peers’ engagement in outsourcing academic work. Many respondents reported feeling confident upon reading the academic integrity and misconduct policies of their Canadian postsecondary institution, although nearly one third indicated feeling fearful, anxious, and/or confused. These negative feelings were associated with reduced knowledge of academic integrity and misconduct. Future research should further explore the experiences and emotions of international students related to academic integrity and misconduct to better understand the successes and challenges that they face in their postsecondary studies in Canada. Our findings have important implications for the delivery of academic integrity education, enhancing supports and resources, and refining academic integrity policies and procedures to improve the experience of students who come from abroad to study in Canada.

We examined 45 academic integrity policy documents from 24 publicly-funded universities in Canada’s four western provinces using a qualitative research design. We extracted data related to 5 core elements of exemplary academic integrity policy (i.e., access, detail, responsibility, approach, support). Most documents pointed to punitive approaches for academic misconduct and were based on the notion that academic misconduct results from a lack of morals. One university used the term “contract cheating,” although nearly all categorized the outsourcing of academic work as plagiarism. Details about educational resources and supports to increase student and staff understanding of academic integrity and prevention of academic misconduct were sparse. This study signals the continuing punitive nature of academic integrity policies in western Canadian universities, the reluctance to address contract cheating directly, and the need to revise policies with deeper consideration of educative approaches to academic integrity that support students and academic staff.

Prior studies examining the relationship between work- related injuries and healthcare use among middle-aged and older workers were mainly cross-sectional and reported inconsistent results.The objective of this study was to examine the associations between work-related injuries and 10 types of healthcare service use for any cause among middle-aged and older Canadian workers using longitudinal data.Our study involved longitudinal analysis of baseline and 18-month follow-up Maintaining Contact Questionnaire data from the Canadian Longitudinal Survey on Aging (CLSA) for a national sample of Canadian males and females aged 45-85 years who worked or were recently retired (N = 24,748).Among CLSA participants who worked or were recently retired, 361 per 10,000 reported a work-related injury within the year prior to the survey. Work-related injuries decreased with increasing age. Work-related injury was associated with emergency department visits, overnight hospitalization, visits to dentists, and visits to physiotherapists, occupational therapists, or chiropractors at follow-up in bivariate analyses. Compared to those with no work-related injuries, Canadians with work-related injuries had used, on average, a significantly higher number of health services within the last 12 months prior their survey. When controlling for the contribution of various socio-demographic, work-related, and health-related characteristics, work-related injuries remained a significant predictor of emergency department visits and visits to physiotherapists, occupational therapists, or chiropractors.The relationship between work-related injuries, emergency department visits, and visits to physiotherapists, occupational therapists, or chiropractors in middle-aged and older workers in Canada suggests that workplace injuries can be associated with ongoing health problems.Healthcare services used by injured employees must be considered priorities for employment insurance coverage, if not already covered. Future research should more fully examine whether pre-existing health conditions predict both work-related injury and subsequent health problems. Injury-specific healthcare use following work-related injuries in middle-aged and older workers, as well as economic costs, should also be examined.

Research on academic integrity and misconduct in higher education is not difficult to locate, as work in this area has increased dramatically over the past several decades. Overall, findings reveal that cheating is a serious problem plaguing higher education with many institutions documenting various approaches to address the relevant issues. A careful look at this literature, however, exposes significant gaps in our understanding of academic integrity and misconduct in Canadian elementary and secondary (or K-12) education, which is problematic as behaviours practiced in these settings during the formative years may influence behaviours in later life stages. Furthermore, school policies, which reinforce expectations for students and teachers in the workplace are of particular importance as K-12 teachers arguably impact students’ approaches to academic integrity. This chapter focuses on key questions related to K-12 education in Canada: Do provincial and territorial ministries of education address academic integrity through policy for K-12 education? If these policies exist, what evidence demonstrates their influence on the implementation of academic integrity education at the school level? To begin to examine these questions, I conducted an environmental scan of Canadian ministries of education websites to identify academic integrity and misconduct policies. I found that only a few education ministries outline student expectations for academic integrity and consequences for misconduct or describe teacher responsibilities for providing academic integrity education and responding to academic misconduct (i.e., Newfoundland and Labrador, Manitoba, and Saskatchewan). To conclude this chapter, I discuss the implications of the presence or absence of effective academic integrity and misconduct policies for K-12 education in Canada and beyond, the impact on higher education and advanced training, as well as avenues for future research in the field.

The rapid shift to online teaching and learning in postsecondary education during COVID-19 forced institutions to provide additional support and resources to instructors, especially those who were teaching online for the first time. The Online and Blended Teaching Readiness Assessment (OBTRA) was designed to assess the perceptions and competencies of instructors undertaking the move to online teaching to identify strengths and limitations. The present study identified the underlying factor structure and evidence of construct validity of the OBTRA for a sample of 223 postsecondary instructors (data collected from November 2019 to January 2020). An exploratory factor analysis revealed 5 factors that were interpreted as Technology, Engagement and Communication, Pedagogy, Perceptions of Teaching Online, and Organization. OBTRA scores were also found to be positively correlated with scores obtained from measures of instructional practices and teacher efficacy. The next steps in the development of the OBTRA are to examine how it can be used to enable academic units to provide the most appropriate support and resources aligned with instructor needs and to guide instructors to the initial steps required for successful transition to online teaching. © Copyright © 2021 Los, De Jaeger and Stoesz.

BACKGROUND Several treatments for anxiety are available, which can make treatment decisions difficult. Resources are often produced with limited knowledge of what information is of interest to consumers. This is a problem because there is limited understanding of what people want to know when considering help for anxiety. OBJECTIVE This study aimed to examine the information needs and preferences concerning treatment options for anxiety by assessing the following: what information people consider to be important when they are considering treatment options for anxiety, what information people have received on psychological and medication treatment in the past, how they received this information in the past, and whether there are any differences in information needs between specific samples and demographic groups. METHODS Using a web-based survey, we recruited participants from a peer-support association website (n=288) and clinic samples (psychology, n=113; psychiatry, n=64). RESULTS Participants in all samples wanted information on a broad range of topics pertaining to anxiety treatment. However, they reported that they did not receive the desired amount of information. Participants in the clinic samples rated the importance of information topics higher than did those in the self-help sample. When considering the anxiety treatment information received in the past, most respondents indicated receiving information from informational websites, family doctors, and mental health practitioners. In terms of what respondents want to learn about, high ratings of importance were given to topics concerning treatment effectiveness, how it works, advantages and disadvantages, what happens when it stops, and common side effects. CONCLUSIONS It is challenging for individuals to obtain anxiety-related information on the range of topics they desire through currently available information sources. It is also difficult to provide comprehensive information during typical clinical visits. Providing evidence-based information on the web and in a brochure format may help consumers make informed choices and support the advice provided by health professionals.

Background Several treatments for anxiety are available, which can make treatment decisions difficult. Resources are often produced with limited knowledge of what information is of interest to consumers. This is a problem because there is limited understanding of what people want to know when considering help for anxiety. Objective This study aimed to examine the information needs and preferences concerning treatment options for anxiety by assessing the following: what information people consider to be important when they are considering treatment options for anxiety, what information people have received on psychological and medication treatment in the past, how they received this information in the past, and whether there are any differences in information needs between specific samples and demographic groups. Methods Using a web-based survey, we recruited participants from a peer-support association website (n=288) and clinic samples (psychology, n=113; psychiatry, n=64). Results Participants in all samples wanted information on a broad range of topics pertaining to anxiety treatment. However, they reported that they did not receive the desired amount of information. Participants in the clinic samples rated the importance of information topics higher than did those in the self-help sample. When considering the anxiety treatment information received in the past, most respondents indicated receiving information from informational websites, family doctors, and mental health practitioners. In terms of what respondents want to learn about, high ratings of importance were given to topics concerning treatment effectiveness, how it works, advantages and disadvantages, what happens when it stops, and common side effects. Conclusions It is challenging for individuals to obtain anxiety-related information on the range of topics they desire through currently available information sources. It is also difficult to provide comprehensive information during typical clinical visits. Providing evidence-based information on the web and in a brochure format may help consumers make informed choices and support the advice provided by health professionals.

Purpose The life expectancy for persons with intellectual disabilities (ID) has increased significantly, resulting in an increasing number of aging persons with ID. To promote healthy and active aging of persons with ID, discussions on new initiatives to design age-friendly communities have begun at local and international levels. The purpose of this paper, a qualitative research study, is to identify features of an age-friendly community, and facilitators and barriers from the perspectives of older adults with mild ID and their caregivers who live in the city of Winnipeg in Canada. Design/methodology/approach Seven older persons with mild ID were interviewed, and 15 caregivers participated in focus group discussions. All participants were asked questions about features of community living and their experiences in eight broad topic areas (i.e. transportation, housing, social participation, respect and social inclusion, opportunities for community involvement, communication and information, community support and healthcare services, and outdoor spaces and buildings). Findings The results indicated that many of the current features of the city of Winnipeg do not adequately address the needs of aging persons with ID; specifically, participants revealed that issues related to accessibility, social participation, social disrespect and inclusion, and lack of resources were important barriers to independence. Originality/value The findings will increase awareness of the needs of aging persons with ID and inform programme planning, service delivery, coordination of community-based services and policies to support healthy and active aging for this vulnerable population.

Research has demonstrated that students’ learning outcomes and motivation to learn are influenced by the visual design of learning technologies (e.g., learning management systems or LMS). One aspect of LMS design that has not been thoroughly investigated is visual complexity. In two experiments, postsecondary students rated the visual complexity of images of LMS after exposure durations of 50-500 ms. Perceptions of complexity were positively correlated across timed conditions and working memory capacity was associated with complexity ratings. Low-level image metrics were also found to predict perceptions of the LMS complexity. Results demonstrate the importance of the visual complexity of learning technologies and suggest that additional research on the impact of LMS design on learning outcomes is warranted.

Objectives and methods A wealth of online anxiety information exists but much of it is not evidence-based or well-balanced. This study evaluated anxiety websites (N = 20) on readability, quality, usability, visual design, and content. Results Overall, websites were of reasonable quality but only half were considered understandable according to the PEMAT usability scale (70% cutoff value). The average reading level across websites was 11.2 (SMOG), which is higher than NIH recommended grade 6–7 level. Websites had variable design features and a trending association suggested websites with better design come up earlier in search results. The number of topics covered varied across websites and most did not adequately cover all topics of interest. Most websites included information about psychological and self-help treatments, how treatment works, and what treatment entails. The Top 5 websites were: (1) Anxiety BC, (2) ADAA, (3) Mind, (4) Beyond Blue, and (5) Web MD. Conclusions This is the first study to evaluate existing anxiety information websites based on the dimensions described above and their relationship to Google search results. Practice implications This study highlights the importance of considering several dimensions in developing mental health resources and provides direction for strategies to improve existing websites and/or develop new resources.

My story begins in rural Manitoba rooted in a particular subdenomination of Mennonite cultural and religious customs and agricultural history, where conventional gender roles, a strong work ethic, self-reliance, and religion were valued. In this tradition, I learned the knowledge and skills required to run a household, care for children, and serve my elders at an early age. Family circumstances required me to learn additional skills traditionally reserved for boys and men. As I reflect on my past, I understand how early experiences led me to resist many aspects of the traditional family life that I was expected to assume and propelled me to further my education despite the obstacles that a rural upbringing often present. Using autoethnography, I explore how life experiences and perspectives have influenced my decision-making processes, shaped my professional path, and connect me to the wider cultural and social context, particularly with regards to traditional gender roles within the Mennonite culture. By engaging in this reflective exercise, a very difficult undertaking that often left me feeling vulnerable, my hope is that it will offer another perspective that may deepen the understanding of how cultural customs and beliefs influence how women negotiate life in the academy.

Many factors contribute to social difficulties in individuals with autism spectrum disorder (ASD). The goal of the present work was to determine whether atypicalities in how individuals with ASD process static, socially engaging faces persist when nonrigid facial motion cues are present. We also sought to explore the relationships between various face processing abilities and individual differences in autism symptom severity and traits such as empathy. Participants included 16 adults with ASD without intellectual impairment and 16 sex- and age-matched controls. Mean Verbal IQ was comparable across groups [t(30) = 0.70, P = 0.49]. The two groups responded similarly to many of the experimental manipulations; however, relative to controls, participants with ASD responded more slowly to dynamic expressive faces, even when no judgment was required; were less accurate at identity matching with static and dynamic faces; and needed more time to make identity and expression judgments [F(1, 30) ≥ 6.37, P ≤ 0.017, ηp2 ≥ 0.175 in all cases], particularly when the faces were moving [F(1, 30) = 3.40, P = 0.072, ηp2 = 0.104]. In the full sample, as social autistic traits increased and empathic skills declined, participants needed more time to judge static identity, and static or dynamic expressions [0.43

Purpose Information on the risk of dementia in aging persons with intellectual and/or developmental disability (IDD) in Manitoba, Canada is lacking. The purpose of this paper is to estimate dementia prevalence in adults with IDD. Design/methodology/approach Anonymized population-level health and non-health administrative data (1979-2012) contained in the Population Health Research Data Repository of the Manitoba Centre for Health Policy (MCHP) were linked to identify adults with IDD, and estimate the prevalence of dementia based on the presence of ICD codes. Prevalence of dementia was estimated for persons aged 18-55 years and 55+ years, and was reported by sex, type of residence, region of residence, neighbourhood income quintiles, and IDD diagnostic category. Findings Of the 8,655 adults with IDD identified, 8.1 per cent had an indication of dementia in their medical records; an estimate three times greater than that found for those without IDD (2.6 per cent). More than 17 per cent of Manitobans with IDD aged 55+ years had an indication of dementia, which was nearly twice the rate reported previously. Of those with IDD and dementia, 34.7 per cent lived in long-term care facilities. Originality/value Health and social support services are typically available to individuals with dementia aged 65+ years; thus, younger adults with IDD and dementia may not be eligible for those supports. To promote equity in health and access to care, dementia screening and increased supports for aging individuals with IDD are recommended.

In this study, we analyzed the academic integrity policies of colleges in Ontario, Canada, casting a specific lens on contract cheating. We extracted data from 28 individual documents from 22-publicly-funded colleges including policies and procedures (n = 27) and code of conduct (n = 1). We analyzed the characteristics of the documents from three perspectives: (a) document type and titles; (b) policy language; and (c) policy principles. Then we examined five core elements of the documentation including (a) access; (b) approach; (c) responsibility; (d) detail; and (e) support. Key findings revealed that specific and direct language pertaining to contract cheating was largely absent from the policy documents, that underlying policy principles lacked clear definition, and that exemplary policy has yet to be developed in this context. We conclude with recommendations for increased policy research in the area of academic integrity and a call for policy revision in Canadian higher education institutions to more explicitly address the issue of contract cheating, as well as provide more support to students and other campus stakeholders to better understand how contract cheating impacts and impedes teaching and learning.

Background Little is known about how adults with autism spectrum disorder (ASD) process dynamic social scenes. Method We studied gaze behavior in 16 adults with ASD without intellectual impairment and 16 sex- and age-matched controls during passive scene processing. Results Adding more characters to a scene resulted in a drop in time spent looking at faces , and an increase in time spent looking at bodies (static trials) or off-person (dynamic trials) [Scene Type × AOI × Mode: F (2, 60) = 3.54, p = .04, η 2 p = .11]. Unlike controls, adults with ASD showed only a small drop in the number of fixations made [Mode × Group: F (1, 30) = 11.30, p = .002, η 2 p = .27] and no increase in the duration of face fixations [Mode × AOI × Group: F (2, 60) = 3.50, p = .04, η 2 p = .11] when dynamic cues were added. Thus, particularly during dynamic trials, adults with ASD spent less time looking at faces and slightly more time looking off-person than did controls [Mode × AOI × Group: F (2, 60) = 3.10 p = .05, η 2 p = .09]. Exhibiting more autistic traits and being less empathic were both associated with spending less time fixating on faces [.34 r | p Conclusions These results suggest that adults with ASD may be less sensitive to, or have more difficulty processing, dynamic cues—particularly those conveyed in faces. The findings demonstrate the importance of using dynamic displays in studies involving this clinical population.

We reviewed the literature on older workers and work-related injuries published between 2010 and 2019. A review of empirical research during this period yielded 63 original research articles meeting the inclusion criteria. Across these studies, we found differences in work-related injuries among older workers by occupation, and differences in attention paid to modifiable risk factors, non-modifiable risk factors, and outcomes of work-related injuries among older workers. In general, compared to younger workers, the incidence of work-related injuries was lower among older workers, yet older workers endured more severe and more costly work-related injuries. Taken together, this review highlighted factors for consideration in the prevention of work-related injuries among older workers.

Many factors contribute to social difficulties in individuals with autism spectrum disorder (ASD). The goal of the present work was to determine whether atypicalities in how individuals with ASD process static, socially engaging faces persist when nonrigid facial motion cues are present. We also sought to explore the relationships between various face processing abilities and individual differences in autism symptom severity and traits such as empathy. Participants included 16 adults with ASD without intellectual impairment and 16 sex- and age-matched controls. Mean Verbal IQ was comparable across groups [t(30) = 0.70, P = 0.49]. The two groups responded similarly to many of the experimental manipulations; however, relative to controls, participants with ASD responded more slowly to dynamic expressive faces, even when no judgment was required; were less accurate at identity matching with static and dynamic faces; and needed more time to make identity and expression judgments [F(1, 30) ≥ 6.37, P ≤ 0.017, ηOur findings suggest that people with ASD have problems processing expressive faces, especially when seen in motion. It is important to learn who is most at risk for face processing problems, given that in the general population such problems appear to be linked to impaired social skills and empathy. By studying relationships between different abilities and traits, we may be able to find better ways to diagnose and support all people on the autism spectrum.

This chapter explains briefly the epidemiology of several cerebellar disorders, many of which are considered rare, and various risk factors associated with their development. For many cerebellar disorders, prevalence and incidence rates are unknown, or the values have been underestimated; this is true both at the global and regional levels. Scant epidemiological information can be attributed to lack of healthcare systems in various parts of the world, inaccurate classification of disorders in published studies, broad inclusion criteria, or simply rarity of the particular disorder. Information about the prevalence, incidence, or number of cases is important for planning and provision of services to address the needs of affected individuals. Epidemiological studies are also necessary to identify factors that contribute to the development of the disorder, which can be used to prevent or reduce the risk of developing the conditions at the population level.

Members of a knowledge translation and exchange (KTE) research team assessed the training needs of the teaching staff at a school for individuals with intellectual/developmental disabilities (IDD). In response to this need, KTE researchers retrieved peer-reviewed articles for training staff working with individuals with IDD who exhibit challenging behaviours. These articles were categorised according to the following training content: (1) interventions designed to reduce the frequency of challenging behaviours; (2) appropriate ways to manage challenging behaviours in the moment to promote safety for all parties and/or to terminate the ongoing behaviour; and/or (3) procedures or perspectives relevant to coping with or ameliorating the negative impacts of challenging behaviours on staff. We then examined the training methods (teaching strategies, training duration) involved in teaching the content and assessed the effectiveness of these programmes. Overall, we found that effective training programmes consisted of workshops, practica and feedback on specific skill performance. Some forms of brief training were effective for increasing staffs' knowledge/skills and reducing the frequency of challenging behaviour.

Humans are intensely social animals, and healthy social relationships are vital for proper mental health (see Lim and Young, 2006 ). By using animal models, the behavior, mental, and physiological processes of humans can be understood at a level that cannot be attained by studying human behavior and the human brain alone. The goals of this review are threefold. First, we define affiliative social behavior and describe the primary relationship types in which affiliative relationships are most readily observed – the mother–infant bond and pair-bonding. Second, we summarize neurophysiological studies that have investigated the role of neurohypophyseal nanopeptides (oxytocin and vasopressin) and the catecholamine dopamine in regulating affiliative social behavior and the implications of said research for our understanding of human social behavior. Finally, we discuss the merits and limitations of the using a comparative approach to enhance our understanding of the mechanisms underlying human affiliative social behavior.

Social difficulties are frequently cited as a core deficit of individuals with Asperger syndrome (AS). This deficit is particularly evident when processing of emotional information is required in social situations. Deficits in theory of mind and executive functions are the two explanatory hypotheses for social deficits in AS that are predominant in the literature; however, each of these explanations has limitations. Emotional intelligence (EI) has emerged as a relatively new explanation for social difficulties in typically developing individuals. Recently, researchers also have demonstrated that EI predicted important social outcomes for individuals with AS. In this study, we explored EI as an alternative or additive explanation for the social deficits observed in young adults with AS in light of the two predominant theories accounting for social difficulties. Implications for practice are discussed.

Due to the recent inclusion of Asperger's Disorder (AD) in the Diagnostic and Statistical Manual of Mental Disorders (APA, 1994) and the International Classification of Diseases (WHO, 1993), concerns regarding diagnosis of AD, particularly in adults, are emerging. Many existing instruments used to assess Pervasive Developmental Disorder are more appropriate for identifying Autistic Disorder (AU) in children, and their usefulness for assessing AD in adults is questionable. We describe and critically review five instruments created specifically for identifying AD in adults. Overall, the normative information provided is limited and evidence of the reliability and validity for each instrument is relatively poor. Further research and development is required before we would recommend one instrument over another for the assessment of AD in adults.

INTEREST IN STUDYING THE EFFECTS of extensive music training on nonmusical perceptual and cognitive abilities has grown in recent years. Here, we present evidence that formal music instruction is associated with superior verbal and visual memory. Participants included 15 highly trained pianists and 21 individuals with little or no formal music training. The groups were comparable in terms of age, gender distribution, and socioeconomic status. Musicians showed superior immediate and delayed recall of word lists and greater use of a semantic clustering strategy during initial list-learning than nonmusicians. They also exhibited superior learning, delayed recall, and delayed recognition for visual designs. Group differences in delayed free recall of both words and designs persisted after controlling statistically for estimated Full Scale IQ. These results suggest that extensive music training is associated with a generalized enhancement of auditory and visual memory functions.

WHEN PROCESSING MUSIC STIMULI, MOST PEOPLE show a global bias (e.g., Evers et al., 1999). Extensive music training, however, develops both global (Halpern & Bower, 1982) and local (Burton et al., 1989) music processing abilities. Our goal was to determine whether enhancement of musicians' local processing abilities is domain-specific or extends to processing nonmusical, visual stimuli. Musicians outperformed nonmusicians on the Group Embedded Figures Test (Experiment 1) and on Block Design (Experiment 2). Additionally, musicians' ability to copy drawings of physically impossible objects accurately was also superior to that of nonmusicians (Experiment 2). These effects could not be accounted for by group differences in several demographic indicators (age, education, gender, or SES), or (in Experiment 2) in verbal intelligence. The results provide converging evidence that extensive music training is specifically associated with superior visual processing of local details, beyond any benefits it may have on verbal intelligence.

This synthesis paper summarizes research literature addressing challenging be-haviours in children and youth with autism spectrum disorders and developmental disabilities in school settings. We conducted a comprehensive literature review to identify relevant peer-reviewed articles published between the years 2000 and 2011. The methodological quality of all studies was screened following a stan-dard quality assessment checklist. Intervention effects were assessed quantitatively. Results of quality analysis and intervention effectiveness were in-tegrated to identify interventions with strong support and evidence of effectiveness. We discuss results in terms of implications for intervention choice and implementation in school settings, limitations, and directions for future re-search.

Typically developing individuals show a strong visual preference for faces and face-like stimuli; however, this may come at the expense of attending to bodies or to other aspects of a scene. The primary goal of the present study was to provide additional insight into the development of attentional mechanisms that underlie perception of real people in naturalistic scenes. We examined the looking behaviours of typical children, adolescents, and young adults as they viewed static and dynamic scenes depicting one or more people. Overall, participants showed a bias to attend to faces more than on other parts of the scenes. Adding motion cues led to a reduction in the number, but an increase in the average duration of face fixations in single-character scenes. When multiple characters appeared in a scene, motion-related effects were attenuated and participants shifted their gaze from faces to bodies, or made off-screen glances. Children showed the largest effects related to the introduction of motion cues or additional characters, suggesting that they find dynamic faces difficult to process, and are especially prone to look away from faces when viewing complex social scenes – a strategy that could reduce the cognitive and the affective load imposed by having to divide one’s attention between multiple faces. Our findings provide new insights into the typical development of social attention during natural scene viewing, and lay the foundation for future work examining gaze behaviours in typical and atypical development.

Although traditionally associated with immune function, the transcription factor nuclear factor kappa B (NF-κB) has garnered much attention in recent years as an important regulator of memory. Specifically, research has found that NF-κB, localized in both neurons and glia, is activated during the induction of long-term potentiation (LTP), a paradigm of synaptic plasticity and correlate of memory. Further, experimental manipulation of NF-κB activation or its blockade results in altered memory and spatial navigation abilities. Genetic knockout of specific NF-κB subunits in mice results in memory alterations. Collectively, such data suggest that NF-κB may be a requirement for memory, although the direction of the response (i.e., memory enhancement or deficit) is inconsistent. A limited number of gene targets of NF-κB have been recently identified in neurons, including neurotrophic factors, calcium-regulating proteins, other transcription factors, and molecules associated with neuronal outgrowth and remodeling. In turn, several key molecules are activators of NF-κB, including protein kinase C and [Ca(++)]i. Thus, NF-κB signaling is complex and under the regulation of numerous proteins involved in activity-dependent synaptic plasticity. The purpose of this review is to highlight the literature detailing a role for NF-κB in synaptic plasticity, memory, and spatial navigation. Secondly, this review will synthesize the research evaluating gene targets of NF-κB in synaptic plasticity and memory. Although there is ample evidence to suggest a critical role for NF-κB in memory, our understanding of its gene targets in neurons is limited and only beginning to be appreciated.

Due to the recent inclusion of Asperger's Disorder (AD) in the Diagnostic and Statistical Manual of Mental Disorders (APA, 1994) and the International Classification of Diseases (WHO, 1993), concerns regarding diagnosis of AD, particularly in adults, are emerging. Many existing instruments used to assess Pervasive Developmental Disorder are more appropriate for identifying Autistic Disorder (AU) in children, and their usefulness for assessing AD in adults is questionable. We describe and critically review five instruments created specifically for identifying AD in adults. Overall, the normative information provided is limited and evidence of the reliability and validity for each instrument is relatively poor. Further research and development is required before we would recommend one instrument over another for the assessment of AD in adults.