Intrinsic and extrinsic wiring of CA3: indications for connectional heterogeneity

Within the framework of a special issue on CA3, it was deemed relevant to summarize what is known about the extrinsic and intrinsic wiring of CA3 as a basis for other contributions. Here, I have aimed to update already existing excellent reviews on the subject and to raise the issue whether or not the known architecture of the field supports the generally accepted notion that CA3 is particularly wired to function as an autoassociative network. The data reviewed strongly support this notion but in addition point to connectional heterogeneities that may point to functional specializations in CA3, on top of its role as an autoassociative network uniquely relevant to efficient encoding and recall of information.     

The Field of Marital and Family Therapy

This article defines the emergence of marital and family therapy as a distinct clinical discipline and an area of clinical practice. Significant historical developments that shaped the field and the integrative aspects of family systems theory are described. The role of the American Association for Marriage and Family Therapy in professional credentialing and state and federal advocacy is reviewed, along with the contributions of the Commission on Accreditation for Marital and Family Therapy Education. These areas of development set the stage for recommendations for further interdisciplinary collaboration among the mental health disciplines.     

Encoding, consolidation, and retrieval of contextual memory: differential involvement of dorsal CA3 and CA1 hippocampal subregions

Studies on human and animals shed light on the unique hippocampus contributions to relational memory. However, the particular role of each hippocampal subregion in memory processing is still not clear. Hippocampal computational models and theories have emphasized a unique function in memory for each hippocampal subregion, with the CA3 area acting as an autoassociative memory network and the CA1 area as a critical output structure. In order to understand the respective roles of the CA3- and CA1-hippocampal areas in the formation of contextual memory, we studied the effects of the reversible inactivation by lidocaine of the CA3 or CA1 areas of the dorsal hippocampus on acquisition, consolidation, and retrieval of a contextual fear conditioning. Whereas infusions of lidocaine never impaired elementary tone conditioning, their effects on contextual conditioning provided interesting clues about the role of these two hippocampal regions. They demonstrated first that the CA3 area is necessary for the rapid elaboration of a unified representation of the context. Secondly, they suggested that the CA1 area is rather involved in the consolidation process of contextual memory. Third, they showed that CA1 or CA3 inactivation during retention test has no effect on contextual fear retrieval when a recognition memory procedure is used. In conclusion, our findings point as evidence that CA1 and CA3 subregions of the dorsal hippocampus play important and different roles in the acquisition and consolidation of contextual fear memory, whereas they are not required for context recognition.     

Adolescent health. Challenges for behavioral scientists

Clearly, the role of behavioral scientists in adolescent health is not limited to service delivery. They also have a role to play via their contributions to basic knowledge of adolescent health and development, their involvement with the design and evaluation of health systems, their efforts to design and evaluate interventions to reduce adolescent morbidity and mortality, and their contributions to adolescent health policy. The once popular view of adolescence as a period of inevitable storm and stress has been replaced by one that emphasizes the potential of this developmental stage for constructive adaptation and maturation. Behavioral scientists have an important role to play in assuring that the potential of this life stage is reached for future generations of youth.     

Activity Versus Reactivity in Psychology and Neurophysiology

The traditional reflex approach in neurophysiology is incompatible with modern psychology's concern with goal-directed activity. We try to show that a ne~roph~siological approach based on the theory of functional systems may help to solve this problem. According to functional systems theory, all the elements of the organism are organized in systems that are neither sensory nor motor, but functional; the elements of these systems are defined in terms of how they enable the achievement of useful results of behavior. To make our case for this functional systems approach, experimental data are reviewed to illustrate the significance of the behavioral context in determining the activity of both central and peripheral neurons. One key indicator of the functionally specific organization of neural elements is the role of efferent influences in the coordination of the central and peripheral neural processes, and this is discussed at some length here. We offer the present approach as a basis for a new integration of neurophysiology and psy- chology (systemic psychophysiology), an integration which aims not at correla- tions of psychological with neural phenomena, but at their methodologically consistent unification through an understanding of the organization of different levels of the organism-environment system.     

Investigation of Perceptual-Motor Behavior Across the Expert Athlete to Disabled Patient Skill Continuum can Advance Theory and Practical Application

A framework is presented of how theoretical predictions can be tested across the expert athlete to disabled patient skill continuum. Common-coding theory is used as the exemplar to discuss sensory and motor system contributions to perceptual-motor behavior. Behavioral and neural studies investigating expert athletes and patients recovering from cerebral stroke are reviewed. They provide evidence of bi-directional contributions of visual and motor systems to perceptual-motor behavior. Majority of this research is focused on perceptual-motor performance or learning, with less on transfer. The field is ripe for research designed to test theoretical predictions across the expert athlete to disabled patient skill continuum. Our view has implications for theory and practice in sports science, physical education, and rehabilitation.     

Applying Chaos Theory to Careers: Attraction and attractors

This article presents the Chaos Theory of Careers with particular reference to the concepts of “attraction” and “attractors”. Attractors are defined in terms of characteristic trajectories, feedback mechanisms, end states, ordered boundedness, reality visions and equilibrium and fluctuation. The identified types of attractors (point, pendulum, torus and strange) and their relevance to career development are described. The attractor concept is then applied to major barriers in career development and life transition by a consideration of closed and open systems thinking. It is contended that ultimately the context of human experience is an open system and that career development difficulties arise when closed systems thinking is used in an open systems reality. The practical counseling applications and counseling research evidence using attractors are briefly reviewed. The additional potential contributions of the Chaos Theory of Careers to the career development field are also outlined.     

Perceptual and cognitive processes in time-to-contact estimation: Analysis of prediction-motion and relative judgment tasks

Three classes of task appear to involve time-to-contact (TTC) information: coincidence anticipation (CA) tasks, relative judgment (RJ) tasks, and interceptive actions (IAs). An important type of CA task used to study the perception of TTC is the prediction-motion (PM) task. The question of whether it is possible to study the perceptual processes involved in the timing of IAs using PM and RJ tasks is considered. A revised version of the tau hypothesis is proposed as an account of the perceptual information processing involved in the control of fast IAs. This draws on the distinction between “motor” and “cognitive” visual systems. It is argued that task variables affect whether “cognitive” information processing is involved in performance and can determine whether TTC information is used at all. Evidence is reviewed that suggests that PM and RJ tasks involve cognitive processing. It is argued that target viewing time, TTC at response initiation, amount of practice, and whether there is a period between target disappearance and response are task variables that determine whether cognitive processing will influence responding.     

Aggression and school social dynamics: The good, the bad, and the ordinary

A social dynamics perspective of aggression in school is presented. This framework focuses on the role of natural social processes in the establishment and maintenance of aggressive behavior in the school context. The five articles in this special issue are briefly reviewed and a synthesis of their contributions for understanding the social dynamics of aggression in school is underscored. Future research and intervention implications are also discussed. The need for examining the role of school social dynamics in conducting social skills interventions, functional behavioral assessments, and the development of positive behavioral support plans is emphasized.     

New insights into the regulation of synaptic plasticity from an unexpected place: Hippocampal area CA2

The search for molecules that restrict synaptic plasticity in the brain has focused primarily on sensory systems during early postnatal development, as critical periods for inducing plasticity in sensory regions are easily defined. The recent discovery that Schaffer collateral inputs to hippocampal area CA2 do not readily support canonical activity-dependent long-term potentiation (LTP) serves as a reminder that the capacity for synaptic modification is also regulated anatomically across different brain regions. Hippocampal CA2 shares features with other similarly "LTP-resistant" brain areas in that many of the genes linked to synaptic function and the associated proteins known to restrict synaptic plasticity are expressed there. Add to this a rich complement of receptors and signaling molecules permissive for induction of atypical forms of synaptic potentiation, and area CA2 becomes an ideal model system for studying specific modulators of brain plasticity. Additionally, recent evidence suggests that hippocampal CA2 is instrumental for certain forms of learning, memory, and social behavior, but the links between CA2-enriched molecules and putative CA2-dependent behaviors are only just beginning to be made. In this review, we offer a detailed look at what is currently known about the synaptic plasticity in this important, yet largely overlooked component of the hippocampus and consider how the study of CA2 may provide clues to understanding the molecular signals critical to the modulation of synaptic function in different brain regions and across different stages of development.     

Applying Chaos Theory to Careers: Attraction and attractors

This article presents the Chaos Theory of Careers with particular reference to the concepts of “attraction” and “attractors”. Attractors are defined in terms of characteristic trajectories, feedback mechanisms, end states, ordered boundedness, reality visions and equilibrium and fluctuation. The identified types of attractors (point, pendulum, torus and strange) and their relevance to career development are described. The attractor concept is then applied to major barriers in career development and life transition by a consideration of closed and open systems thinking. It is contended that ultimately the context of human experience is an open system and that career development difficulties arise when closed systems thinking is used in an open systems reality. The practical counseling applications and counseling research evidence using attractors are briefly reviewed. The additional potential contributions of the Chaos Theory of Careers to the career development field are also outlined.     

INTRODUCTION to Special Edition of JAP on the ‘Who is My Jung?’ conference held at the British Library in October 2017 to mark the 40th Anniversary of the foundation of the Association of Jungian Analysts (AJA)

The paper reviews the processes which went into the creation of an exceptionally comprehensive conference on Jungian analysis and psychology. The conference brought together all five of the constituent societies based in London of the International Association for Analytical Psychology (IAAP). The personal nature of the conference contributions is highlighted together with observations about the passage from spoken to written modes. The idea of ‘conference space’ is reviewed and this leads to a discussion of the often overlooked benign role of conferences in professional life.     

The Neuropsychology of Consciousness: The Mind-Body Problem Re-addressed

In this introductory contribution by the convenor of the 1996 Invited Presidential Symposium at the XXVI International Congress of Psychology, the recent renaissance of psychological, especially neuropsychological research into components and processes of consciousness is briefly reviewed. Conceptual dimensions of “consciousness” are distinguished, with an emphasis on consciousness in the sense of awareness, wakefulness, and control of overt behaviour, which are also central concepts in the subsequent symposium contributions.     

Behavioral functions of the CA3 subregion of the hippocampus

From a behavioral perspective, the CA3a,b subregion of the hippocampus plays an important role in the encoding of new spatial information within short-term memory with a duration of seconds and minutes. This can easily be observed in tasks that require rapid encoding, novelty detection, one-trial short-term or working memory, and one-trial cued recall primarily for spatial information. These are tasks that have been assumed to reflect the operations of episodic memory and require interactions between CA3a,b and the dentate gyrus via mossy fiber inputs into the CA3a,b. The CA3a,b is also important for encoding of spatial information requiring multiple trials including the acquisition of arbitrary and relational associations. These tasks tend to be non-episodic and can be mediated by arbitrary and conjunctive operations. All these tasks are assumed to operate within an autoassociative network function of the CA3 region. The output from CA3a,b via the fimbria and the medial and lateral perforant path inputs play a supporting role in the neural circuit that supports the operation of these tasks. The CA3a,b also plays a role in sequential processing of information in cooperation with CA1 based on the Schaffer collateral output from CA3a,b to CA1. The CA3a,b also supports retrieval of short-term memory information based on a spatial pattern completion process. Finally, CA3c may, in cooperation with the dentate gyrus, serve an important role in processing the geometry of the environment.     

Familial dyadic patterns in defenses and object relations

The Defense Mechanisms Inventory was administered to 308 sets of marital couples, and adult sons or daughters. The inventory yields five defensive clusters as well as a composite object relations measure. Correlational analyses were aimed at determining the extent to which defensive and object relations styles generalize within the family. Results showed consistent similarities across the family in object relations styles and in acting out defenses. Dyadic analyses showed striking similarities between Husband-Wife, Father-Son, and Mother-Daughter, but not for Father-Daughter and Mother-Son dyads. Results are discussed in context of modeling, sex role, and systems theory.Data from this study were presented at the American Psychological Association annual convention, August, 1991, in San Francisco, CA.     

A Critical Methodological Review of Discourse and Conversation Analysis Studies of Family Therapy

Discourse (DA) and conversation (CA) analysis, two qualitative research methods, have been recently suggested as potentially promising for the study of family therapy due to common epistemological adherences and their potential for an in situ study of therapeutic dialog. However, to date, there is no systematic methodological review of the few existing DA and CA studies of family therapy. This study aims at addressing this lack by critically reviewing published DA and CA studies of family therapy on methodological grounds. Twenty‐eight articles in total are reviewed in relation to certain methodological axes identified in the relevant literature. These include choice of method, framing of research question(s), data/sampling, type of analysis, epistemological perspective, content/type of knowledge claims, and attendance to criteria for good quality practice. It is argued that the reviewed studies show “glimpses” of the methods’ potential for family therapy research despite the identification of certain “shortcomings” regarding their methodological rigor. These include unclearly framed research questions and the predominance of case study designs. They also include inconsistencies between choice of method, stated or unstated epistemological orientations and knowledge claims, and limited attendance to criteria for good quality practice. In conclusion, it is argued that DA and CA can add to the existing quantitative and qualitative methods for family therapy research. They can both offer unique ways for a detailed study of the actual therapeutic dialog, provided that future attempts strive for a methodologically rigorous practice and against their uncritical deployment.     

Supporting communication in young children with developmental disabilities

The behavior of parents, adult caregivers, and peers comprises the critical features of community support for the development of communication in young children with developmental disabilities. In a bio-ecological model of development, communication development is the result of the interactions of individuals with specific characteristics, in particular contexts over time. From the perspective of this model, foundational findings of intervention research to current views of communication development in children with developmental disabilities are summarized. The contributions of individual child characteristics to child-caregiver interactions that support language development are illustrated based on research with children who have autism, Williams syndrome, Down syndrome, and children who use augmentative communication systems. Parent-child interaction and the quality and quantity of parent talk are discussed as factors in children's language development. The effects of young children's delayed language on their interactions with peers, the contributions of peers to children's language learning and use, and the critical features of classroom settings that support child language development are reviewed. MRDD Research Reviews 7:143-150, 2001.     

Revealing the invisible hand: The role of teachers in children's peer experiences

To introduce this special issue, the concept of the teacher as an “invisible hand” is presented as a metaphor to describe the potentially influential but relatively understudied contribution that educators are likely to have on children’s peer relationships and their broader interpersonal growth. Building from conceptual work distinguishing between the role of adults and peers in children’s social development, we summarize empirical support for the view that teachers are in a position to develop and guide the classroom as a society by simultaneously directing institutional expectations while also providing students with opportunities to collectively construct their own peer culture. Key social development constructs are reviewed from this lens, and the four articles and two commentaries that constitute this special issue are discussed in relation to their contributions to clarifying and extending current views of the role of teachers in school social dynamics. We conclude by considering intervention implications of this work, and we argue that teachers are the one professional in a child’s life who have the opportunity to view the whole child in relation to the social ecology in which he or she is embedded.     

Health issues at work. Opportunities for industrial/organizational psychology

The workplace provides an excellent setting for addressing issues of health, and industrial/organizational psychologists have a great deal to contribute to this effort. Five models for addressing health at work are presented along with the recommendation to use the broader systems approach. A set of criteria for health research and practice is introduced, and the potential contributions of industrial-organizational psychology for addressing these criteria are discussed.     

Human psychobiology in Scandinavia: I. Psychophysiology—theory, method and empirical research

The present paper reviews Scandinavian contributions to the field of psychophysiology in a fifteen year perspective (1968–1983). Psychophysiology is defined as that domain within psychobiology where the investigator uses a physiological measure to indirectly assess a psychological construct, e.g. heart-rate to index anxiety. Only research that fit this definition is reviewed. Thus, research belonging to physiological psychology and behavior pharmacology is excluded. The paper is divided into several areas covering studies related to attention and the orienting response (OR); classical autonomic conditioning and biofeed-back learning; clinical psychology and behavior medicine; emotion and motivation, and methodological contributions. The review of studies related to attention and OR is focussed on the work by Näätänen and by Öhman who both have made distinguished contributions to this area of research. The so-called "prepared-learning" project is described as an example of Scandinavian conditioning studies. Other examples include Bohlin's research on attention and habituation, and the work by Schalling and by Fredrikson in clinical psychology and psychopathology. Norwegian research on muscle tension and respiratory activity done by Svebak is also reviewed. A total of 114 papers written by about 95 different researchers are reviewed. Thus, psychophysiology may be regarded as a firmly rooted research tradition in Scandinavia, both qualitatively and quantitatively. It is concluded that Scandinavian psychophysiology research is at the front line internationally concerning problem areas and methodology.