Enhancing Older Adult Eyewitness Memory with the Cognitive Interview

Thirty older (m age=71.73 years) and 20 young adults (m age=21.60 years) viewed a videotape of a simulated crime and were then interviewed with either a Cognitive Interview (CI) or a standard police interview (SI). The older participants were interviewed with either an SI, CI, or CI that was modified for older people (CI–M). No differences were found between the CI and CI–M. The CI elicited more information than the SI, without a reduction in accuracy rate. Moreover, the advantage of the CI over the SI was greater for the older than for the young participants. There were no overall age-related differences. Results are discussed in terms of performance of older witnesses and implications for understanding how the CI functions.     

Applying Continuity Theory to Older Adult Friendships

Continuity theory provides a rationalization for understanding older adult friendships. Older adults do not have to anticipate disengagement but can exercise their choice to actively participate in establishing and maintaining friendship structures. The role of friend is one a person can choose to maintain. Friendships are dynamic and progress on a continuum with beginnings, periods of endurance and change, and endings. Continuity theory provides ways to understand why particular people have developed and adapted distinct friendship and social support networks. This insight provides social service professionals, gerontologists, and family members ways to enable older adults to remain in their communities longer and maintain support stability.     

Factor structure of the Child Attachment Interview

The aim of this study was to specify and test the factor structure of the Child Attachment Interview (CAI), by means of confirmatory factor analysis (CFA). The CFA provides a continuous measure of attachment, and also an examination of the construct validity of this continuous approach. Analyses included 150 children aged 9–13, recruited from schools in Norway. The one factor-model “Security–Dismissal”, as well as a model including the supplementary factor “Preoccupation–Idealization”, fitted the data well. Individuals' scores based on these factors converged with the categorical attachment classifications, but added more information about individual differences within categories. The findings support the construct validity of this continuous approach to the CAI.     

Getting Started on the Road to Applying the Science of Learning

This article describes how Richard Mayer's academic career started on the road to applying the science of learning to education. It suggests four recommendations for getting started: (1) develop intellectual curiosity and core values—which for Mayer occurred because he grew up surrounded by supportive people; (2) find your question—which for Mayer concerns how to help people learn so they can apply what they have learned to new situations; (3) develop your professional skills—which for Mayer occurred because of his educational opportunities in public education culminating in graduate school at the University of Michigan; and (4) find an environment in which you can flourish—which for Mayer is the academic world culminating in landing at the University of California, Santa Barbara. Copyright © 2012 John Wiley & Sons, Ltd.     

Clinical Assessment of Child Victims and Adult Survivors of Child Maltreatment

In the last 2 decades, various forms of child maltreatment, including physical abuse, sexual abuse, psychological abuse, and neglect, have gained the increased attention of the general public and mental health professionals. In this article, the authors review relevant literature to assist counselors in conducting quality clinical assessments of child victims and adult survivors of child maltreatment. Guidelines are discussed, and specific measures and procedures are recommended.     

The Effect of Different Types of Leading Questions on Adult Eyewitnesses with Mild Intellectual Disabilities

Adults with an intellectual disability (ID) are often considered poor witnesses; however, this may depend on the type of questions asked during investigative interviews. We examined the impact of four different types of misleading questions commonly used in interviews. These questions varied in their specificity, presumptive knowledge and structure (open or closed). Forty‐one adults with a mild ID watched a short film; they were then interviewed about what had happened. Half of the questions contained misleading information. In a later recognition test, participants showed a misinformation effect: they correctly recognised more items about which they had received control information than the items about which they had received misleading information. Closer inspection of the data revealed that both closed and open presumptive questions generated the largest misinformation effects. These findings highlight the vulnerability of adults with an ID to misleading questions, specifically those that presume certain information to be true. Copyright © 2013 John Wiley & Sons, Ltd.     

A taxometric study of the Adult Attachment Interview

This study is the first to examine the latent structure of individual differences reflected in the Adult Attachment Interview (AAI; C. George, N. Kaplan, & M. Main, 1985), a commonly used and well-validated measure designed to assess an adult's current state of mind regarding childhood experiences with caregivers. P. E. Meehl's (1995) taxometric methods (i.e., MAXCOV-HITMAX) were applied to data from 504 AAIs. Analyses revealed that the variation underlying secure versus dismissing states of mind was more consistent with a dimensional than a taxonic model. (Taxometric analyses of preoccupation were indeterminate.) In addition, variation in secure adults' (n=278) reports about their early experiences revealed little evidence for qualitative groups of earned- and continuous-secures. Rather, the inferred life experiences of secure adults appeared to be distributed continuously. Findings are discussed in terms of their theoretical implications regarding the phenomenon of earned-security specifically and variation underlying secure and insecure states of mind more generally. The consequences of these analyses for AAI reliability training and coding are also explored.     

Applying Social Cognitive Career Theory to the Empowerment of Battered Women

Despite increasing attention to the problem of domestic violence and its multifaceted consequences, the career development needs of battered women have only sporadically been addressed in the vocational psychology literature. In this article, the scope and consequences of domestic violence are reviewed, highlighting effects on women's career and educational well‐being. Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) is described and applied to the experiences of women living in domestic violence situations. A framework for empowering battered women and using SCCT to promote their career development and attainment is provided, along with recommendations for future research.     

Children's Representation of Child and Adult Knowledge

Do children think that adult knowledge subsumes or only partially overlaps child knowledge? Sixty-four 4- and 6-year-old children were asked either whether a child and an adult know the answers to questions tapping adult- and child-specific knowledge (Experiment 1) or to whom each question should be addressed (Experiment 2). Children were also asked directly about the existence of child-specific knowledge. The experiments provided converging evidence that beliefs about child-specific knowledge are relatively limited among 4-year-olds but become well articulated by age 6. The findings contribute to understanding the development of children's beliefs about the relation between knowledge and age.     

The Role of the Child in Adult Development

This paper provides theoretical and empirical support for the view that children play a large and often underappreciated role in adult development. Fifty parents and teachers were asked to discuss occasions when they learned something valuable from a child or when a child changed them in some significant way. Adults reported that children can cause them to (a) shift their values or priorities, (b) integrate memories or experiences previously disowned or repressed, (c) become more creative and cognitively flexible, or (d) look at the world with more wonder, awe, or curiosity. Werner's concept of genetic stratification (H. Werner, 1957) and Labouvie-Vief, Chiodo, Goguen, Diehl, and Orwoll's concept of dynamic intersubjectivity (G. Labouvie-Vief, L. M. Chiodo, L. A. Goquen, M. Diehl, & L. Orwoll, 1995) are used to explain the results.     

Thinking Developmentally in Child and Adult Psychoanalysis

Psychoanalysis in theory and clinical practice is a developmental domain. Psychoanalysts think about their patients from a developmental point of view. The analytic relationship promotes development in both analyst and patient. Two concepts central to this author’s developmental point of view are epigenetics—as used in biology and philosophy—and that of the analyst as “developmental object.” Optimally, the analyst as developmental object facilitates what Rita Tähkä terms the “developmental illusion,” which intersubjectively transforms psychic structures, enabling alternatives to the repetition compulsion. Two vignettes with adult patients illustrate how empathic intimacy in psychoanalysis with an emphasis on latency and toddler phases as reconstructed in adult analysis presaged psychic growth. Transference as a vehicle for a developmental history taking is also considered.     

Child and Adult Sensitivity to Gender Information in Patterns of Facial Motion

Sixty 5-year-olds and 120 adults participated in research that examined the development of sensitivity to gender information in patterns of facial motion. Subjects were asked to identify the gender of static or dynamic versions of point-light stimulus faces. The dynamic facial displays were filmed either while the stimulus recited the alphabet or while they were engaged in an interaction. Although adults' levels of identification accuracy were greater than those obtained by children, both age groups were able to identify the gender of dynamic facial displays at greater than chance levels. However, adults were able to identify the gender of both reciting and interacting faces, whereas children could only discriminate sex at greater than chance levels when observing interacting faces.     

The Adult Attachment Interview and psychoanalytic outcome studies

During the last two decades, the Adult Attachment Interview (AAI) has attracted growing interest from psychoanalysts concerned with empirical research. The paper discusses the application of Crittenden's Dynamic-Maturational AAI method for assessing the outcome of psychoanalysis. The aim is to demonstrate, through a case presentation, how therapeutic change can be expressed in the AAI. The pre- and post-treatment interviews of one patient, having completed a four-times-a-week psychoanalysis, are presented. It is demonstrated that the detailed discourse analysis of the AAI, based on transcribed tape-recorded interviews, focuses subtle formal elements of language and speech reflecting dominant patterns of affect regulation and object relating. The AAI text analysis provides possibility for coding procedural memory as conveyed by the handling of the relationship to the interviewer, incorporating the dynamic relationship between researcher and subject and thus complying with a methodological prerequisite regarded by many psychoanalysts as necessary for capturing data that are relevant to psychoanalysis. On this background, the method emerges as promising for psychoanalytic outcome studies.     

Adult Attachment and Cognitive and Affective Reactions to Positive and Negative Events

We review theory and research concerning the relation between attachment style, measured in terms of the two dimensions of insecurity (attachment anxiety and avoidance) and emotions that arise in response to threats and dangers, relationship separations and losses, interpersonal offenses and transgressions, and positive personal and interpersonal events. The review indicates that attachment theory systematically organizes research findings associated with emotional appraisals, feelings, and expressions.     

Back to the Real: Efficacy and Perception of a Modified Cognitive Interview in the Field

Since the Cognitive Interview (CI) was developed, many experiments have been published, but only two have investigated its efficacy in real criminal cases. Here, a Modified CI (MCI) is tested with real interviews in an inquisitor justice system. Several moderators and the interviewers' attitudes towards the CI/MCI are also examined. Eighty‐one witnesses were interviewed by 27 French military police officers, with a Standard Police Interview, a Structured Interview (SI), or an MCI. The MCI produced the most forensically relevant information, especially for victims. Trainees judged the SI and the MCI useful, usable, and acceptable, and felt efficient in using them, beliefs that increased after 1 year of practice. The self‐efficacy was linked with the declared use of the techniques. In all, this study confirmed the efficacy of the CI/MCI as a tool to be used in the field, with some cautions to be underlined, notably because of the small sample size considered. Copyright © 2013 John Wiley & Sons, Ltd.     

阻塞性睡眠呼吸暂停低通气综合征是引发道路交通事故的重要原因

为了分析我国道路交通事故是否与阻塞性睡眠呼吸暂停相关,以道路交通事故为主题查阅1993年~2012年万方数据库,并辅以手检同期《中华创伤杂志》和《中华流行病学杂志》,重点查阅全国性及地区性道路交通事故原因的论著,看其是否涉及阻塞性睡眠呼吸暂停问题。结果显示这期间共发表了相关论著43篇,全部论文在分析道路交通事故时均未提及阻塞性睡眠呼吸暂停这一重要原因,提示国内道路交通安全研究中忽略了一个与之关系密切的阻塞性睡眠呼吸暂停问题,建议今后将这个问题引入到道路交通安全管理项目中。     

Child Maltreatment,Family Characteristics and Adult Adjustment

Abstract

Two alternate processes that may explain the relationship between child maltreatment, childhood family characteristics and adult adjustment (mediation and moderation) were tested using retrospective data from a community sample (N= 175). The levels of five different types of child maltreatment did not mediate the relationship between childhood family variables and adult adjustment. In contrast, family background played a mediating role in the relationship between mal-treatment and adjustment. Evidence of moderation was found in the interactions between different maltreatment types in predicting adjustment. Partial support was found for the moderating influence of family factors on the relationship of maltreatment to adjustment.     

Cognitive Response Repertoires to Child Noncompliance by Mothers of Aggressive Boys

Cognitive response repertoires to videotaped child noncompliance episodes were examined in mothers of aggressive (MAs) and nonaggressive 4–6-year-old boys. Mothers provided open-ended solutions to three subtypes of child noncompliance under conditions of time pressure, or after they waited for 15 s to consider alternatives. Solutions were coded as assistance/facilitation, coercion, deference, or explanation/clarification. Compared with controls, MAs offered fewer explanation/clarification responses, more coercive responses, and fewer unique solutions during pressured responding. Two to 6 weeks later, mothers were videotaped while participating with their sons in a challenging block-building task. Maternal responses to the vignettes predicted conflict escalation during block building, even after rates of concurrent and past child noncompliance were partialled out. Implications for parent-training models are considered.